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]
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]
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]
Appraisal Theory
Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
C
CAFS
Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
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]
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]
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]
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]
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]
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]
D
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]
E
EFL teachers
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
EFL teachers' attitudes
Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
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]
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]
F
Fairness
Fairness in Classroom Language Assessment from EFL Teachers' Perspective [Volume 42, Issue 2, 2023, Pages 81-110]
G
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]
Grounded Theory
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
H
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
Individual Development Planning
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach [Volume 42, Issue 1, 2023, Pages 1-28]
Iran
Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
L
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]
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]
M
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]
N
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]
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 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]
Ppositioning
Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication [Volume 42, Issue 2, 2023, Pages 1-23]
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]
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]
S
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
Adaptation and Validation of a Measure for Evaluating Teacher Adaptability in English Teaching Higher Education [Volume 42, Issue 3, 2023, Pages 79-115]
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]
T
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]
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 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 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]
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]
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]
