Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Browse Keyword Index

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ALL

A

  • 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]
  • AntConc Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
  • 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]

C

  • 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]
  • Capital Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach [Volume 41, Issue 2, 2022, Pages 113-161]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]

E

  • EAP Types and Tokens of Lexical Bundles in Civil Engineering Students' Genre-Specific English Articles [Volume 41, Issue 2, 2022, Pages 37-74]
  • 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 Curriculum A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • 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 teachers A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • 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]
  • 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]
  • 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 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]
  • EST Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
  • 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]

F

  • 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]
  • 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]

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]
  • Grounded Theory A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]

H

  • Hello I A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]

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]
  • 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 Writing Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class [Volume 41, Issue 3, 2022, Pages 57-87]
  • 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]
  • Intercultural Analysis A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • 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]

L

  • 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]
  • 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]
  • 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]

M

  • 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]
  • 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]

N

  • 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]

O

  • 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]

P

  • Pedagogical Content Knowledge A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach [Volume 41, Issue 2, 2022, Pages 205-243]
  • 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]
  • 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]
  • 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]

R

  • 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 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]

S

  • SDT Iranian EFL Teachers’ Remotivational Strategies: The Integration of Ecological Systems Theory and Self-Determination Theory [Volume 41, Issue 4, 2022, Pages 87-112]
  • 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]
  • 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 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]
  • 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]
  • 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]
  • 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]

T

  • 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 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]
  • Textbook analysis A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt [Volume 41, Issue 1, 2022, Pages 33-67]
  • 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 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]
  • 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]

V

  • 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]

W

  • 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]