A
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Activity Theory (AT)
Exploring L1 use in English as Foreign Language Classrooms through Activity theory [Volume 39, 3.1, 2020, Pages 1-35]
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]
-
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]
C
-
CAPT
CAPT and its Effect on English Language Pronunciation Enhancement: Evidence from Bilinguals and Monolinguals [Volume 39, Issue 2, 2020, Pages 121-167]
-
Collaborative dialogue
Effects of Audio-Visually Prompted Collaborative Dialogue on EFL Learners' Listening Comprehension Development [Volume 39, Issue 2, 2020, Pages 1-42]
-
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]
-
Confirmatory and Exploratory Factor Analysis
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
-
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]
D
-
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]
-
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
-
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]
-
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 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 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 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
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 Students
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
-
EFL writing assessment
Exploring Novice Raters’ Textual Considerations in Independent and Negotiated Ratings [Volume 39, Issue 2, 2020, Pages 43-87]
-
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 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 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 teaching
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
-
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]
F
-
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]
-
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]
-
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]
-
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]
G
-
Globalization
Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents [Volume 39, 3.1, 2020, Pages 185-215]
-
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]
-
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]
I
-
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]
-
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]
-
Instrument Validation
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
L
-
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]
M
-
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 Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
N
-
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]
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]
P
-
Peer Support
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
-
Pragmatics
Instructed Second Language English Pragmatics in the Iranian Context [Volume 39, Issue 1, 2020, Pages 201-252]
-
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 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]
-
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 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
-
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]
R
-
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]
-
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]
-
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]
-
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]
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]
-
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]
-
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]
-
Social Supportive Functions
The Development and Validation of Peer Support Questionnaire (PSQ) [Volume 39, 3.2, 2020, Pages 67-109]
-
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
-
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]
-
Thematic Clustering
The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
-
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]
V
-
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]
-
Vocabulary Learning
The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning [Volume 39, Issue 2, 2020, Pages 169-201]
W
-
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]
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