Number of Articles: 6
Exploring L1 use in English as Foreign Language Classrooms through Activity theory
Volume 39, Issue 3.1 , October 2020, Pages 1-35
Abstract
This study attempts to examine the amounts, purposes, and reasons for using L1 by teachers as well as the amounts and purposes of its use by students in English as foreign language ... Read More
Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency
Volume 39, Issue 3.1 , October 2020, Pages 37-88
Abstract
The study aimed at examining the effects of scaffolding ESP readers, by using graphic markers and highlighting syntactic and emphatic prosody, on their Foreign Language Reading Anxiety ... Read More
Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles
Volume 39, Issue 3.1 , October 2020, Pages 89-129
Abstract
< p>Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has ... Read More
Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education
Volume 39, Issue 3.1 , October 2020, Pages 131-184
Abstract
The current study investigated the Iranian Teaching English as a Foreign language (TEFL) Ph.D. candidates’ (TPCs) professional identity development during the TEFL Ph.D. education ... Read More
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents
Volume 39, Issue 3.1 , October 2020, Pages 185-215
Abstract
The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries. ... Read More
Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment
Volume 39, Issue 3.1 , October 2020, Pages 217-252