Keyword Index

A

  • 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]