Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Browse Author Index

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ALL

A

  • Ahmadian, Moussa The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners [Volume 42, Issue 1, 2023, Pages 61-90]
  • Ahmadian, Moussa Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy [Volume 42, Issue 2, 2023, Pages 149-171]
  • Ahmadi Safa, Mohammad Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
  • Alavi, Sayyed Mohammad Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective [Volume 42, Issue 1, 2023, Pages 91-119]
  • Alemi, Minoo Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Aliakbari, Mohammad EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
  • Alimorad, Zahra Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
  • Allami, Hamid Aptitude-Treatment Interaction Effects on EFL Learners’ Gains in Implicit Grammar Knowledge [Volume 42, Issue 4, 2023, Pages 71-98]
  • Amini, Davoud Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • Amirian, Zahra Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
  • Arab, Nikoo Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity [Volume 42, Issue 2, 2023, Pages 111-148]
  • Arefian, Mohammad Hossein Exploring the Role of Reflective Practice in Activating Novice EFL Teachers’ Noticing [Volume 42, Issue 4, 2023, Pages 23-44]
  • Azadnia, Masoud A Corpus-based Study of the Use of Lexical Bundles in EAP Texts by Iranian EFL and ESL Learners [Volume 42, Issue 3, 2023, Pages 1-27]

B

  • Bagheri Nevisi, Reza Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity [Volume 42, Issue 2, 2023, Pages 111-148]
  • Barjesteh, Hamed Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development [Volume 42, Issue 2, 2023, Pages 51-80]

C

  • Chalak, Azizeh Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning [Volume 42, Issue 2, 2023, Pages 25-50]

E

  • Ebrahimi Tazangi, Sedigheh Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series [Volume 42, Issue 1, 2023, Pages 29-59]

F

  • Farangi, Mohamadreza Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Fazilatfar, ali Mohammad Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]

G

  • Ghasedi, Parviz Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy [Volume 42, Issue 2, 2023, Pages 149-171]
  • Ghasemzadeh, Abolfazl Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • Ghonsooly, Behzad A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment [Volume 42, Issue 1, 2023, Pages 121-146]
  • Golaghaei, Nassim Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development [Volume 42, Issue 2, 2023, Pages 51-80]

H

  • Haghi, Sara EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
  • Heidari Tabrizi, Hossein Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning [Volume 42, Issue 2, 2023, Pages 25-50]

J

  • Jabbari, Ali Akbar Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]

K

  • Kaivanpanah, Shiva Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective [Volume 42, Issue 1, 2023, Pages 91-119]
  • Kargar Behbahani, Hossein The Contribution of Working Memory and Language Proficiency to Lexical Gain: Insights from the Involvement Load Hypothesis [Volume 42, Issue 3, 2023, Pages 117-146]
  • Karimi, Mohammad Nabi Aptitude-Treatment Interaction Effects on EFL Learners’ Gains in Implicit Grammar Knowledge [Volume 42, Issue 4, 2023, Pages 71-98]
  • Kazemainy, Faramarz Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development [Volume 42, Issue 2, 2023, Pages 51-80]
  • Kiany, Gholam Reza Aptitude-Treatment Interaction Effects on EFL Learners’ Gains in Implicit Grammar Knowledge [Volume 42, Issue 4, 2023, Pages 71-98]

M

  • Mahdavirad, Fatemeh Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series [Volume 42, Issue 1, 2023, Pages 29-59]
  • Meihami, Hussein Exploring the Role of Reflective Practice in Activating Novice EFL Teachers’ Noticing [Volume 42, Issue 4, 2023, Pages 23-44]
  • Mirzadeh Rahni, Sepideh A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]
  • Momeni, Ghodrat - The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners [Volume 42, Issue 1, 2023, Pages 61-90]

N

  • Najjar Hosseini, Hesam Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • Najjarpour, Mona Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom [Volume 42, Issue 4, 2023, Pages 45-69]
  • Nasrollahi Mouzirji, Atefeh Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development [Volume 42, Issue 2, 2023, Pages 51-80]
  • Nizigama, Elvis Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]

P

  • Parsaiyan, Seyyedeh Fahimeh A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]

R

  • Rashidi, Naser Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach [Volume 42, Issue 1, 2023, Pages 147-183]
  • Razmjoo, Seyyed Ayatollah The Contribution of Working Memory and Language Proficiency to Lexical Gain: Insights from the Involvement Load Hypothesis [Volume 42, Issue 3, 2023, Pages 117-146]
  • Rostami, Shakiba Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]

S

  • Salimi, Esmaeel Ali Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom [Volume 42, Issue 4, 2023, Pages 45-69]
  • Sharifi, Amir Arsalan Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning [Volume 42, Issue 2, 2023, Pages 25-50]
  • Shobeiry, Maria Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective [Volume 42, Issue 1, 2023, Pages 91-119]

T

  • Tajeddin, Zia Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Tajgozari, Mostafa Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
  • Tavakoli, Mansoor Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
  • Tofighi, Somaye Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]

V

  • Vameghshahi, Bibi Malihe A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment [Volume 42, Issue 1, 2023, Pages 121-146]

Y

  • Yasini, Ali EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
  • Yazdani, Hooshang Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy [Volume 42, Issue 2, 2023, Pages 149-171]
  • Yousofi, Nouroddin The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading [Volume 42, Issue 4, 2023, Pages 99-114]

Z

  • Zabbah, Iman Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Zamani, Zahra Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Zandi, Maryam The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading [Volume 42, Issue 4, 2023, Pages 99-114]
  • Zarrinjooei, Nahid Aptitude-Treatment Interaction Effects on EFL Learners’ Gains in Implicit Grammar Knowledge [Volume 42, Issue 4, 2023, Pages 71-98]
  • Zolfaghari, Fatemeh Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach [Volume 42, Issue 1, 2023, Pages 147-183]