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]
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]