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

  • Academic achievement Role of social comparison orientation and tendencies in Iranian EFL learners academic achievement [Volume 33, Issue 4, 2014-2015, Pages 45-65]
  • 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]
  • 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]
  • 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]

C

  • 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]
  • 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]
  • 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]

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]
  • Dialogic learning Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]

E

  • 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 Students The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • 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 writing Voice in Short Argumentative Texts Written by Undergraduate Learners of English [Volume 33, Issue 1, 2014-2015, Pages 93-111]
  • Emotional Intelligence The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • 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]

F

  • Formant Frequencies Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]

G

  • 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]

H

  • 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]

I

  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]
  • 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]

K

  • 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: 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]

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]
  • 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 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 Category Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • Lexical chunks Key Lexical Chunks in Applied Linguistics Article Abstracts [Volume 33, Issue 3, 2014-2015, Pages 51-61]

M

  • Motivational Attributes The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes [Volume 33, Issue 3, 2014-2015, Pages 113-133]
  • Multiple intelligences Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]

N

  • 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]

O

  • 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]

P

  • 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]
  • Perceptual Assimilation Model Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]
  • 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]
  • Portfolio assessment Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking [Volume 33, Issue 4, 2014-2015, Pages 19-44]

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]
  • 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]
  • 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 Reading Performance of Iranian EFL Learners in Paper and Digital texts [Volume 33, Issue 1, 2014-2015, Pages 1-21]
  • 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 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]

S

  • 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]
  • 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 Learning Model Acoustic Analysis of Persian EFL Learners' Pronunciation of English Vowels [Volume 33, Issue 3, 2014-2015, Pages 135-153]

T

  • 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]
  • 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]

W

  • 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]