Number of Articles: 6
Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance
Volume 41, Issue 1 , February 2022, Pages 1-31
Abstract
While the bulk of literature repletes with studies on emotional intelligence and its effect on teachers' performance and students' academic achievement, few have been released as to ... Read More
A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt
Volume 41, Issue 1 , February 2022, Pages 33-67
Abstract
The present study aimed to analyze two secondary English school textbooks from Iran and Egypt to see to what extent these two middle-eastern countries with similar religious, historical, ... Read More
The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement
Volume 41, Issue 1 , February 2022, Pages 69-101
Abstract
The present article experimentally studied the impact of mindfulness-cultivating intervention on various dimensions of learning. The mindfulness-cultivation techniques employed in the ... Read More
The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study
Volume 41, Issue 1 , February 2022, Pages 103-132
Abstract
Language education, among most other aspects of life, has been affected by the ever-advancing technology. To be most efficient, educators need to know the affordances technology brings ... Read More
Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study
Volume 41, Issue 1 , February 2022, Pages 133-173
Abstract
This study intended to explore the perceptions of Iranian high-school English teachers and the perspectives of policymakers on success in teaching English. Data were collected through ... Read More
English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom
Volume 41, Issue 1 , February 2022, Pages 175-212