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]
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 [(Articles in Press)]
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]
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 [(Articles in Press)]
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]
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]
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]
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]
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]
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
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 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
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 [(Articles in Press)]
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 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’ 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 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 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]
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]
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]
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]
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]
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]
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]
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]
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]
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]
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]
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
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 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 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-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]
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
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]
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]
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]
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]
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]
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]
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]
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 comprehension
The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention [Volume 31, Issue 1, 2012-2013, Pages 73-106]
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]
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]
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]
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]
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]
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 [(Articles in Press)]
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]
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]
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]
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]
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]
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 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]