Author Index

A

  • Ahmadi, Alireza Task Type and Prompt Effect on Test Performance: A Focus on IELTS Academic Writing Tasks [Volume 33, Issue 3, 2014, Pages 1-20]
  • Alemi, Minoo Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014, Pages 21-49]
  • Alibabaee, Ahmad A Probe into Adaptive Transfer across Writing Contexts: A Case of an EGAP Class [Volume 33, Issue 1, 2014, Pages 113-133]
  • Ameri-Golestan, Ahmad Processing of Lexical Bundles by Persian Speaking Learners of English [Volume 33, Issue 4, 2015, Pages 1-18]
  • Asadnia, Fatemeh Metadiscourse Strategies and Citation Patterns as Resources of Authorial Identity in Research Articles across International/Local Journals and Applied Linguistics Subdisciplines [Volume 33, Issue 1, 2014, Pages 72-49]
  • Askari Matin, Sajjad Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014, Pages 93-111]
  • Atai, Mahmood Reza Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2015, Pages 19-44]

B

  • Babaei, Samaneh Processing of Lexical Bundles by Persian Speaking Learners of English [Volume 33, Issue 4, 2015, Pages 1-18]
  • Bagheri, Mohammad Sadegh Comparing confidence-based and conventional scoring methods: The case of an English grammar class [Volume 33, Issue 4, 2015, Pages 123-152]
  • Barekat, Behzad Reading Performance of Iranian EFL Learners in Paper and Digital texts [Volume 33, Issue 1, 2014, Pages 1-21]

E

  • Ehsani, Fatemeh Zahra Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development [Volume 33, Issue 3, 2014, Pages 75-100]
  • Eslami Rasekh, Zohreh Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014, Pages 21-49]

F

  • Farahanynia, Mahsa Cognitive Task Complexity and Iranian EFL Learners’ Written Linguistic Performance across Writing Proficiency Levels [Volume 33, Issue 2, 2014, Pages 107-128]
  • Faravani, Akram Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2015, Pages 19-44]
  • Farhang asa, Nahid Reading Performance of Iranian EFL Learners in Paper and Digital texts [Volume 33, Issue 1, 2014, Pages 1-21]
  • Farjami, Hadi Key Lexical Chunks in Applied Linguistics Article Abstracts [Volume 33, Issue 3, 2014, Pages 51-61]
  • Farshi, Najmeh The effects of Concept Mapping Strategy and Aural Vs. Written Prompts on Writing Test Performance Under Different Planning Conditions [Volume 33, Issue 2, 2014, Pages 55-80]
  • Fathi, Jalil The Investigation of the Perspectives of Iranian EFL Domain Experts on Postmethod Pedagogy: A Delphi Technique [Volume 33, Issue 3, 2014, Pages 89-112]

G

  • Golaghaei, nassim The Impact of Metalinguistic English Vocabulary Knowledge and Lexical Inferencing on EFL Learners’ Lexical Knowledge Considering the Cross-Linguistic Issue of L1 Lexicalization [Volume 33, Issue 2, 2014, Pages 27-53]

H

  • Hashemian, Mahmood A Pragmatic Study of Requestive Speech Act by Iranian EFL Learners and Canadian Native Speakers in Hotels [Volume 33, Issue 2, 2014, Pages 1-25]
  • Hassaskhah, Jaleh Reading Performance of Iranian EFL Learners in Paper and Digital texts [Volume 33, Issue 1, 2014, Pages 1-21]
  • Hassaskhah, Jaleh Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2015, Pages 45-65]
  • Hematiyan, Navvab Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014, Pages 93-111]
  • Hosseinpur, Rasoul The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014, Pages 73-92]

J

  • Jafarigohar, Manoochehr Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter? [Volume 33, Issue 4, 2015, Pages 67-94]
  • Jafarpour, Ali Akbar Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development [Volume 33, Issue 3, 2014, Pages 75-100]
  • Jahedi, Fatemeh Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2015, Pages 45-65]
  • Jalali, Hassan Processing of Lexical Bundles by Persian Speaking Learners of English [Volume 33, Issue 4, 2015, Pages 1-18]
  • Jalilifar, Alireza Cross-Cultural Investigation into Generic Structure of Dissertation Acknowledgements in English and Persian: Reflections on Politeness Strategies [Volume 33, Issue 1, 2014, Pages 23-47]

K

  • Karimi, Mohammad Nabi Metadiscourse Strategies and Citation Patterns as Resources of Authorial Identity in Research Articles across International/Local Journals and Applied Linguistics Subdisciplines [Volume 33, Issue 1, 2014, Pages 72-49]
  • Kazemi, Ali The Relationship between English and Persian Phonological Awareness, Rapid Autamatized Naming and Students’ Reading Achievement in Partial Immersion and Non-Immersion Programs [Volume 33, Issue 2, 2014, Pages 27-53]
  • Khanjani, Amin Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter? [Volume 33, Issue 4, 2015, Pages 67-94]
  • Khatib, Mohammad The Investigation of the Perspectives of Iranian EFL Domain Experts on Postmethod Pedagogy: A Delphi Technique [Volume 33, Issue 3, 2014, Pages 89-112]

M

  • Mahdavipour, Maryam The Effect of Variations in Integrated Writing Tasks and Proficiency Level on Features of Written Discourse Generated by Iranian EFL Learners [Volume 33, Issue 2, 2014, Pages 129-159]
  • Malmir, Ali The Construct of Interlanguage Pragmatic Learning Strategies: Investigating Preferences of High vs. Low Pragmatic Performers [Volume 33, Issue 4, 2015, Pages 153-180]
  • Mansoordehghan, Shaban Task Type and Prompt Effect on Test Performance: A Focus on IELTS Academic Writing Tasks [Volume 33, Issue 3, 2014, Pages 1-20]
  • Mirzaei, Azizullah Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development [Volume 33, Issue 3, 2014, Pages 75-100]
  • Mohammadi, Afshin Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2015, Pages 95-22]
  • Mohammadi, Mohammad Javad Cross-Cultural Investigation into Generic Structure of Dissertation Acknowledgements in English and Persian: Reflections on Politeness Strategies [Volume 33, Issue 1, 2014, Pages 23-47]
  • Mohammadi, Nafiseh The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014, Pages 113-133]
  • Moini, Mohammad Raouf Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2015, Pages 95-22]

R

  • Rezanejad, Atefeh Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014, Pages 21-49]
  • Roohani, Ali The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014, Pages 113-133]

S

  • Sadeghi, Vahid Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014, Pages 135-153]
  • Sadighi, Firooz Comparing confidence-based and conventional scoring methods: The case of an English grammar class [Volume 33, Issue 4, 2015, Pages 123-152]
  • Salehi, Masoomeh Comparing confidence-based and conventional scoring methods: The case of an English grammar class [Volume 33, Issue 4, 2015, Pages 123-152]
  • Soleimani, Hassan The Effect of Variations in Integrated Writing Tasks and Proficiency Level on Features of Written Discourse Generated by Iranian EFL Learners [Volume 33, Issue 2, 2014, Pages 129-159]
  • Sotoudehnama, Elaheh Cognitive Task Complexity and Iranian EFL Learners’ Written Linguistic Performance across Writing Proficiency Levels [Volume 33, Issue 2, 2014, Pages 107-128]

T

  • Taghavi, Farnaz Sadat Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014, Pages 135-153]
  • Tajeddin, Zia - The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014, Pages 73-92]
  • Tajeddin, Zia - The Construct of Interlanguage Pragmatic Learning Strategies: Investigating Preferences of High vs. Low Pragmatic Performers [Volume 33, Issue 4, 2015, Pages 153-180]
  • Tavakoli, Mansoor The effects of Concept Mapping Strategy and Aural Vs. Written Prompts on Writing Test Performance Under Different Planning Conditions [Volume 33, Issue 2, 2014, Pages 55-80]

Y

  • Yamini, Mortaza The Impact of Metalinguistic English Vocabulary Knowledge and Lexical Inferencing on EFL Learners’ Lexical Knowledge Considering the Cross-Linguistic Issue of L1 Lexicalization [Volume 33, Issue 2, 2014, Pages 27-53]

Z

  • Zare-ee, Abbas Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014, Pages 93-111]
  • Zarei, Gholam Reza A Probe into Adaptive Transfer across Writing Contexts: A Case of an EGAP Class [Volume 33, Issue 1, 2014, Pages 113-133]