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]
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]
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
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]
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]
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]
M
Mahdavirad, Fatemeh
Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series [Volume 42, Issue 1, 2023, Pages 29-59]
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
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]
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
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]
Z
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]
