Academic and journalistic texts
From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science [Volume 37, Issue 1, 2018-2019, Pages 127-158]
B
Bilingual context
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2018-2019, Pages 109-139]
C
CAF measures
Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018-2019, Pages 91-123]
Classroom discourse
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2018-2019, Pages 109-139]
Code-switching
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2018-2019, Pages 109-139]
Collaborative learning
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
Collective teacher efficacy
Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018-2019, Pages 33-64]
D
Direct feedback
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
E
EFL
Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework [Volume 37, Issue 3, 2018-2019, Pages 99-129]
EFL, language education policy, Iran
Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum [Volume 37, Issue 2, 2018-2019, Pages 169-193]
EFL learners
Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
EFL teachers
Developing a Model of Teachers’ Possible Selves for the Iranian Context [Volume 37, Issue 1, 2018-2019, Pages 73-96]
EFL teachers
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach [Volume 37, Issue 1, 2018-2019, Pages 37-72]
EFL teachers
Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment [Volume 37, Issue 2, 2018-2019, Pages 33-64]
ELT
EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success [Volume 37, Issue 3, 2018-2019, Pages 51-97]
English for Academic Purposes (EAP)
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
English for Occupational Purposes (EOP)
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
Explicit teaching
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
F
Formulaic Expressions
Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
G
Grammatical accuracy
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
H
High and low achievers
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching [Volume 37, Issue 4, 2018-2019, Pages 109-139]
I
Implicit teaching
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
Indirect feedback
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
Individual learning
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
Investment
Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
Iran
Investment in L2 learning among Iranian English language learners [Volume 37, Issue 3, 2018-2019, Pages 131-168]
Iran
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
L
Language Formula
Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
Learners' narrative
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
Lexical chunks
Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures [Volume 37, Issue 2, 2018-2019, Pages 91-123]
M
Meaning-focused experience
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
Metacognitive knowledge
Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics [Volume 37, Issue 2, 2018-2019, Pages 1-32]
Modal auxiliaries
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2018-2019, Pages 1-46]
Multimodal input
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2018-2019, Pages 1-46]
N
Needs analysis
Perceptions of EAP for Business: Fresh Findings from Academia and Workplace [Volume 37, Issue 3, 2018-2019, Pages 1-49]
O
Online game
The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018-2019, Pages 211-238]
P
Participatory learning
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
Photovoice
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
Pragmatic Routines
Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
Proactive focus on form
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2018-2019, Pages 1-46]
Professional development
Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development [Volume 37, Issue 3, 2018-2019, Pages 169-210]
R
Reactive focus on form
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries [Volume 37, Issue 4, 2018-2019, Pages 1-46]
Reading comprehension
The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning [Volume 37, Issue 3, 2018-2019, Pages 211-238]
Reading comprehension
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
Reflective narrative
Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives [Volume 37, Issue 2, 2018-2019, Pages 65-90]
S
Socialization
Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018-2019, Pages 1-35]
Sociocultural theory
Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class [Volume 37, Issue 1, 2018-2019, Pages 1-35]
Sociocultural theory
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
Summary training
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions [Volume 37, Issue 4, 2018-2019, Pages 47-70]
Summary writing
The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability [Volume 37, Issue 2, 2018-2019, Pages 125-167]
T
Task-induced involvement
Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory [Volume 37, Issue 1, 2018-2019, Pages 159-192]
Task manipulation
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
Teaching English as a Foreign Language
Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks [Volume 37, Issue 4, 2018-2019, Pages 141-165]
V
Vocabulary development
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
Vocabulary retention
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence [Volume 37, Issue 4, 2018-2019, Pages 71-108]
W
Written corrective feedback
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing [Volume 37, Issue 4, 2018-2019, Pages 167-194]
