Adloo, Mahsa
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2019, Pages 1-46]
Afraz, Shahram
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2019, Pages 109-139]
Amani, Maryam Asadi
The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018, Pages 211-238]
Amerian, Majid
Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018, Pages 1-35]
Amerian, Mohammad
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018, Pages 1-49]
Atai, Mahmood Reza
Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018, Pages 1-32]
B
Bagheri Nevisi, Reza
The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018, Pages 125-167]
Bahrani, Saeid
The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018, Pages 125-167]
Barabadi, Elyas
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
Barabadi, Hossein Ahmad
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
Bardideh, Ali
From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018, Pages 127-158]
Bayat, Mokarrameh
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
Beyzaei, Ashraf
Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018, Pages 91-123]
C
Chalak, Azizeh
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018, Pages 65-90]
E
Ebrahimi, Seyed Foad
Grammatical Subject in Results and Discussion Section of Research Articles: Disciplinary Variations [Volume 37, Issue 1, 2018, Pages 97-125]
F
Fathi, Jalil
Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018, Pages 33-64]
G
Ghapanchi, Zargham
Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018, Pages 131-168]
Ghasemi, Shabnam
Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018, Pages 169-210]
Golparvar, Seyyed Ehsan
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018, Pages 37-72]
H
Hashemi, Mohammad R.
Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018, Pages 1-32]
Heidari Tabrizi, Hossein
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018, Pages 65-90]
Heng, Chan Swee
Grammatical Subject in Results and Discussion Section of Research Articles: Disciplinary Variations [Volume 37, Issue 1, 2018, Pages 97-125]
J
Jalilifar, Alireza
From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018, Pages 127-158]
K
Kaivanpanah, Shiva
Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018, Pages 159-192]
Karimi, mahzad
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018, Pages 65-90]
M
Malmir, Ali
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2019, Pages 71-108]
Marashi, Hamid
EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018, Pages 51-97]
Marefat, Fahimeh
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018, Pages 1-49]
Mehri, Ehsan
Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018, Pages 1-35]
Miri, Mowla
Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018, Pages 159-192]
Mirzaei, Azizullah
Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018, Pages 91-123]
Mohammad Hosseinpur, Rasoul
The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018, Pages 125-167]
Mohammadi, Mohammad
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2019, Pages 47-70]
Mohammadi Salari, Zahra
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2019, Pages 109-139]
N
Najjarbaghseyah, Rasool
Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2019, Pages 141-165]
Nejadghanbar, Hassan
Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018, Pages 1-32]
P
Pishghadam, Reza
Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018, Pages 131-168]
R
Rashidian, Samira
EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018, Pages 51-97]
Rasti, Alireza
Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum [Volume 37, Issue 2, 2018, Pages 169-193]
Rohani, Gholam reza
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2019, Pages 1-46]
Roohani, Ali
Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018, Pages 91-123]
S
Samimi, Fazlolah
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2019, Pages 109-139]
Sarkhosh, Mehdi
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2019, Pages 47-70]
Savadi Rostami, Elaheh
Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018, Pages 33-64]
Shahini, Gholamhossein
Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework [Volume 37, Issue 3, 2018, Pages 99-129]
Shooshtari, Zohreh,
From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018, Pages 127-158]
Soltanian, Nahid
Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018, Pages 131-168]
Soodmand Afshar, Hassan
Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018, Pages 169-210]
V
Vahdat, Sedigheh
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2019, Pages 167-194]
Y
Yousof, Qutibaa M
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2019, Pages 71-108]
Z
Zarei, Abbas Ali
The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018, Pages 211-238]
