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

  • Adel, Seyyed Mohammadreza An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners [Volume 35, Issue 4, 2017, Pages 37-70]
  • Ahmadi, Alireza On Anthropomorphism in Technology-Enhanced Language Learning: Does Modality Matter in Agent-Based Multimedia Instruction on L2 Idioms? [Volume 35, Issue 2, 2016, Pages 123-160]
  • Alavi, Seyed Mohammad Built-In Learner Participation Potential of Locally- and Globally-Designed ELT Materials [Volume 35, Issue 3, 2016, Pages 119-156]
  • Alavi, Seyyed Taher Development of Fluency, Accuracy, and Complexity in Productive Skills of EFL learners across Gender and Proficiency: A Chaos Complexity Approach [Volume 35, Issue 4, 2017, Pages 1-35]
  • Amirian, Seyyed Mohammadreza An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners [Volume 35, Issue 4, 2017, Pages 37-70]
  • Atai, Mahmood Reza A Social Semiotic Analysis of Social Actors in English-Learning Software Applications [Volume 35, Issue 3, 2016, Pages 1-40]
  • Atai, Mahmoud Reza Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy [Volume 35, Issue 4, 2017, Pages 71-102]
  • Azizi Farsani, Mahshid Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task [Volume 35, Issue 2, 2016, Pages 69-98]

B

  • Babaie Shalmani, Hamed On Anthropomorphism in Technology-Enhanced Language Learning: Does Modality Matter in Agent-Based Multimedia Instruction on L2 Idioms? [Volume 35, Issue 2, 2016, Pages 123-160]
  • Babaii, Esmat A Social Semiotic Analysis of Social Actors in English-Learning Software Applications [Volume 35, Issue 3, 2016, Pages 1-40]
  • Barabadi, Elyas The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum [Volume 35, Issue 3, 2016, Pages 41-64]
  • Biparva Haghighi, Somaye A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses [Volume 35, Issue 4, 2017, Pages 157-190]
  • Birjandi, Parviz Motivational Beliefs, Self-Regulation and EFL Listening Achievement: A Path Analysis [Volume 35, Issue 3, 2016, Pages 91-118]

F

  • Fakher, Zahra The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies [Volume 35, Issue 1, 2016, Pages 1-30]
  • Fakhraee Faruji, Laleh Task Complexity Manipulation and Accuracy in Writing Performance [Volume 35, Issue 4, 2017, Pages 103-132]

G

  • Ghaemi, Farid Task Complexity Manipulation and Accuracy in Writing Performance [Volume 35, Issue 4, 2017, Pages 103-132]
  • Ghonsooly, Behzad Do Heavy-NP Shift Phenomenon and Constituent Ordering in English Cause Sentence Processing Difficulty for EFL Learners? [Volume 35, Issue 1, 2016, Pages 139-159]
  • Golkar Musavi, Zeinab Genre Analysis and Genre-mixing Across Various Realizations of Academic Book Introductions in Applied Linguistics [Volume 35, Issue 1, 2016, Pages 111-138]

H

  • Hashemi, Mohammad R. The Use of Hedging in Discussion Sections of Applied Linguistics Research Articles with Varied Research Methods [Volume 35, Issue 1, 2016, Pages 31-56]
  • Hashemian, Mahmood Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task [Volume 35, Issue 2, 2016, Pages 69-98]
  • Hemmati, Fatemeh The Impact of Training EFL Learners in Self-Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model [Volume 35, Issue 2, 2016, Pages 99-122]

I

  • Islamizadeh, Zahra Do We Need Discipline-Specific Academic Word Lists? Linguistics Academic Word List (LAWL) [Volume 35, Issue 3, 2016, Pages 65-90]
  • Izadi, Mehri Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study [Volume 35, Issue 2, 2016, Pages 161-189]
  • Izadpanah, Siros The Impact of Task Complexity along Single Task Dimension on EFL Iranian Learners' Written Production: Lexical complexity [Volume 35, Issue 1, 2016, Pages 57-84]

J

  • Jafari, Sakineh Autonomously Noticing Incorrect Language Use: Does it Improve EFL Learners' Grammatical Accuracy? [Volume 35, Issue 1, 2016, Pages 85-110]
  • Jafarigohar, Manoochehr The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies [Volume 35, Issue 1, 2016, Pages 1-30]
  • Jafarigohar, Manoochehr Can Scaffolding Mechanisms of Structuring and Problematizing Facilitate the Transfer of Genre-based Knowledge to Another Discourse Mode? [Volume 35, Issue 4, 2017, Pages 133-156]
  • Jalilifar, Alireza Genre Analysis and Genre-mixing Across Various Realizations of Academic Book Introductions in Applied Linguistics [Volume 35, Issue 1, 2016, Pages 111-138]
  • Jalilifar, Alireza A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses [Volume 35, Issue 4, 2017, Pages 157-190]

K

  • Kafshgarsouteh, Masoumeh A Social Semiotic Analysis of Social Actors in English-Learning Software Applications [Volume 35, Issue 3, 2016, Pages 1-40]
  • Karimpour, Sedigheh Built-In Learner Participation Potential of Locally- and Globally-Designed ELT Materials [Volume 35, Issue 3, 2016, Pages 119-156]
  • Kavoshian, Saeedeh Reflective Teaching through Videotaping in an English Teaching Course in Iran [Volume 35, Issue 2, 2016, Pages 1-38]
  • Ketabi, Saeed Autonomously Noticing Incorrect Language Use: Does it Improve EFL Learners' Grammatical Accuracy? [Volume 35, Issue 1, 2016, Pages 85-110]
  • Ketabi, Saeed Reflective Teaching through Videotaping in an English Teaching Course in Iran [Volume 35, Issue 2, 2016, Pages 1-38]
  • Khatib, Mohammad Enhancing Iranian EFL Learners’ Descriptive Writing Skill through Genre-based Instruction and Metalinguistic Feedback [Volume 35, Issue 2, 2016, Pages 39-68]

M

  • Mallahi, Omid An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners [Volume 35, Issue 4, 2017, Pages 37-70]
  • Mirzaei, Azizullah Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task [Volume 35, Issue 2, 2016, Pages 69-98]
  • Mirzaii, Mostafa Enhancing Iranian EFL Learners’ Descriptive Writing Skill through Genre-based Instruction and Metalinguistic Feedback [Volume 35, Issue 2, 2016, Pages 39-68]
  • Morshedian, Mahboobeh The Impact of Training EFL Learners in Self-Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model [Volume 35, Issue 2, 2016, Pages 99-122]
  • Mortazavi, Mahboobeh Can Scaffolding Mechanisms of Structuring and Problematizing Facilitate the Transfer of Genre-based Knowledge to Another Discourse Mode? [Volume 35, Issue 4, 2017, Pages 133-156]
  • Motamedynia, Masoud Do Heavy-NP Shift Phenomenon and Constituent Ordering in English Cause Sentence Processing Difficulty for EFL Learners? [Volume 35, Issue 1, 2016, Pages 139-159]

N

  • Nasrollahi-Mouziraji, Alieh Motivational Beliefs, Self-Regulation and EFL Listening Achievement: A Path Analysis [Volume 35, Issue 3, 2016, Pages 91-118]
  • Nasrollahi Shahri, Navid Do Heavy-NP Shift Phenomenon and Constituent Ordering in English Cause Sentence Processing Difficulty for EFL Learners? [Volume 35, Issue 1, 2016, Pages 139-159]

P

  • Pourhaji, Mostafa Built-In Learner Participation Potential of Locally- and Globally-Designed ELT Materials [Volume 35, Issue 3, 2016, Pages 119-156]

R

  • Rashtchi, Mojgan Critical Thinking in Personal Narrative and Reflective Journal Writings by In-service EFL Teachers in Iran: Assessment of Reflective Writing [Volume 35, Issue 3, 2016, Pages 157-182]
  • Razmjoo, Seyyed Ayatolla The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum [Volume 35, Issue 3, 2016, Pages 41-64]
  • Roohi, Afsar Can Scaffolding Mechanisms of Structuring and Problematizing Facilitate the Transfer of Genre-based Knowledge to Another Discourse Mode? [Volume 35, Issue 4, 2017, Pages 133-156]

S

  • Sabah, Somayyeh Critical Thinking in Personal Narrative and Reflective Journal Writings by In-service EFL Teachers in Iran: Assessment of Reflective Writing [Volume 35, Issue 3, 2016, Pages 157-182]
  • Sadeghi, karim Development of Fluency, Accuracy, and Complexity in Productive Skills of EFL learners across Gender and Proficiency: A Chaos Complexity Approach [Volume 35, Issue 4, 2017, Pages 1-35]
  • Sahragard, Rahman On Anthropomorphism in Technology-Enhanced Language Learning: Does Modality Matter in Agent-Based Multimedia Instruction on L2 Idioms? [Volume 35, Issue 2, 2016, Pages 123-160]
  • Shajeri, Esmaeil The Impact of Task Complexity along Single Task Dimension on EFL Iranian Learners' Written Production: Lexical complexity [Volume 35, Issue 1, 2016, Pages 57-84]
  • Shirzadi, Danial The Use of Hedging in Discussion Sections of Applied Linguistics Research Articles with Varied Research Methods [Volume 35, Issue 1, 2016, Pages 31-56]
  • Shooshtari, zohreh Gooniband A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses [Volume 35, Issue 4, 2017, Pages 157-190]
  • Soleimani, Hassan The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies [Volume 35, Issue 1, 2016, Pages 1-30]
  • Soleimani, Hassan The Impact of Training EFL Learners in Self-Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model [Volume 35, Issue 2, 2016, Pages 99-122]
  • Sotoudehnama, Elaheh The Impact of Training EFL Learners in Self-Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model [Volume 35, Issue 2, 2016, Pages 99-122]

T

  • Tavakoli, Mansoor Autonomously Noticing Incorrect Language Use: Does it Improve EFL Learners' Grammatical Accuracy? [Volume 35, Issue 1, 2016, Pages 85-110]
  • Tavakoli, Mansoor Reflective Teaching through Videotaping in an English Teaching Course in Iran [Volume 35, Issue 2, 2016, Pages 1-38]

V

  • Vahdany, Fereidoon The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies [Volume 35, Issue 1, 2016, Pages 1-30]

Z

  • Zaré Alanagh, Alireza Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy [Volume 35, Issue 4, 2017, Pages 71-102]
  • Zareian, Gholamreza An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners [Volume 35, Issue 4, 2017, Pages 37-70]