A

  • Academic achievement Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2014-2015, Pages 45-65]
  • Academic and journalistic texts From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018-2019, Pages 127-158]
  • Achievements A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]
  • Acquisition Acquisition of English Unergative and Unaccusative Structures by Persian EFL Learners [Volume 31, Issue 2, 2012-2013, Pages 53-85]
  • Acquisition On Situating the Stance of Estrogen in the Acquisition and Recall of L2 Lexical Items: A Biological Look [Volume 36, Issue 2, 2017-2018, Pages 163-189]
  • Activity Theory (AT) Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
  • Adaptive teaching Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
  • Adaptive transfer A Probe into Adaptive Transfer across Writing Contexts: A Case of an EGAP Class [Volume 33, Issue 1, 2014-2015, Pages 113-133]
  • ADHD EFL learners Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning [Volume 42, Issue 2, 2023, Pages 25-50]
  • Age A CORRELATIONAL ANALYSIS OF EFL UNIVERSITY STUDENTS’ CRITICAL THINKING AND SELF-EFFICACY [Volume 30, Issue 1, 2011-2012, Pages 119-149]
  • Age Demotivating Factors Affecting Undergraduate Learners of Non-English Majors Studying General English: A Case of Iranian EFL Context [Volume 32, Issue 4, 2013-2014, Pages 41-61]
  • Age An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners [Volume 38, Issue 1, 2019-2020, Pages 79-118]
  • Agency Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2014-2015, Pages 95-22]
  • Alternative Assessment Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • American literature The Power of Fiction: How Literature Educated and Reformed American Society [Volume 30, Issue 2, 2011-2012, Pages 135-154]
  • Animation-based instruction Developing EFL Learners' Oral Proficiency through Animation-based Instruction of English Formulaic Sequences [Volume 38, Issue 1, 2019-2020, Pages 157-190]
  • ANN Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • AntConc Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
  • Antonio Gramsci Thomas Hardy's Under the Greenwood Tree : An Althusserian Perspective [Volume 30, Issue 1, 2011-2012, Pages 99-118]
  • A Portrait of the Artist as a Young Man The Ordering Process of Narrative in James Joyce's A Portrait of the Artist as a Young Man [Volume 31, Issue 2, 2012-2013, Pages 119-133]
  • Appraisal Move-based investigation of appraisal in the introduction section of Applied Linguistics research articles: Similarities and differences between L1 and L2 English texts [Volume 38, Issue 3, 2019-2020, Pages 1-38]
  • Appraisal Theory Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
  • Aptitude-Treatment Interaction Aptitude-Treatment Interaction Effects on EFL Learners’ Gains in Implicit Grammar Knowledge [Volume 42, Issue 4, 2023, Pages 71-98]
  • Assessment literacy Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices [Volume 38, Issue 1, 2019-2020, Pages 191-223]
  • Assessment literacy Examining 'Assessment Literacy in Practice' in an Iranian Context: Does it Differ for Instructors and Learners? [Volume 40, Issue 2, 2021, Pages 1-45]
  • Assessment literacy A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Attentional Allocation The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
  • Augmented Reality The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
  • Authentic pronunciation Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors [Volume 38, Issue 2, 2019-2020, Pages 107-129]
  • Authorial Identity 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, 2014-2015, Pages 72-49]
  • Authorial voice Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014-2015, Pages 93-111]
  • AWL A Corpus-Based Study of the Lexical Make-up of Applied Linguistics Article Abstracts [Volume 32, Issue 2, 2013-2014, Pages 27-50]

B

  • Bhabha A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
  • Bilingual context 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, 2018-2019, Pages 109-139]
  • Bilingualism Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement [Volume 32, Issue 3, 2013-2014, Pages 27-50]
  • Blended learning Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
  • Bloom's taxonomy On the Representation of Bloom's Revised Taxonomy in Interchange Coursebooks [Volume 31, Issue 1, 2012-2013, Pages 171-204]
  • Bloom's revised taxonomy On the Representation of Bloom's Revised Taxonomy in Interchange Coursebooks [Volume 31, Issue 1, 2012-2013, Pages 171-204]
  • Boredom Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]

C

  • CAF Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy [Volume 35, Issue 4, 2016-2017, Pages 71-102]
  • CAF measures Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018-2019, Pages 91-123]
  • CAFS Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
  • CALL Iranian EFL Learners’ Perception of the Efficacy and Affordance of Activity Theory-based Computer Assisted Language Learning in Writing Achievement [Volume 36, Issue 4, 2017-2018, Pages 33-66]
  • CALL The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
  • CALL literacy Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) [Volume 40, Issue 4, 2021, Pages 161-193]
  • Capital Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • CAPT CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals [Volume 39, Issue 2, 2020, Pages 121-167]
  • Captions Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series [Volume 40, Issue 1, 2021, Pages 83-115]
  • CARS model Rhetorical Variation in Medical Article Abstracts Written in English and Persian [Volume 30, Issue 4, 2011-2012, Pages 127-144]
  • CASEL Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom [Volume 42, Issue 4, 2023, Pages 45-69]
  • CEFR Diagnosing the Iranian L2 Writing Ability Using Self-Assessment and Level Specific Approaches [Volume 34, Issue 1, 2015-2016, Pages 145-173]
  • CF strategies EFL TEACHERS’ BELIEFS ABOUT ORAL CORRECTIVE FEEDBACK AND THEIR FEEDBACK-PROVIDING PRACTICES ACROSS LEARNERS’ PROFICIENCY LEVELS [Volume 34, Issue 2, 2015-2016, Pages 39-68]
  • Challenges Challenges of Online Language Teaching during the COVID-19 Pandemic: A Process Tracing Approach [Volume 40, Issue 3, 2021, Pages 159-195]
  • Changes in motivation Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]
  • ChatGPT ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education [Volume 43, Issue 2, 2024, Pages 49-85]
  • ChatGPT-assisted language learning ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education [Volume 43, Issue 2, 2024, Pages 49-85]
  • ChatGPT-based instruction The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods [(Articles in Press)]
  • Classroom discourse LEARNER INITIATIVES ACROSS QUESTION-ANSWER SEQUENCES: A CONVERSATION ANALYTIC ACCOUNT OF LANGUAGE CLASSROOM DISCOURSE [Volume 34, Issue 2, 2015-2016, Pages 93-125]
  • Classroom discourse 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, 2018-2019, Pages 109-139]
  • Classroom Practice Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • Closed-tasks The Effect of Open vs. Closed Tasks on Improving Iranian EFL Learners’ Oral Performance [Volume 38, Issue 4, 2019-2020, Pages 205-238]
  • CLT Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • CLT-based curriculum The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum [Volume 35, Issue 3, 2016-2017, Pages 41-64]
  • Code-switching 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, 2018-2019, Pages 109-139]
  • Cognitive/behavioral manifestation Correspondence between EFL Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: The Moderating Role of Teacher Grit [Volume 40, Issue 4, 2021, Pages 35-60]
  • Cognitive Process Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • Cognitive task complexity Cognitive Task Complexity and Iranian EFL Learners’ Written Linguistic Performance across Writing Proficiency Levels [Volume 33, Issue 2, 2014-2015, Pages 107-128]
  • Cognitive theory The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs [Volume 38, Issue 2, 2019-2020, Pages 81-106]
  • Coherence and cohesion The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners [Volume 42, Issue 1, 2023, Pages 61-90]
  • Collaborative Activities The Effect of Dictogloss vs. Debating on L2 Writing Proficiency: A Mixed-Methods Study [Volume 40, Issue 4, 2021, Pages 121-160]
  • Collaborative dialogue Effects of Audio-Visually Prompted Collaborative Dialogue on EFL Learners' Listening Comprehension Development [Volume 39, Issue 2, 2020, Pages 1-42]
  • Collaborative dialogue Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
  • Collaborative learning The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Collaborative output tasks Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives [Volume 36, Issue 1, 2017-2018, Pages 1-26]
  • Collective teacher efficacy Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018-2019, Pages 33-64]
  • Comment Peer Reviewers’ Comments on Research Articles Submitted by Iranian Researchers [Volume 32, Issue 3, 2013-2014, Pages 107-123]
  • Committed Literature The Power of Fiction: How Literature Educated and Reformed American Society [Volume 30, Issue 2, 2011-2012, Pages 135-154]
  • Communicative language teaching Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • Complex Dynamic Systems Theory Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]
  • Compliment Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014-2015, Pages 21-49]
  • Comprehension difficulty The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
  • Comprehension time and accuracy The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
  • Computer-generated Feedback The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception [Volume 39, 3.2, 2020, Pages 181-225]
  • Computer-generated Feedback Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity [Volume 42, Issue 2, 2023, Pages 111-148]
  • Computer-mediated feedback Elicitation, Recast, and Meta-Linguistic Feedback in Form-Focused Exchanges: Effects of Feedback Modality on Multimedia Grammar Instruction [Volume 31, Issue 4, 2012-2013, Pages 25-51]
  • Conceptual Dimension Examining 'Assessment Literacy in Practice' in an Iranian Context: Does it Differ for Instructors and Learners? [Volume 40, Issue 2, 2021, Pages 1-45]
  • Confirmatory and Exploratory Factor Analysis The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
  • Consciousness-raising (C-R) The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014-2015, Pages 73-92]
  • Consistency Analysis Acquisition of English Relative Clauses by Adult Persian Learners: Focus on Resumptive Pronouns [Volume 32, Issue 4, 2013-2014, Pages 19-40]
  • Constructed -response item Investigating the Impact of Response Format on the Performance of Grammar Tests: Selected and Constructed [Volume 36, Issue 2, 2017-2018, Pages 103-128]
  • Constructivist approach Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach [Volume 38, Issue 3, 2019-2020, Pages 81-112]
  • Cooperative offline planning Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners [Volume 39, 3.2, 2020, Pages 1-34]
  • Coursebook analysis Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach [Volume 40, Issue 2, 2021, Pages 81-118]
  • COVID-19 The Impacts of COVID-19 Pandemic on English Language Teacher Education in Iran: Challenges and Opportunities [Volume 40, Issue 3, 2021, Pages 83-116]
  • COVID-19 Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 41-82]
  • COVID-19 The Impact of Learning through Management System vs. Learning through Experience Platform on Exam Results of Digital Natives and Digital Immigrants [Volume 40, Issue 3, 2021, Pages 117-158]
  • COVID-19 A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]
  • Covid 19 pandemic Lived Experience of Adult English Learners Learning English on the Phone [Volume 40, Issue 3, 2021, Pages 1-40]
  • Creative thinking Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions [Volume 41, Issue 3, 2022, Pages 117-153]
  • Critical cultural awareness Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA) [Volume 36, Issue 2, 2017-2018, Pages 1-38]
  • Critical Language Pedagogy Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education [Volume 38, Issue 2, 2019-2020, Pages 47-79]
  • Critical Thinking Dispositions Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Reflective Teaching [Volume 43, Issue 2, 2024, Pages 133-167]
  • Cross-actional influence of context Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective [Volume 42, Issue 1, 2023, Pages 91-119]
  • Culture Sociological and Aesthetic Senses of Culture Represented in Global and Localized ELT Textbooks [Volume 36, Issue 3, 2017-2018, Pages 119-143]

D

  • Deductive C-R Task The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014-2015, Pages 73-92]
  • Delphi technique The Investigation of the Perspectives of Iranian EFL Domain Experts on Postmethod Pedagogy: A Delphi Technique [Volume 33, Issue 3, 2014-2015, Pages 89-112]
  • Diagnostic Assessment Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment [Volume 39, 3.1, 2020, Pages 217-252]
  • DIALANG Diagnosing the Iranian L2 Writing Ability Using Self-Assessment and Level Specific Approaches [Volume 34, Issue 1, 2015-2016, Pages 145-173]
  • Dialogic learning Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]
  • Dictogloss task Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives [Volume 36, Issue 1, 2017-2018, Pages 1-26]
  • DIF sources Using Multiple-Variable Matching to Identify EFL Ecological Sources of Differential Item Functioning [Volume 38, Issue 4, 2019-2020, Pages 1-42]
  • Digital Image Guide Method DVL-integrated Instructions to Enhance EFL Learners' Speaking Proficiency: The Digital Image Guide Method [Volume 43, Issue 2, 2024, Pages 87-110]
  • Digital visual literacy DVL-integrated Instructions to Enhance EFL Learners' Speaking Proficiency: The Digital Image Guide Method [Volume 43, Issue 2, 2024, Pages 87-110]
  • Diglot weave The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability [Volume 40, Issue 1, 2021, Pages 117-152]
  • Directed Motivational Currents Directed Motivational Currents: The Implementation of the Dynamic Web-Based Persian Scale among Iranian EFL Learners [Volume 36, Issue 1, 2017-2018, Pages 27-56]
  • Direct feedback Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Direct written corrective feedback Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity [Volume 42, Issue 2, 2023, Pages 111-148]
  • Disagreement Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers [Volume 38, Issue 1, 2019-2020, Pages 1-36]
  • Disciplines The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading [Volume 42, Issue 4, 2023, Pages 99-114]
  • Dissertation Writing The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills [Volume 40, Issue 4, 2021, Pages 91-120]
  • Don DeLillo Postmodern Orientalized Terrorism: Don DeLillo’s The Names [Volume 30, Issue 2, 2011-2012, Pages 57-84]
  • Dual-mechanism models Frequency Effects of Regular Past Tense Forms in English on Native Speakers’ and Second Language Learners’ Accuracy Rate and Reaction Time [Volume 39, Issue 1, 2020, Pages 153-199]

E

  • Eager L2 Use Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • EAP Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
  • Editorial The Disourse of War in the Middle East: Analysis of Syria's Civil Crises in English Editorials Published in Iran, Turkey and Saudi Arabia [Volume 32, Issue 3, 2013-2014, Pages 1-21]
  • Educational Data Mining Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Educational Technology (Ed Tech) Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
  • Edward Said Texts and Politics: Postcolonial Revaluations of two British Classics [Volume 30, Issue 3, 2011-2012, Pages 67-82]
  • EFL Iranian EFL Teachers' Views on Measuring Reading Comprehension [Volume 30, Issue 2, 2011-2012, Pages 107-134]
  • EFL The Relative Effectiveness of Input and Output-oriented Tasks with Different Involvement Loads on the Receptive and Productive Vocabulary Knowledge of Iranian EFL Learners [Volume 31, Issue 2, 2012-2013, Pages 27-52]
  • EFL The Effect of Four Different Types of Involvement Indices on Vocabulary Learning and Retention of EFL Learners [Volume 32, Issue 2, 2013-2014, Pages 1-26]
  • EFL Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter? [Volume 33, Issue 4, 2014-2015, Pages 67-94]
  • EFL Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2014-2015, Pages 95-22]
  • EFL Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework [Volume 37, Issue 3, 2018-2019, Pages 99-129]
  • EFL The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception [Volume 39, 3.2, 2020, Pages 181-225]
  • EFL Challenges of Online Language Teaching during the COVID-19 Pandemic: A Process Tracing Approach [Volume 40, Issue 3, 2021, Pages 159-195]
  • EFL Thinking Ability and its Impacting Factors among Graduate Iranian EFL Learners through Generating Types of Questions [Volume 41, Issue 3, 2022, Pages 117-153]
  • EFL classroom Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]
  • EFL Classrooms Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom [Volume 42, Issue 4, 2023, Pages 45-69]
  • EFL Context The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
  • EFL Curriculum A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • EFL descriptive writing Enhancing Iranian EFL Learners’ Descriptive Writing Skill through Genre-based Instruction and Metalinguistic Feedback [Volume 35, Issue 2, 2016-2017, Pages 39-68]
  • EFL elementary learners The Impact of Guided Writing Practice on the Speaking Proficiency and Attitude of EFL Elementary Learners [Volume 34, Issue 1, 2015-2016, Pages 1-25]
  • EFL/ESL Cultural Components and Subcomponents in Two Persian and English Language Teaching Textbooks: A Comparative Study [Volume 36, Issue 3, 2017-2018, Pages 85-117]
  • EFL, language education policy, Iran Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum [Volume 37, Issue 2, 2018-2019, Pages 169-193]
  • EFL learner The Performance of Iranian EFL Learners in Producing and Recognizing Idiom-Containing Sentences [Volume 31, Issue 1, 2012-2013, Pages 1-23]
  • EFL learner The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model [Volume 39, 3.2, 2020, Pages 143-180]
  • EFL learners A CORRELATIONAL ANALYSIS OF EFL UNIVERSITY STUDENTS’ CRITICAL THINKING AND SELF-EFFICACY [Volume 30, Issue 1, 2011-2012, Pages 119-149]
  • EFL learners Second Language Learners' Phonological Awareness and Perception of Foreign Accentedness and Comprehensibility by Native and Non-native English Speaking EFL Teachers [Volume 36, Issue 4, 2017-2018, Pages 103-140]
  • EFL learners Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
  • EFL learners An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners [Volume 38, Issue 1, 2019-2020, Pages 79-118]
  • EFL learners A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests [Volume 38, Issue 2, 2019-2020, Pages 1-46]
  • EFL learners Appropriation Based -Syllabus and Advanced EFL Learners’ Speaking Skill: The Case of Chunks-on-Card Activities [Volume 38, Issue 3, 2019-2020, Pages 39-80]
  • EFL learners Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]
  • EFL learners Effects of Audio-Visually Prompted Collaborative Dialogue on EFL Learners' Listening Comprehension Development [Volume 39, Issue 2, 2020, Pages 1-42]
  • EFL learners The Effect of Mindfulness-Cultivation Intervention on EFL Learners’ Reflective Thinking, Positive Orientation, and Language Achievement [Volume 41, Issue 1, 2022, Pages 69-101]
  • EFL learners Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
  • EFL learners The Effect of Online Interaction on the Use of Discourse Markers: A Comparison of Two Flipped Classes [Volume 41, Issue 2, 2022, Pages 1-35]
  • EFL learners The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students [Volume 43, Issue 1, 2024, Pages 121-150]
  • EFL learners DVL-integrated Instructions to Enhance EFL Learners' Speaking Proficiency: The Digital Image Guide Method [Volume 43, Issue 2, 2024, Pages 87-110]
  • EFL learners’ needs Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • EFL learners’ reflections Cooperative Learning Pedagogy: A Response to an Urgent Need in the Iranian EFL Reading Comprehension Context [Volume 36, Issue 3, 2017-2018, Pages 33-58]
  • EFL literal and critical reading comprehension 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, 2016-2017, Pages 99-122]
  • EFL Students The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • EFL Students On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners [Volume 38, Issue 3, 2019-2020, Pages 113-158]
  • EFL Students The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
  • EFL Students Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 41-82]
  • EFL Teacher Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Reflective Teaching [Volume 43, Issue 2, 2024, Pages 133-167]
  • EFL teachers Variations in EFL Teachers’ Pedagogical Knowledge Base as a Function of Their Teaching License Status [Volume 30, Issue 3, 2011-2012, Pages 83-114]
  • EFL teachers Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014-2015, Pages 21-49]
  • EFL teachers The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • EFL teachers Reflective Teaching through Videotaping in an English Teaching Course in Iran [Volume 35, Issue 2, 2016-2017, Pages 1-38]
  • EFL teachers Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA) [Volume 36, Issue 2, 2017-2018, Pages 1-38]
  • EFL teachers Developing a Model of Teachers’ Possible Selves for the Iranian Context [Volume 37, Issue 1, 2018-2019, Pages 73-96]
  • EFL teachers Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018-2019, Pages 37-72]
  • EFL teachers Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018-2019, Pages 33-64]
  • EFL teachers Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices [Volume 38, Issue 1, 2019-2020, Pages 191-223]
  • EFL teachers A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • EFL teachers EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
  • EFL teachers and learners Learner-Centered Education in the Iranian EFL Context: A Glance through the Impediments [Volume 38, Issue 4, 2019-2020, Pages 95-121]
  • EFL teachers' attitudes Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
  • EFL Teachers’ Understandings and Strategies Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom [Volume 42, Issue 4, 2023, Pages 45-69]
  • EFL writing Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014-2015, Pages 93-111]
  • EFL writing A Fuzzy TOPSIS Approach to Ranking the Effectiveness of Corrective Feedback Strategies: Monolingual Persian Versus Bilingual Turkmen EFL Learners [Volume 40, Issue 1, 2021, Pages 153-186]
  • EFL writing assessment Exploring Novice Raters’ Textual Considerations in Independent and Negotiated Ratings [Volume 39, Issue 2, 2020, Pages 43-87]
  • EFL written narratives Rhetorical Structure Analysis of EFLs’ Written Narratives of a Picture Story [Volume 30, Issue 2, 2011-2012, Pages 179-208]
  • Elementary EFL TEACHERS’ BELIEFS ABOUT ORAL CORRECTIVE FEEDBACK AND THEIR FEEDBACK-PROVIDING PRACTICES ACROSS LEARNERS’ PROFICIENCY LEVELS [Volume 34, Issue 2, 2015-2016, Pages 39-68]
  • ELT EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018-2019, Pages 51-97]
  • ELT Education Policy Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
  • E-mail Applied Linguistics Faculty Members’ Perceptions of (Im)politeness and (In)appropriateness of L2 Learners’ E-Mail Requests [Volume 38, Issue 1, 2019-2020, Pages 119-155]
  • Emergence Distance Education (EDE) Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 41-82]
  • E.M. Forster Texts and Politics: Postcolonial Revaluations of two British Classics [Volume 30, Issue 3, 2011-2012, Pages 67-82]
  • Emily Bronte The Effect of the Translator's Gender Ideology on Translating Emily Bronte’s Wuthering Heights [Volume 30, Issue 3, 2011-2012, Pages 143-158]
  • Emotional Intelligence THE IMPACT OF LINGUISTIC AND EMOTIONAL INTELLIGENCE ON THE READING PERFORMANCE OF IRANIAN EFL LEARNERS [Volume 30, Issue 1, 2011-2012, Pages 151-171]
  • Emotional Intelligence The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • Emotional Intelligence Validation of Spiritual and Emotional Intelligence questionnaire and Predictability Power of the Former for EFL Learners’ Performance [Volume 41, Issue 1, 2022, Pages 1-31]
  • Emotion regulation strategy Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation [Volume 43, Issue 1, 2024, Pages 95-119]
  • Empathy Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors [Volume 38, Issue 2, 2019-2020, Pages 107-129]
  • Emphatic Prosody Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency [Volume 39, 3.1, 2020, Pages 37-88]
  • Encoded information Patiently-Drafted Titles: Focusing on Form and Content of Research Article Titles in Iranian Applied Linguistics Journals [Volume 43, Issue 1, 2024, Pages 1-27]
  • English and Persian title components Syntactic Structures and Rhetorical Functions of Electrical Engineering, Psychiatry, and Linguistics Research Article Titles in English and Persian: A Cross-linguistic and Cross-disciplinary Study [Volume 36, Issue 1, 2017-2018, Pages 145-175]
  • English and Persian Vowel Spaces Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • English as a foreign language Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014-2015, Pages 93-111]
  • English as a foreign language Attitudes towards English Language Norms in the Expanding Circle: Development and Validation of a new Model and Questionnaire [Volume 34, Issue 1, 2015-2016, Pages 51-81]
  • English as a Foreign Language (EFL) Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
  • English as a Foreign Language (EFL) A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]
  • English for academic purposes Do We Need Discipline-Specific Academic Word Lists? Linguistics Academic Word List (LAWL) [Volume 35, Issue 3, 2016-2017, Pages 65-90]
  • English for Academic Purposes (EAP) Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
  • English for medical purposes The Impact of Learning through Management System vs. Learning through Experience Platform on Exam Results of Digital Natives and Digital Immigrants [Volume 40, Issue 3, 2021, Pages 117-158]
  • English for Occupational Purposes (EOP) Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
  • English for specific purposes Syntactic Structures in Research Article Titles from Three Different Disciplines: Applied Linguistics, Civil Engineering, and Dentistry [Volume 34, Issue 1, 2015-2016, Pages 27-50]
  • English for specific purposes Syntactic Structures and Rhetorical Functions of Electrical Engineering, Psychiatry, and Linguistics Research Article Titles in English and Persian: A Cross-linguistic and Cross-disciplinary Study [Volume 36, Issue 1, 2017-2018, Pages 145-175]
  • English Language Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
  • English Language Achievement Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement [Volume 32, Issue 3, 2013-2014, Pages 27-50]
  • English language norms Attitudes towards English Language Norms in the Expanding Circle: Development and Validation of a new Model and Questionnaire [Volume 34, Issue 1, 2015-2016, Pages 51-81]
  • English Language Skills Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 41-82]
  • English Language Teacher Education The Impacts of COVID-19 Pandemic on English Language Teacher Education in Iran: Challenges and Opportunities [Volume 40, Issue 3, 2021, Pages 83-116]
  • English language teachers English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
  • English language teaching Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
  • English reading comprehension Cognitive Strategy Training: Improving Reading Comprehension in the Language Classroom [Volume 30, Issue 4, 2011-2012, Pages 77-98]
  • English sentence comprehension The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
  • English Teacher A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Epistemic stance Epistemic Features of Generality in Conclusions: The Case of Applied Linguistics and Power System Engineering [Volume 40, Issue 2, 2021, Pages 47-80]
  • ERT Adoption A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]
  • ESAP AN INVESTIGATION INTO ESAP NEEDS OF IRANIAN BA STUDENTS OF LAW [Volume 34, Issue 3, 2015-2016, Pages 29-59]
  • ESAP A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses [Volume 35, Issue 4, 2016-2017, Pages 157-190]
  • Essay Writing Ability The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception [Volume 39, 3.2, 2020, Pages 181-225]
  • EST Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
  • Estrogen On Situating the Stance of Estrogen in the Acquisition and Recall of L2 Lexical Items: A Biological Look [Volume 36, Issue 2, 2017-2018, Pages 163-189]
  • Expected Possible Selves EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction [Volume 43, Issue 2, 2024, Pages 111-132]
  • Explicit syntactic markers (ESMs) The Effects of Different Explicit Syntactic Marker Types on Sentence Comprehension of EFL Learners [Volume 41, Issue 3, 2022, Pages 1-25]
  • Explicit teaching The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Exploratory Factor Analysis (EFA) Considerations and Praxis of Exploratory Factor Analysis: Implications for L2 Research [Volume 43, Issue 1, 2024, Pages 151-178]
  • Extensive TV viewing Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series [Volume 40, Issue 1, 2021, Pages 83-115]

F

  • Face to Face (F2F) context IMPACT OF SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION ON EFL LEARNERS’ COLLABORATION: A QUANTITATIVE ANALYSIS [Volume 34, Issue 4, 2015-2016, Pages 115-140]
  • Factor Analysis Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
  • Faculty Members’ Perspectives Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices [Volume 38, Issue 1, 2019-2020, Pages 37-78]
  • Fairness Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
  • Feared Possible Selves EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction [Volume 43, Issue 2, 2024, Pages 111-132]
  • Feed-Forward Technique Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • Feminism The Effect of the Translator's Gender Ideology on Translating Emily Bronte’s Wuthering Heights [Volume 30, Issue 3, 2011-2012, Pages 143-158]
  • Filler-gap Online Processing of English Wh-Dependencies by Iranian EFL Learners [Volume 32, Issue 4, 2013-2014, Pages 63-83]
  • First Language (L1) Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
  • Flipped classroom Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
  • Flipped classroom The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model [Volume 39, 3.2, 2020, Pages 143-180]
  • Flipped classroom The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
  • Flipped language learning instruction The Role of ChatGPT-based Instruction and Flipped Language Learning in Metadiscourse Use in EFL Learners’ Argumentative Writing and their Perceptions of the two Instructional Methods [(Articles in Press)]
  • FLRA Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency [Volume 39, 3.1, 2020, Pages 37-88]
  • FonF Effects of Focus-on-Form(s) Instruction on Iranian Intermediate L2 Learners’ Metaphorical Competence Development [Volume 32, Issue 1, 2013-2014, Pages 1-17]
  • FonFs Effects of Focus-on-Form(s) Instruction on Iranian Intermediate L2 Learners’ Metaphorical Competence Development [Volume 32, Issue 1, 2013-2014, Pages 1-17]
  • Foreign Language Education Policy (FLEP) Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
  • Foreign Language Enjoyment Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]
  • Formant Frequencies Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • Formative Feedback Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • Formulaic Expressions Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
  • Frequency effect Frequency Effects of Regular Past Tense Forms in English on Native Speakers’ and Second Language Learners’ Accuracy Rate and Reaction Time [Volume 39, Issue 1, 2020, Pages 153-199]
  • Fuzzy TOPSIS A Fuzzy TOPSIS Approach to Ranking the Effectiveness of Corrective Feedback Strategies: Monolingual Persian Versus Bilingual Turkmen EFL Learners [Volume 40, Issue 1, 2021, Pages 153-186]

G

  • Gap Analysis A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Garden-path sentences and their structures An Investigation into the Effective Factors in Comprehending English Garden-Path Sentences by EFL Learners [Volume 38, Issue 1, 2019-2020, Pages 79-118]
  • Gender Identity Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series [Volume 42, Issue 1, 2023, Pages 29-59]
  • Gender role Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series [Volume 42, Issue 1, 2023, Pages 29-59]
  • Generality Epistemic Features of Generality in Conclusions: The Case of Applied Linguistics and Power System Engineering [Volume 40, Issue 2, 2021, Pages 47-80]
  • Generic structure Cross-Cultural Investigation into Generic Structure of Dissertation Acknowledgements in English and Persian: Reflections on Politeness Strategies [Volume 33, Issue 1, 2014-2015, Pages 23-47]
  • Generic structure THE GENERIC STRUCTURE OF ACKNOWLEDGMENTS IN PERSIAN DISSERTATIONS [Volume 34, Issue 4, 2015-2016, Pages 1-28]
  • Giftedness On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners [Volume 38, Issue 3, 2019-2020, Pages 113-158]
  • Global coursebooks Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach [Volume 40, Issue 2, 2021, Pages 81-118]
  • Globalization Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
  • Global skills Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach [Volume 38, Issue 3, 2019-2020, Pages 81-112]
  • Graded A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
  • Gradual corrective feedback The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs [Volume 38, Issue 2, 2019-2020, Pages 81-106]
  • Graduate-level Academic writing The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills [Volume 40, Issue 4, 2021, Pages 91-120]
  • Grammar Learning Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
  • Grammatical accuracy Autonomously Noticing Incorrect Language Use: Does it Improve EFL Learners' Grammatical Accuracy? [Volume 35, Issue 1, 2016-2017, Pages 85-110]
  • Grammatical accuracy Oral Pushed Output: the Route to Long-term Grammatical Accuracy [Volume 36, Issue 1, 2017-2018, Pages 57-84]
  • Grammatical accuracy Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Grammatical Errors Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • Grammatical Errors A Fuzzy TOPSIS Approach to Ranking the Effectiveness of Corrective Feedback Strategies: Monolingual Persian Versus Bilingual Turkmen EFL Learners [Volume 40, Issue 1, 2021, Pages 153-186]
  • Grammatical structures accuracy Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation [Volume 43, Issue 1, 2024, Pages 95-119]
  • Grounded Theory The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum [Volume 35, Issue 3, 2016-2017, Pages 41-64]
  • Grounded Theory A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • Grounded Theory EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
  • GSL A Corpus-Based Study of the Lexical Make-up of Applied Linguistics Article Abstracts [Volume 32, Issue 2, 2013-2014, Pages 27-50]
  • Günter Grass The Absence of ‘Paucity’ & ‘Momentariness’: Two New Components of Magical Realism in Günter Grass's The Tin Drum [Volume 31, Issue 2, 2012-2013, Pages 155-169]

H

  • Hayden White The Ordering Process of Narrative in James Joyce's A Portrait of the Artist as a Young Man [Volume 31, Issue 2, 2012-2013, Pages 119-133]
  • Hegemony Thomas Hardy's Under the Greenwood Tree : An Althusserian Perspective [Volume 30, Issue 1, 2011-2012, Pages 99-118]
  • Hello I A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • Hidden Curriculum Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education [Volume 38, Issue 2, 2019-2020, Pages 47-79]
  • High and low achievers 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, 2018-2019, Pages 109-139]
  • Higher-order thinking skills Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]
  • Hurdles A Probe into Experiences of Female Iranian EFL Teachers and Students in Rural High Schools amidst the COVID-19 Pandemic: Hurdles and Achievements [Volume 42, Issue 3, 2023, Pages 29-57]

I

  • Identity Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • Identity EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction [Volume 43, Issue 2, 2024, Pages 111-132]
  • Ideological square The Disourse of War in the Middle East: Analysis of Syria's Civil Crises in English Editorials Published in Iran, Turkey and Saudi Arabia [Volume 32, Issue 3, 2013-2014, Pages 1-21]
  • Ideology Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • IELTS A New Look into the Construct Validity of the IELTS Speaking Module [Volume 32, Issue 1, 2013-2014, Pages 71-90]
  • IELTS Task Type and Prompt Effect on Test Performance: A Focus on IELTS Academic Writing Tasks [Volume 33, Issue 3, 2014-2015, Pages 1-20]
  • IELTS Applicants Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • IELTS Writing Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • IELTS Writing Skills EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction [Volume 43, Issue 2, 2024, Pages 111-132]
  • ILP achievers The Construct of Interlanguage Pragmatic Learning Strategies: Investigating Preferences of High vs. Low Pragmatic Performers [Volume 33, Issue 4, 2014-2015, Pages 153-180]
  • ILP rating criteria Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers [Volume 38, Issue 1, 2019-2020, Pages 1-36]
  • Implicit teaching The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Impulsive Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners [Volume 39, 3.2, 2020, Pages 1-34]
  • IMRC sequence Rhetorical Variation in Medical Article Abstracts Written in English and Persian [Volume 30, Issue 4, 2011-2012, Pages 127-144]
  • Indirect corrective feedback The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs [Volume 38, Issue 2, 2019-2020, Pages 81-106]
  • Indirect feedback Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Individual and collaborative planning Individual and Collaborative Planning Conditions: Effects on Fluency, Complexity and Accuracy in L2 Argumentative Writing [Volume 32, Issue 4, 2013-2014, Pages 85-110]
  • Individual Development Planning EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
  • Individual learning The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Individual offline planning Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners [Volume 39, 3.2, 2020, Pages 1-34]
  • Inductive C-R Task The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014-2015, Pages 73-92]
  • In-flight magazines A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
  • Injustice Review of Linguistic Inequality and Injustice in Academic Writing [Volume 41, Issue 4, 2022, Pages 173-188]
  • Inservice EFL Teachers The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
  • Instrument Validation The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
  • Integral Citation 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, 2014-2015, Pages 72-49]
  • Intelligent scoring Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Interactional complexity Interactional complexity development, interactional demonstrators and interaction density in collaborative and e-collaborative writing modalities [Volume 36, Issue 2, 2017-2018, Pages 75-102]
  • Interactive Metadiscourse 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, 2014-2015, Pages 72-49]
  • Interactive theory Reading Performance of Iranian EFL Learners in Paper and Digital texts [Volume 33, Issue 1, 2014-2015, Pages 1-21]
  • Intercultural Analysis A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • Intercultural awareness Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach [Volume 38, Issue 3, 2019-2020, Pages 81-112]
  • Intercultural communicative competence Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA) [Volume 36, Issue 2, 2017-2018, Pages 1-38]
  • Intercultural Skills Developing Intercultural Awareness and Skills in English Majors: A Constructivist Approach [Volume 38, Issue 3, 2019-2020, Pages 81-112]
  • Interlanguage pragmatic assessment Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers [Volume 38, Issue 1, 2019-2020, Pages 1-36]
  • Interlanguage pragmatics The Effect of Dynamic Assessment on EFL Learners' Acquisition of Request and Apology [Volume 31, Issue 2, 2012-2013, Pages 87-118]
  • Interlanguage pragmatics Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014-2015, Pages 21-49]
  • Interlanguage pragmatics A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests [Volume 38, Issue 2, 2019-2020, Pages 1-46]
  • Internet Relay Chat (IRC) IMPACT OF SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION ON EFL LEARNERS’ COLLABORATION: A QUANTITATIVE ANALYSIS [Volume 34, Issue 4, 2015-2016, Pages 115-140]
  • Interpretability Hypothesis Acquisition of English Relative Clauses by Adult Persian Learners: Focus on Resumptive Pronouns [Volume 32, Issue 4, 2013-2014, Pages 19-40]
  • Introductory Essay 4. Sly Civility 5. Signifying Monkey 6. White Violence 7. Evasive Actions and Covert Defiance The Introductory Essay: Richard Wright's Covert Challenging of Jim Crowism and Uncle Tomism [Volume 29, Issue 3, 2010, Pages 53-72]
  • Investment Personality Development by means of Investment in L2 and its impact on EFL Proficiency: A survey of Iranian MA EFL students [Volume 32, Issue 3, 2013-2014, Pages 83-105]
  • Investment Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
  • Involvement Load Hypothesis (ILH) The Effect of Four Different Types of Involvement Indices on Vocabulary Learning and Retention of EFL Learners [Volume 32, Issue 2, 2013-2014, Pages 1-26]
  • Iran Postmodern Orientalized Terrorism: Don DeLillo’s The Names [Volume 30, Issue 2, 2011-2012, Pages 57-84]
  • Iran Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
  • Iran Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
  • Iran Emergence Distance Education (EDE) role in the Learning of English Language Skills during COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 41-82]
  • Iran Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
  • Iranian Iranian EFL Teachers' Views on Measuring Reading Comprehension [Volume 30, Issue 2, 2011-2012, Pages 107-134]
  • Iranian Online Processing of English Wh-Dependencies by Iranian EFL Learners [Volume 32, Issue 4, 2013-2014, Pages 63-83]
  • Iranian EFL learner Task Type and Prompt Effect on Test Performance: A Focus on IELTS Academic Writing Tasks [Volume 33, Issue 3, 2014-2015, Pages 1-20]
  • Iranian EFL learners A Corpus-based Analysis of Collocational Errors in the Iranian EFL Learners' Oral Production [Volume 31, Issue 4, 2012-2013, Pages 53-78]
  • Iranian EFL learners Modified output in task-based EFL classes across gender [Volume 32, Issue 2, 2013-2014, Pages 113-135]
  • Iranian EFL students The Impact of Task Complexity along Single Task Dimension on EFL Iranian Learners' Written Production: Lexical complexity [Volume 35, Issue 1, 2016-2017, Pages 57-84]
  • Iranian ELT Context Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices [Volume 38, Issue 1, 2019-2020, Pages 37-78]
  • Iranian English language teachers TEACHERS AS REFLECTIVE PRACTITIONERS: A SURVEY ON IRANIAN ENGLISH TEACHERS’ REFLECTIVE PRACTICE [Volume 34, Issue 4, 2015-2016, Pages 57-86]
  • Iranian High School EFL Teachers’ Perceptions Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
  • ISAs Thomas Hardy's Under the Greenwood Tree : An Althusserian Perspective [Volume 30, Issue 1, 2011-2012, Pages 99-118]
  • Islam Islam and Modernity: A Study of John Updike's Terrorist (2006) [Volume 31, Issue 2, 2012-2013, Pages 171-186]
  • IUEE Power Relations among Different Test Parties from the Perspective of Critical Language Assessment [Volume 31, Issue 4, 2012-2013, Pages 103-126]

J

  • John Updike Islam and Modernity: A Study of John Updike's Terrorist (2006) [Volume 31, Issue 2, 2012-2013, Pages 171-186]

K

  • Kalhuri Kurdish Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement [Volume 32, Issue 3, 2013-2014, Pages 27-50]
  • Keywords: Autonomy Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2014-2015, Pages 95-22]
  • Key words: Move structure Interfaces of Macro and Microstructure in Academic Writing: The Case of Research Article Abstracts [Volume 32, Issue 4, 2013-2014, Pages 111-138]
  • Key Words: Non- Immersion 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, 2014-2015, Pages 27-53]
  • Key Words: Sociocultural theory Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development [Volume 33, Issue 3, 2014-2015, Pages 75-100]
  • Knowledge process framework Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach [Volume 40, Issue 2, 2021, Pages 81-118]

L

  • L1-based C-R Task The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014-2015, Pages 73-92]
  • L1 glossing L1 Glossing and Lexical Inferencing: Evaluation of the Overarching Issue of L1 Lexicalization [Volume 31, Issue 4, 2012-2013, Pages 1-24]
  • L1 lexicalization L1 Glossing and Lexical Inferencing: Evaluation of the Overarching Issue of L1 Lexicalization [Volume 31, Issue 4, 2012-2013, Pages 1-24]
  • L1 transfer The or That: Definite and Demonstrative Descriptions in Second Language Acquisition [Volume 34, Issue 1, 2015-2016, Pages 83-114]
  • L1 use L1 Use and Language-Related Episodes (LREs) in an EFL Setting [Volume 30, Issue 4, 2011-2012, Pages 99-125]
  • L2 Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2014-2015, Pages 95-22]
  • L2 definitions The Effect of Definition, Fill-in-the-Blank, and Sentence Writing Exercises on the Acquisition, Retention, and Production of Lexical vs. Grammatical Collocations [Volume 40, Issue 1, 2021, Pages 33-82]
  • L2 fluency Researching (Non) Fluent L2 Speakers’ Oral Communication Deficiencies: A Psycholinguistic Perspective [Volume 32, Issue 1, 2013-2014, Pages 45-70]
  • L2 Motivational Self-System Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • L2 pragmatics The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies [Volume 35, Issue 1, 2016-2017, Pages 1-30]
  • L2 Proficiency Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • L2 research Considerations and Praxis of Exploratory Factor Analysis: Implications for L2 Research [Volume 43, Issue 1, 2024, Pages 151-178]
  • L2 teachers INVESTIGATING L2 TEACHERS’ PEDAGOGICAL SUCCESS: THE ROLE OF SPIRITUAL INTELLIGENCE [Volume 34, Issue 2, 2015-2016, Pages 153-180]
  • L2 vocabulary learning THE EFFECT OF STANDARD AND REVERSED SUBTITLING VERSUS NO SUBTITLING MODE ON L2 VOCABULARY LEARNING [Volume 30, Issue 1, 2011-2012, Pages 43-64]
  • L2 vocabulary learning Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series [Volume 40, Issue 1, 2021, Pages 83-115]
  • L2 Writing A Probe into Adaptive Transfer across Writing Contexts: A Case of an EGAP Class [Volume 33, Issue 1, 2014-2015, Pages 113-133]
  • Language assessment literacy Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices [Volume 38, Issue 1, 2019-2020, Pages 191-223]
  • Language assessment literacy The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
  • Language Category Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • Language Formula Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
  • Language institute managers Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Language-related episodes (LREs) Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives [Volume 36, Issue 1, 2017-2018, Pages 1-26]
  • Language Teaching Methods The Effectiveness of English Language Teaching Methods: A Meta-Analysis in Pursuit for "the Best Method" [Volume 40, Issue 1, 2021, Pages 187-235]
  • Learner Autonomy Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach [Volume 42, Issue 1, 2023, Pages 147-183]
  • Learner-centeredness The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model [Volume 39, 3.2, 2020, Pages 143-180]
  • Learner Engagement The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model [Volume 39, 3.2, 2020, Pages 143-180]
  • Learner Identity Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach [Volume 42, Issue 1, 2023, Pages 147-183]
  • Learner Needs Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach [Volume 42, Issue 1, 2023, Pages 147-183]
  • Learners' narrative Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • Learning Disability (LD) The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability [Volume 40, Issue 1, 2021, Pages 117-152]
  • Learning-Oriented Assessment Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • Learning Potential Score The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill [Volume 40, Issue 2, 2021, Pages 193-227]
  • Lexical chunks Key Lexical Chunks in Applied Linguistics Article Abstracts [Volume 33, Issue 3, 2014-2015, Pages 51-61]
  • Lexical chunks Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018-2019, Pages 91-123]
  • Lexical chunks Appropriation Based -Syllabus and Advanced EFL Learners’ Speaking Skill: The Case of Chunks-on-Card Activities [Volume 38, Issue 3, 2019-2020, Pages 39-80]
  • Lexically-based language teaching The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners [Volume 42, Issue 1, 2023, Pages 61-90]
  • Lexical variety The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
  • Lived experience Lived Experience of Adult English Learners Learning English on the Phone [Volume 40, Issue 3, 2021, Pages 1-40]
  • Louis Althusser Thomas Hardy's Under the Greenwood Tree : An Althusserian Perspective [Volume 30, Issue 1, 2011-2012, Pages 99-118]

M

  • MALL Agile Development of a Custom-Made Vocabulary Mobile Application: A Critical Qualitative Approach [Volume 38, Issue 4, 2019-2020, Pages 43-93]
  • MALL The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study [Volume 41, Issue 1, 2022, Pages 103-132]
  • MALT The Structural Invariance of a Model of Washback to Test Takers’ Perceptions and Preparation: The Moderating Role of Institutions [Volume 36, Issue 4, 2017-2018, Pages 171-201]
  • Materials Preparation Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education [Volume 38, Issue 2, 2019-2020, Pages 47-79]
  • Meaning-focused experience The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Mental effort Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • Meta-analysis The Effectiveness of English Language Teaching Methods: A Meta-Analysis in Pursuit for "the Best Method" [Volume 40, Issue 1, 2021, Pages 187-235]
  • Metacognition The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency [Volume 32, Issue 2, 2013-2014, Pages 69-90]
  • Metacognitive knowledge Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018-2019, Pages 1-32]
  • Metacognitive Strategies, Perfectionism, Path Analysis Approach An Investigation into Perfectionism, Self-Efficacy, Metacognitive Strategy Use, and Second Language Listening Comprehension: A Path Analysis Approach [Volume 40, Issue 2, 2021, Pages 119-159]
  • Metalinguistic Corrective feedback A Fuzzy TOPSIS Approach to Ranking the Effectiveness of Corrective Feedback Strategies: Monolingual Persian Versus Bilingual Turkmen EFL Learners [Volume 40, Issue 1, 2021, Pages 153-186]
  • Metaphoric Competence Effects of Focus-on-Form(s) Instruction on Iranian Intermediate L2 Learners’ Metaphorical Competence Development [Volume 32, Issue 1, 2013-2014, Pages 1-17]
  • Microgenetic Development Analysis Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Mixed-methods Approach Directed Motivational Currents: The Implementation of the Dynamic Web-Based Persian Scale among Iranian EFL Learners [Volume 36, Issue 1, 2017-2018, Pages 27-56]
  • Mixed-methods Approach Exploring Iranian EFL Teachers’ Critical Thinking Dispositions and Reflective Teaching [Volume 43, Issue 2, 2024, Pages 133-167]
  • Modal auxiliaries 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, 2018-2019, Pages 1-46]
  • Modernity Islam and Modernity: A Study of John Updike's Terrorist (2006) [Volume 31, Issue 2, 2012-2013, Pages 171-186]
  • Modified Oral Input The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students [Volume 43, Issue 1, 2024, Pages 121-150]
  • Modified Visual Input The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students [Volume 43, Issue 1, 2024, Pages 121-150]
  • Motivational Attributes The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • Motivational factors Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]
  • Multilingualism Motivation in Simultaneous Multiple Foreign Language Learning in Burundi: A Complex Dynamic Systems Theory Perspective [Volume 42, Issue 3, 2023, Pages 147-169]
  • Multiliteracies approach Evaluating Global EFL Coursebooks in the Iranian Context: A Multiliteracies Approach [Volume 40, Issue 2, 2021, Pages 81-118]
  • Multimodal input 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, 2018-2019, Pages 1-46]
  • Multiple Intelligence-Oriented Tasks The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
  • Multiple intelligences THE IMPACT OF LINGUISTIC AND EMOTIONAL INTELLIGENCE ON THE READING PERFORMANCE OF IRANIAN EFL LEARNERS [Volume 30, Issue 1, 2011-2012, Pages 151-171]
  • Multiple intelligences Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender [Volume 32, Issue 3, 2013-2014, Pages 41-64]
  • Multiple intelligences Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]
  • Multiple intelligences The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]

N

  • Narrative The Ordering Process of Narrative in James Joyce's A Portrait of the Artist as a Young Man [Volume 31, Issue 2, 2012-2013, Pages 119-133]
  • Narrative English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
  • Narrow Reading The Effect of “Narrow Reading” on Learning Mid-Frequency Vocabulary: The Role of Genre and Author [Volume 38, Issue 4, 2019-2020, Pages 165-203]
  • Needs analysis AN INVESTIGATION INTO ESAP NEEDS OF IRANIAN BA STUDENTS OF LAW [Volume 34, Issue 3, 2015-2016, Pages 29-59]
  • Needs analysis Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
  • Needs analysis Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development [Volume 42, Issue 2, 2023, Pages 51-80]
  • Negotiation Exploring Novice Raters’ Textual Considerations in Independent and Negotiated Ratings [Volume 39, Issue 2, 2020, Pages 43-87]
  • Newspapers Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
  • NFS Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Non-integral Citation 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, 2014-2015, Pages 72-49]
  • Non-native English speaking raters Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers [Volume 38, Issue 1, 2019-2020, Pages 1-36]
  • Non-native English teacher educators Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Non-Self-regulated Focus on Form Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation [Volume 43, Issue 1, 2024, Pages 95-119]

O

  • Online Automated Feedback (OAF) The Effect of Blended Online Automated Feedback and Teacher Feedback on EFL Learners’ Essay Writing Ability and Perception [Volume 39, 3.2, 2020, Pages 181-225]
  • Online game The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018-2019, Pages 211-238]
  • Online Learning The Impacts of COVID-19 Pandemic on English Language Teacher Education in Iran: Challenges and Opportunities [Volume 40, Issue 3, 2021, Pages 83-116]
  • Online Learning An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 197-231]
  • Online Learning Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning [Volume 42, Issue 2, 2023, Pages 25-50]
  • Online planning The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
  • Online portfolio assessment An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 197-231]
  • Online teaching The Impacts of COVID-19 Pandemic on English Language Teacher Education in Iran: Challenges and Opportunities [Volume 40, Issue 3, 2021, Pages 83-116]
  • Open tasks The Effect of Open vs. Closed Tasks on Improving Iranian EFL Learners’ Oral Performance [Volume 38, Issue 4, 2019-2020, Pages 205-238]
  • Oral performance The Effect of Open vs. Closed Tasks on Improving Iranian EFL Learners’ Oral Performance [Volume 38, Issue 4, 2019-2020, Pages 205-238]
  • Orthographic/Phonologic priming Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners [Volume 43, Issue 2, 2024, Pages 1-30]
  • Out-of-class Learning Iranian EFL Learners’ Autonomous Behavior in Out-of-class Contexts: A Call for Understanding Learners’ Personalized Approaches to Learning [Volume 33, Issue 4, 2014-2015, Pages 95-22]
  • Output-based Instruction The Effect of Dictogloss vs. Debating on L2 Writing Proficiency: A Mixed-Methods Study [Volume 40, Issue 4, 2021, Pages 121-160]

P

  • Paradigm shift The Impacts of COVID-19 Pandemic on English Language Teacher Education in Iran: Challenges and Opportunities [Volume 40, Issue 3, 2021, Pages 83-116]
  • Partial Immersion 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, 2014-2015, Pages 27-53]
  • Participatory learning Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • Pause Length Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • Pedagogical belief Correspondence between EFL Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: The Moderating Role of Teacher Grit [Volume 40, Issue 4, 2021, Pages 35-60]
  • Pedagogical Content Knowledge A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • Pedagogical Scaffolding Classroom Interaction, Learner Autonomy, Pedagogical Scaffolding, and Learner Identity: A Structural Equation Modelling Approach [Volume 42, Issue 1, 2023, Pages 147-183]
  • Peer Support The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
  • Perceptual Assimilation Model Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • Persian THE GENERIC STRUCTURE OF ACKNOWLEDGMENTS IN PERSIAN DISSERTATIONS [Volume 34, Issue 4, 2015-2016, Pages 1-28]
  • Persian EFL Learners Acquisition of English Relative Clauses by Adult Persian Learners: Focus on Resumptive Pronouns [Volume 32, Issue 4, 2013-2014, Pages 19-40]
  • Personality Traits The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading [Volume 42, Issue 4, 2023, Pages 99-114]
  • Ph.D. Students’ Perspectives Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices [Volume 38, Issue 1, 2019-2020, Pages 37-78]
  • Phonological Clustering Word clustering effect on vocabulary learning of EFL learners: A case of semantic versus phonological clustering [Volume 36, Issue 4, 2017-2018, Pages 1-31]
  • Phonology Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors [Volume 38, Issue 2, 2019-2020, Pages 107-129]
  • Photovoice Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • PKB Variations in EFL Teachers’ Pedagogical Knowledge Base as a Function of Their Teaching License Status [Volume 30, Issue 3, 2011-2012, Pages 83-114]
  • Politeness Power and Politics of Language Use: A Survey of Hedging Devices in Political Interviews [Volume 30, Issue 3, 2011-2012, Pages 43-66]
  • Politeness Cross-Cultural Investigation into Generic Structure of Dissertation Acknowledgements in English and Persian: Reflections on Politeness Strategies [Volume 33, Issue 1, 2014-2015, Pages 23-47]
  • Politeness Applied Linguistics Faculty Members’ Perceptions of (Im)politeness and (In)appropriateness of L2 Learners’ E-Mail Requests [Volume 38, Issue 1, 2019-2020, Pages 119-155]
  • Portfolio assessment Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]
  • Portfolio-assessment Integrating Portfolio-Assessment into the Writing Process: Does it Affect a Significant Change in Iranian EFL Undergraduates’ Writing Achievement? A Mixed-Methods Study [Volume 38, Issue 2, 2019-2020, Pages 171-195]
  • Post-teaching techniques The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability [Volume 40, Issue 1, 2021, Pages 117-152]
  • Power relations Power Relations among Different Test Parties from the Perspective of Critical Language Assessment [Volume 31, Issue 4, 2012-2013, Pages 103-126]
  • Ppositioning Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
  • Pragmatic Routines Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
  • Pragmatics Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]
  • Praxiological Dimension Examining 'Assessment Literacy in Practice' in an Iranian Context: Does it Differ for Instructors and Learners? [Volume 40, Issue 2, 2021, Pages 1-45]
  • Pre-service Curriculum A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Proactive focus on form 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, 2018-2019, Pages 1-46]
  • Process-based Approach A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment [Volume 42, Issue 1, 2023, Pages 121-146]
  • Processing Online Processing of English Wh-Dependencies by Iranian EFL Learners [Volume 32, Issue 4, 2013-2014, Pages 63-83]
  • Process writing approach The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills [Volume 40, Issue 4, 2021, Pages 91-120]
  • Production The Effect of Definition, Fill-in-the-Blank, and Sentence Writing Exercises on the Acquisition, Retention, and Production of Lexical vs. Grammatical Collocations [Volume 40, Issue 1, 2021, Pages 33-82]
  • Productive-Response Items Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment [Volume 39, 3.1, 2020, Pages 217-252]
  • Professional development Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018-2019, Pages 169-210]
  • Professional development English Language Teachers’ Autonomy for Professional Development: A Narrative Account of Self-direction, Capacity, and Freedom [Volume 41, Issue 1, 2022, Pages 175-212]
  • Professional development Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Professional Identity Development Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education [Volume 39, 3.1, 2020, Pages 131-184]
  • Pronunciation Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors [Volume 38, Issue 2, 2019-2020, Pages 107-129]
  • Prospect A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
  • Public Schools A Gap Analysis between EFL Teachers' Assessment Literacy in Iranian Public Schools and Their Pre-service Assessment Curriculum [Volume 41, Issue 4, 2022, Pages 59-86]
  • Public Speaking Class Anxiety Investigating Foreign Language Enjoyment and Public Speaking Class Anxiety in the EFL Class: A Mixed Methods Study [Volume 39, Issue 1, 2020, Pages 115-152]

Q

  • Qualified-generalization markers Epistemic Features of Generality in Conclusions: The Case of Applied Linguistics and Power System Engineering [Volume 40, Issue 2, 2021, Pages 47-80]
  • Qualitative Research Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices [Volume 38, Issue 1, 2019-2020, Pages 37-78]
  • Qualitative Research A Biographical Narrative Analysis of the Challenges of Applied Linguists across Different Research Abilities to Conduct Qualitative Studies [Volume 39, Issue 1, 2020, Pages 45-70]
  • Qualitative Research Challenges Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices [Volume 38, Issue 1, 2019-2020, Pages 37-78]

R

  • Rapid Autamatized Naming 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, 2014-2015, Pages 27-53]
  • Rasch model Investigating the Impact of Response Format on the Performance of Grammar Tests: Selected and Constructed [Volume 36, Issue 2, 2017-2018, Pages 103-128]
  • Rate of speech Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension [Volume 39, Issue 2, 2020, Pages 203-236]
  • Rating Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014-2015, Pages 21-49]
  • Reactive focus on form 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, 2018-2019, Pages 1-46]
  • Reading Achievement 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, 2014-2015, Pages 27-53]
  • Reading and listening comprehension Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners [Volume 43, Issue 2, 2024, Pages 1-30]
  • Reading comprehension The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention [Volume 31, Issue 1, 2012-2013, Pages 73-106]
  • Reading comprehension Establishing Propositional Relations in Reading Stories [Volume 30, Issue 3, 2011-2012, Pages 1-20]
  • Reading comprehension Iranian EFL Teachers' Views on Measuring Reading Comprehension [Volume 30, Issue 2, 2011-2012, Pages 107-134]
  • Reading comprehension THE IMPACT OF LINGUISTIC AND EMOTIONAL INTELLIGENCE ON THE READING PERFORMANCE OF IRANIAN EFL LEARNERS [Volume 30, Issue 1, 2011-2012, Pages 151-171]
  • Reading comprehension The Effect of Lexical Collocational Density on the Iranian EFL Learners’ Reading Comprehension [Volume 32, Issue 1, 2013-2014, Pages 111-136]
  • Reading comprehension The effect of peer and teacher scaffolding on the reading comprehension of EFL learners in asymmetrical and symmetrical groups [Volume 32, Issue 4, 2013-2014, Pages 1-17]
  • Reading comprehension Reading Performance of Iranian EFL Learners in Paper and Digital texts [Volume 33, Issue 1, 2014-2015, Pages 1-21]
  • Reading comprehension The Effect of Reducing Lexical and Syntactic Complexity of Texts on Reading Comprehension [Volume 36, Issue 3, 2017-2018, Pages 59-83]
  • Reading comprehension Cooperative Learning Pedagogy: A Response to an Urgent Need in the Iranian EFL Reading Comprehension Context [Volume 36, Issue 3, 2017-2018, Pages 33-58]
  • Reading comprehension The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018-2019, Pages 211-238]
  • Reading comprehension The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Reading comprehension The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill [Volume 40, Issue 2, 2021, Pages 193-227]
  • Reading comprehension Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Receptive/Productive vocabulary On the Role of Willingness to Communicate and Critical Thinking in Receptive/Productive Lexical Knowledge of Gifted and Non-Gifted EFL Learners [Volume 38, Issue 3, 2019-2020, Pages 113-158]
  • Receptive-Response Items Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment [Volume 39, 3.1, 2020, Pages 217-252]
  • Reflective Applying Cooperative and Individual Offline Planning in Speaking Classes: A Comparison of Impulsive and Reflective EFL Learners [Volume 39, 3.2, 2020, Pages 1-34]
  • Reflective Journal Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education [Volume 38, Issue 2, 2019-2020, Pages 47-79]
  • Reflective narrative Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
  • Regular past tense Frequency Effects of Regular Past Tense Forms in English on Native Speakers’ and Second Language Learners’ Accuracy Rate and Reaction Time [Volume 39, Issue 1, 2020, Pages 153-199]
  • Regulatory Focus Theory Modeling the Relationship between Revised L2 Motivational Self System, L2 Emotions, Motivated Learning Behavior, and L2 Proficiency [Volume 42, Issue 4, 2023, Pages 115-136]
  • Rehearsal planning The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
  • Relative Clause Acquisition of English Relative Clauses by Adult Persian Learners: Focus on Resumptive Pronouns [Volume 32, Issue 4, 2013-2014, Pages 19-40]
  • Relative Clause Attachment Ambiguity Resolution Methodological Synthesis of Working Memory Capacity Measures in Relative Clause Attachment Ambiguity Resolution Studies [Volume 41, Issue 4, 2022, Pages 113-172]
  • Remotivational Strategies Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
  • Request A Genre Analysis of Reprint Request E-mails Written by EFL and Physics Professionals [Volume 30, Issue 3, 2011-2012, Pages 21-42]
  • Request A Pragmatic Study of Requestive Speech Act by Iranian EFL Learners and Canadian Native Speakers in Hotels [Volume 33, Issue 2, 2014-2015, Pages 1-25]
  • Request Applied Linguistics Faculty Members’ Perceptions of (Im)politeness and (In)appropriateness of L2 Learners’ E-Mail Requests [Volume 38, Issue 1, 2019-2020, Pages 119-155]
  • Request A Cross-sectional Study of Iranian EFL Learners’ Pragmatic Skills Development: The Case of Written Requests [Volume 38, Issue 2, 2019-2020, Pages 1-46]
  • Request Speech Act The Impact of Deductive, Inductive, and L1-Based Consciousness-Raising Tasks on EFL Learners' Acquisition of the Request Speech Act [Volume 33, Issue 1, 2014-2015, Pages 73-92]
  • Research writing The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills [Volume 40, Issue 4, 2021, Pages 91-120]
  • Responding Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • Response format Investigating the Impact of Response Format on the Performance of Grammar Tests: Selected and Constructed [Volume 36, Issue 2, 2017-2018, Pages 103-128]
  • Responsible Possible Selves EFL Learners’ Training on IELTS Writing Skills and Their Possible Self Construction [Volume 43, Issue 2, 2024, Pages 111-132]
  • Resumptive Pronoun Acquisition of English Relative Clauses by Adult Persian Learners: Focus on Resumptive Pronouns [Volume 32, Issue 4, 2013-2014, Pages 19-40]
  • Retention The Effect of Definition, Fill-in-the-Blank, and Sentence Writing Exercises on the Acquisition, Retention, and Production of Lexical vs. Grammatical Collocations [Volume 40, Issue 1, 2021, Pages 33-82]
  • Retention The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability [Volume 40, Issue 1, 2021, Pages 117-152]
  • Retention The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students [Volume 43, Issue 1, 2024, Pages 121-150]
  • Right Path to English A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
  • Rudyard Kipling Texts and Politics: Postcolonial Revaluations of two British Classics [Volume 30, Issue 3, 2011-2012, Pages 67-82]

S

  • SAMR s Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners'''' through English Newspaper Articles [Volume 39, 3.1, 2020, Pages 89-129]
  • Scoping review ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education [Volume 43, Issue 2, 2024, Pages 49-85]
  • SDT Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
  • Second language Frequency Effects of Regular Past Tense Forms in English on Native Speakers’ and Second Language Learners’ Accuracy Rate and Reaction Time [Volume 39, Issue 1, 2020, Pages 153-199]
  • Second Language (L2) Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
  • Segmental features Empathy as a Predictor of Pronunciation Mastery: The Case of Female Iranian EFL Learners’ Pronunciation Errors [Volume 38, Issue 2, 2019-2020, Pages 107-129]
  • Self-assessment Report Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Self-Awareness Competence Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom [Volume 42, Issue 4, 2023, Pages 45-69]
  • Self-regulated Capacity Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language [Volume 39, 3.2, 2020, Pages 111-142]
  • Self-regulated learning models (cyclical with and without emotion regulation) Cyclical Self-regulated Learning Strategies and EFL Learners’ Accurate Use of Grammatical Structures, and Emotion Regulation [Volume 43, Issue 1, 2024, Pages 95-119]
  • Semantic Clustering Word clustering effect on vocabulary learning of EFL learners: A case of semantic versus phonological clustering [Volume 36, Issue 4, 2017-2018, Pages 1-31]
  • Semantic priming Exploring the Effects of Semantic and Orthographic/Phonologic Priming on Reading and Listening Comprehension of EFL Learners [Volume 43, Issue 2, 2024, Pages 1-30]
  • Situational Interest The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading [Volume 42, Issue 4, 2023, Pages 99-114]
  • Social Class Bilinguality vs. Monolinguality among Kalhuri Kurdish Speakers: Gender, Social Class and English Language Achievement [Volume 32, Issue 3, 2013-2014, Pages 27-50]
  • Social Class Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • Social comparison Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2014-2015, Pages 45-65]
  • Social Comparison Orientation Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2014-2015, Pages 45-65]
  • Social Comparison Tendencies Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2014-2015, Pages 45-65]
  • Socialization Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018-2019, Pages 1-35]
  • Social semiotic analysis A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
  • Social Supportive Functions The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
  • Sociocultural theory L1 Use and Language-Related Episodes (LREs) in an EFL Setting [Volume 30, Issue 4, 2011-2012, Pages 99-125]
  • Sociocultural theory The Effect of Mixed and Matched Level Dyadic Interaction on Iranian EFL Learners’ Comprehension and Production of Requests and Apologies [Volume 35, Issue 1, 2016-2017, Pages 1-30]
  • Sociocultural theory Built-In Learner Participation Potential of Locally- and Globally-Designed ELT Materials [Volume 35, Issue 3, 2016-2017, Pages 119-156]
  • Sociocultural theory Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018-2019, Pages 1-35]
  • Sociocultural theory The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Sociocultural theory The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs [Volume 38, Issue 2, 2019-2020, Pages 81-106]
  • Socio-Emotional Dimension Examining 'Assessment Literacy in Practice' in an Iranian Context: Does it Differ for Instructors and Learners? [Volume 40, Issue 2, 2021, Pages 1-45]
  • Speaking Skill Appropriation Based -Syllabus and Advanced EFL Learners’ Speaking Skill: The Case of Chunks-on-Card Activities [Volume 38, Issue 3, 2019-2020, Pages 39-80]
  • Speaking Skill Implementation of Task-based Collaborative Dialogues in EFL Speaking Classes: Focus on Achievements and Perceptions [Volume 41, Issue 3, 2022, Pages 155-195]
  • Speech act Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables [Volume 33, Issue 3, 2014-2015, Pages 21-49]
  • Speech act Pragmatic Criteria in the Holistic and Analytic Rating of the Disagreement Speech Act of Iranian EFL Learners by Non-native English Speaking Teachers [Volume 38, Issue 1, 2019-2020, Pages 1-36]
  • Speech Learning Model Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • Stance markers Epistemic Features of Generality in Conclusions: The Case of Applied Linguistics and Power System Engineering [Volume 40, Issue 2, 2021, Pages 47-80]
  • Strategic planning The Comparative Effect of Rehearsal, Strategic, and Online Planning on the Fluency, Accuracy, Complexity, Lexical Variety, and Attentional Allocation of EFL Learners’ Argumentative Writing [Volume 41, Issue 2, 2022, Pages 75-111]
  • Strategies A Genre Analysis of Reprint Request E-mails Written by EFL and Physics Professionals [Volume 30, Issue 3, 2011-2012, Pages 21-42]
  • Strategies The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency [Volume 32, Issue 2, 2013-2014, Pages 69-90]
  • Strategies Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender [Volume 32, Issue 3, 2013-2014, Pages 41-64]
  • Strategies Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Structural Equation Modeling A New Look into the Construct Validity of the IELTS Speaking Module [Volume 32, Issue 1, 2013-2014, Pages 71-90]
  • Structural Equation Modeling DE-MOTIVATORS, BURNOUT AND LANGUAGE ACHIEVEMENT IN AN IRANIAN EFL CONTEXT [Volume 34, Issue 3, 2015-2016, Pages 61-85]
  • Structural Equation Modeling Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
  • Subject Area Gender-based DIF across the Subject Area: A Study of the Iranian National University Entrance Exam [Volume 29, Issue 3, 2010, Pages 1-26]
  • Subjective scoring Intelligent Scoring in an English Reading Comprehension Course Using Artificial Neural Networks and Neuro-fuzzy Systems [Volume 42, Issue 4, 2023, Pages 1-21]
  • Subtitles Vocabulary Learning by Iranian Adult L2 Learners via Extensive Viewing of Subtitled and Captioned TV Series [Volume 40, Issue 1, 2021, Pages 83-115]
  • Successful English Teaching Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study [Volume 41, Issue 1, 2022, Pages 133-173]
  • Summary training The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
  • Summary writing THE IMPACT OF TEACHING SUMMARIZING ON EFL LEARNERS’ MICROGENETIC DEVELOPMENT OF SUMMARY WRITING [Volume 34, Issue 2, 2015-2016, Pages 69-92]
  • Summary writing The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018-2019, Pages 125-167]
  • Synchronous Computer-Mediated Communication (SCMC) IMPACT OF SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION ON EFL LEARNERS’ COLLABORATION: A QUANTITATIVE ANALYSIS [Volume 34, Issue 4, 2015-2016, Pages 115-140]
  • Syntactic accuracy Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity [Volume 42, Issue 2, 2023, Pages 111-148]
  • Syntactic complexity Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity [Volume 42, Issue 2, 2023, Pages 111-148]
  • Syntactic Prosody Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency [Volume 39, 3.1, 2020, Pages 37-88]
  • Systematic Review Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]

T

  • Task The Effect of Open vs. Closed Tasks on Improving Iranian EFL Learners’ Oral Performance [Volume 38, Issue 4, 2019-2020, Pages 205-238]
  • Task Difficulty Trodden and Untrodden Paths: A Study of Cognitive Processes in Oral Responding and Questioning [Volume 38, Issue 3, 2019-2020, Pages 159-187]
  • Task-induced involvement Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018-2019, Pages 159-192]
  • Task manipulation Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Task response The Influence of Lexically-Based Language Teaching on Task Response and Coherence and Cohesion Aspects of Writing Proficiency of Iranian University EFL Learners [Volume 42, Issue 1, 2023, Pages 61-90]
  • TBLT Effects of Task-based Academic Listening on High School EFL Students' Listening Comprehension: Does Experiential Learning Style Matter? [Volume 33, Issue 4, 2014-2015, Pages 67-94]
  • TBLT Assessing the Alignment among Learners’ Language Needs, Course Objectives, and Classroom Practice in an EFL Communicative Course [Volume 41, Issue 4, 2022, Pages 1-22]
  • Teacher change Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
  • Teacher collaboration The Impact of Collaborative In-service Training on EFL Teachers’ Language Assessment Literacy, Perceptions and Practices [Volume 41, Issue 3, 2022, Pages 89-115]
  • Teacher educator recruitment Non-Native EFL Teacher Educators’ Recruitment and Professional Development: Policies and Strategies of Language Institutes' Managers [Volume 42, Issue 3, 2023, Pages 59-78]
  • Teacher grit Correspondence between EFL Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: The Moderating Role of Teacher Grit [Volume 40, Issue 4, 2021, Pages 35-60]
  • Teacher professional development Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
  • Teachers’ cognitive/behavioral correspondence Correspondence between EFL Teachers’ Cognitive and Behavioral Manifestations of Pedagogical Beliefs: The Moderating Role of Teacher Grit [Volume 40, Issue 4, 2021, Pages 35-60]
  • Teaching English as a Foreign Language Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
  • Teaching/Learning English Language on the phone Lived Experience of Adult English Learners Learning English on the Phone [Volume 40, Issue 3, 2021, Pages 1-40]
  • Technology-aided language instruction ChatGPT-Assisted Language Learning and Teaching: A Scoping Review of Research on ChatGPT Use in L2 Pedagogy and Education [Volume 43, Issue 2, 2024, Pages 49-85]
  • TEFL Ph.D. Candidates Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education [Volume 39, 3.1, 2020, Pages 131-184]
  • Terrorism Postmodern Orientalized Terrorism: Don DeLillo’s The Names [Volume 30, Issue 2, 2011-2012, Pages 57-84]
  • Terrorism Islam and Modernity: A Study of John Updike's Terrorist (2006) [Volume 31, Issue 2, 2012-2013, Pages 171-186]
  • Textbook Genre Analysis and Genre-mixing Across Various Realizations of Academic Book Introductions in Applied Linguistics [Volume 35, Issue 1, 2016-2017, Pages 111-138]
  • Textbook analysis A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • Text reconstruction editing task Collaborative Output Tasks and their Effects on Learning English Comparative Adjectives [Volume 36, Issue 1, 2017-2018, Pages 1-26]
  • The Covid-19 Pandemic Presenting a Profile of Flow Barriers in Modalities of Interaction during Covid-19 Pandemic among Iranian EFL Learners [Volume 41, Issue 3, 2022, Pages 27-55]
  • Thematic Analysis Lived Experience of Adult English Learners Learning English on the Phone [Volume 40, Issue 3, 2021, Pages 1-40]
  • Thematic Analysis Iranian English Learners' Perception of Native and Non-native English Teachers in New Zealand and Iran: A Multilingual Identity Perspective [Volume 42, Issue 1, 2023, Pages 91-119]
  • Thematic Clustering The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
  • Thematic Coding Analysis Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Thematicity A Comparative Study of Thematicity in the Argumentative Writing of University EFL Students and the Introduction Section of Research Articles [Volume 36, Issue 1, 2017-2018, Pages 85-110]
  • The Names Postmodern Orientalized Terrorism: Don DeLillo’s The Names [Volume 30, Issue 2, 2011-2012, Pages 57-84]
  • The Tin Drum The Absence of ‘Paucity’ & ‘Momentariness’: Two New Components of Magical Realism in Günter Grass's The Tin Drum [Volume 31, Issue 2, 2012-2013, Pages 155-169]
  • Tourism discourse A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
  • TPACK Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) [Volume 40, Issue 4, 2021, Pages 161-193]
  • TPACK Perceptions Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) [Volume 40, Issue 4, 2021, Pages 161-193]
  • TPACK Workshop Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) [Volume 40, Issue 4, 2021, Pages 161-193]
  • Transfer process A Probe into Adaptive Transfer across Writing Contexts: A Case of an EGAP Class [Volume 33, Issue 1, 2014-2015, Pages 113-133]
  • Transfer type A Probe into Adaptive Transfer across Writing Contexts: A Case of an EGAP Class [Volume 33, Issue 1, 2014-2015, Pages 113-133]
  • Transformative Engagement The Role of Situational Interest and Personality Traits in Language Learners’ Transformative Engagement in Academic Reading [Volume 42, Issue 4, 2023, Pages 99-114]
  • T-unit Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension [Volume 39, Issue 2, 2020, Pages 203-236]

U

  • Under the Greenwood Tree Thomas Hardy's Under the Greenwood Tree : An Althusserian Perspective [Volume 30, Issue 1, 2011-2012, Pages 99-118]

V

  • Verb types Gender Identity in Verb Type Occurrences: A Study of ‘Active’ Series [Volume 42, Issue 1, 2023, Pages 29-59]
  • Video game A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment [Volume 42, Issue 1, 2023, Pages 121-146]
  • Vision A Postcolonial Perspective towards Prefaces of Iranian English Language Textbooks: The Cases of Graded, Right Path to English, and Prospect/Vision Series [Volume 39, Issue 1, 2020, Pages 1-44]
  • Vision I A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • Visual Grammar A Social Semiotic Analysis of International Inflight Magazines as a Tourism Discourse: A Cross-cultural Study [Volume 41, Issue 4, 2022, Pages 23-57]
  • Vocabulary The Effect of Four Different Types of Involvement Indices on Vocabulary Learning and Retention of EFL Learners [Volume 32, Issue 2, 2013-2014, Pages 1-26]
  • Vocabulary On Situating the Stance of Estrogen in the Acquisition and Recall of L2 Lexical Items: A Biological Look [Volume 36, Issue 2, 2017-2018, Pages 163-189]
  • Vocabulary The Effect of “Narrow Reading” on Learning Mid-Frequency Vocabulary: The Role of Genre and Author [Volume 38, Issue 4, 2019-2020, Pages 165-203]
  • Vocabulary The Comparative Impacts of Modified Visual and Oral Input on the Vocabulary Retention of Iranian EFL Undergraduate Students [Volume 43, Issue 1, 2024, Pages 121-150]
  • Vocabulary development Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study [Volume 35, Issue 2, 2016-2017, Pages 161-189]
  • Vocabulary development The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Vocabulary Guru Agile Development of a Custom-Made Vocabulary Mobile Application: A Critical Qualitative Approach [Volume 38, Issue 4, 2019-2020, Pages 43-93]
  • Vocabulary Learning The Effects of Glossing Conventions on L2 Vocabulary Recognition and Production [Volume 30, Issue 2, 2011-2012, Pages 209-233]
  • Vocabulary Learning The Relative Effectiveness of Input and Output-oriented Tasks with Different Involvement Loads on the Receptive and Productive Vocabulary Knowledge of Iranian EFL Learners [Volume 31, Issue 2, 2012-2013, Pages 27-52]
  • Vocabulary Learning Word clustering effect on vocabulary learning of EFL learners: A case of semantic versus phonological clustering [Volume 36, Issue 4, 2017-2018, Pages 1-31]
  • Vocabulary Learning The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
  • Vocabulary recall The Effect of Post-teaching Techniques on the English Vocabulary Recall and Retention of Iranian Students with Learning Disability [Volume 40, Issue 1, 2021, Pages 117-152]
  • Vocabulary retention The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention [Volume 31, Issue 1, 2012-2013, Pages 73-106]
  • Vocabulary retention The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
  • Vowel-recognition training The Effect of English Vowel-Recognition Training on Beginner and Advanced Iranian ESL Learners [Volume 32, Issue 2, 2013-2014, Pages 51-67]

W

  • Wh-dependency Online Processing of English Wh-Dependencies by Iranian EFL Learners [Volume 32, Issue 4, 2013-2014, Pages 63-83]
  • Word Clustering Word clustering effect on vocabulary learning of EFL learners: A case of semantic versus phonological clustering [Volume 36, Issue 4, 2017-2018, Pages 1-31]
  • Writing Feedback The Effect of Instructor Feedback on Developing Iranian ELT Graduate Students’ Critical Academic Writing Skills [Volume 40, Issue 4, 2021, Pages 91-120]
  • Writing Motivation The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation [Volume 39, 3.2, 2020, Pages 35-65]
  • Writing process Integrating Portfolio-Assessment into the Writing Process: Does it Affect a Significant Change in Iranian EFL Undergraduates’ Writing Achievement? A Mixed-Methods Study [Volume 38, Issue 2, 2019-2020, Pages 171-195]
  • Writing proficiency level Cognitive Task Complexity and Iranian EFL Learners’ Written Linguistic Performance across Writing Proficiency Levels [Volume 33, Issue 2, 2014-2015, Pages 107-128]
  • Writing Skills An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic [Volume 40, Issue 3, 2021, Pages 197-231]
  • Writing Skills Developmental Potential of Self-Assessment Reports for High School Students' Writing Skills: A Qualitative Study [Volume 41, Issue 2, 2022, Pages 163-203]
  • Written corrective feedback Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
  • Wuthering Heights The Effect of the Translator's Gender Ideology on Translating Emily Bronte’s Wuthering Heights [Volume 30, Issue 3, 2011-2012, Pages 143-158]

Z

  • ZPD Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study [Volume 35, Issue 2, 2016-2017, Pages 161-189]
  • ZPD The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill [Volume 40, Issue 2, 2021, Pages 193-227]