A
- 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]