Author Index

A

  • Abbasian, Gholam-Reza Curricular Knowledge Base of Nonnative English Language Teachers [Volume 13, Issue 1, 2019, Pages 119-146]
  • Abdi, Reza Corrective feedback and personality types: An investigation of their effect on grammatical accuracy [Volume 6, Issue 2, 2012, Pages 103-128]
  • Abdollahian Dehkordi, Zahra The effect of direct and indirect written corrective feedback on grammatical collocations in L2 writing [Volume 4, Issue 2, 2010, Pages 153-175]
  • Abdollahpoor, Zahra Psychological Disorder, Job satisfaction and Teaching Effectiveness among Iranian English and NonEnglish Teachers [Volume 11, Issue 2, 2017, Pages 1-24]
  • Abdulameer Mubarak, Lihadh Scaffolding and EFL Learners' Use of Language Learning Strategies in the Iraqi Language Teaching Context [Volume 12, Issue 2, 2018, Pages 89-116]
  • Abednia, Arman Second language teachers’ sense of self-efficacy: A construct validation [Volume 4, Issue 1, 2010, Pages 69-101]
  • Abolfazli Khonbi, Zainab Language Learning Histories and Learner Variables in an MA TEFL Programme: A Well-being Perspective [Volume 10, Issue 2, 2016, Pages 151-185]
  • Abol-Nejadian, Rezvan Iranian post-graduate students’ problems in writing academic research articles [Volume 4, Issue 2, 2010, Pages 1-26]
  • Adel, Seyyed Mohammad Reza A Comparison of Moves in Conclusion Sections of Research Articles in Psychology, Persian Literature and Applied Linguistics [Volume 9, Issue 2, 2015, Pages 167-191]
  • Afshar, Hamideh On the Relationship between Self-efficacy, Perfectionism, and English Achievement among Iranian EFL Learners [Volume 11, Issue 2, 2017, Pages 103-129]
  • Aftabi, Jahan A probe into the effect of explicit and implicit instruction of metadiscourse markers on EFL learners' argumentative writing performance [Volume 7, Issue 1, 2013, Pages 71-96]
  • Aghabagheri, Mahdi Raising pragmatic awareness: Effect of contrastive discourse markers on iBT speaking module [Volume 6, Issue 1, 2012, Pages 39-70]
  • Aghazamani, Zeinab Moodle Implementation for L2 Vocabulary Development and Retention: The Effects on Extroverted vs. Introverted Iranian Intermediate EFL Learners [Volume 13, Issue 1, 2019, Pages 57-84]
  • Ahmadgoli, Kamran The melancholic unnamable: Kristeva and the question of subjectivity in Beckett’s The Unnamable [Volume 8, Issue 2, 2014, Pages 145-167]
  • Ahmadgoli, Kamran Are the Utopians “happy”? Aristotle's Ethics and Politics and the concept of Eudaimonia in Thomas More’s Utopia [Volume 6, Issue 2, 2012, Pages 161-179]
  • Ahmadi, Abdolhossein Teaching requestive downgraders in L2: Can learners’ MI modify the effects of focused tasks? [Volume 8, Issue 2, 2014, Pages 91-117]
  • Ahmadi, Alireza On the Immediate and Delayed Effects of Interactionist Dynamic Assessment on Grammar Development: A Case Analysis of an Iranian EFL Learner [Volume 11, Issue 1, 2017, Pages 95-117]
  • Ahmadi, Alireza Interactional Competence in Paired vs. Group Oral Tests [Volume 13, Issue 1, 2019, Pages 1-26]
  • Ahmadi Safa, Mohammad An Investigation into the Effect of Interactionist versus Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Speaking Skill Proficiency [Volume 9, Issue 2, 2015, Pages 146-166]
  • Akbari, Ramin Pedagogical knowledge base in ELT: A conceptual framework [Volume 6, Issue 2, 2012, Pages 49-77]
  • Akbari, Ramin Institutional identity of teachers: A determinant of teacher efficacy [Volume 5, Issue 2, 2011, Pages 31-59]
  • Akbari, Ramin The washback effects of ESP tests on teaching ESP at Iranaian universities [Volume 5, Issue 1, 2011, Pages 21-43]
  • Akbari, Ramin Second language teachers’ sense of self-efficacy: A construct validation [Volume 4, Issue 1, 2010, Pages 69-101]
  • Alavi, Seyyed Mohammad Designing and validating a test battery of computerized dynamic assessment of grammar [Volume 8, Issue 2, 2014, Pages 1-28]
  • Alavi, Seyyed Mohammad Alternative assessment or traditional testing: How do Iranian EFL teachers respond? [Volume 7, Issue 2, 2013, Pages 151-190]
  • Alavi, Seyyed Mohammad Differential item functioning and ad hoc interpretations [Volume 4, Issue 1, 2010, Pages 1-18]
  • Alavinia, Parviz Input-provision/Output-elicitation MALL Program and Iranian Preintermediate EFL Learners' Vocabulary Enhancement [Volume 10, Issue 1, 2016, Pages 133-164]
  • Alavinia, Parviz A probe into the effect of explicit and implicit instruction of metadiscourse markers on EFL learners' argumentative writing performance [Volume 7, Issue 1, 2013, Pages 71-96]
  • Alavinia, Parviz Teacher Creativity in Light of Autonomy and Emotional Intelligence [Volume 13, Issue 1, 2019, Pages 177-203]
  • Albakhshi, Goodarz The washback effects of ESP tests on teaching ESP at Iranaian universities [Volume 5, Issue 1, 2011, Pages 21-43]
  • Alemi, Minoo The Impact of Dynamic Assessment on Iranian EFL Students’ Writing Self-Assessment [Volume 9, Issue 1, 2015, Pages 145-169]
  • Alemi, Minoo The presentation of different types of tasks in ELT textbooks [Volume 8, Issue 1, 2014, Pages 61-92]
  • Alemi, Minoo Willingness to communicate in English among Iranian EFL engineering students [Volume 6, Issue 1, 2012, Pages 103-119]
  • Alemi, Minoo Non-native teachers’ rating criteria for L2 speaking: Does a rater training program make a difference? [Volume 5, Issue 1, 2011, Pages 125-153]
  • Aliakbari, Mohammad ELT Teachers' Content and Educational Literacy Threshold (CELT): A Synthetic Approach [Volume 12, Issue 1, 2018, Pages 173-198]
  • Alibakhshi, Goodarz Self-assessment impact on EFL learners’ speaking fluency and accuracy: Does level of proficiency matter? [Volume 8, Issue 2, 2014, Pages 119-143]
  • Alibakhshi, Goudarz In-service Training Professional Development Needs of Iranian Teachers of English as Foreign Language: A Qualitative Research Study [Volume 13, Issue 2, 2019, Pages 95-115]
  • Alizadeh Salteh, Maghsoud Editing or revision: An examination of EFL teachers' feedback on writing drafts [Volume 7, Issue 2, 2013, Pages 27-61]
  • Amirian, Zahra Core Reflection as a Way Towards Integrating Theoretical Knowledge and Pedagogical Practice in the Iranian Context: The Case of Prospective Language Teachers [Volume 12, Issue 1, 2018, Pages 61-87]
  • Amiryousefi, Mohammad Influence of Teachers' Feedback Discourses on EFL Learners' Academic Self-Concept, Attributions, L2 Speaking, Class Performance, and L2 Achievement: Confirmatory Feedback in Focus [Volume 10, Issue 1, 2016, Pages 39-61]
  • Asadi, Fazel The politics of ambiguity: The case of Richard III Zohreh Ramin [Volume 4, Issue 1, 2010, Pages 151-171]
  • Asadi, Seyyed Asadollah An appraisal study of in-service English teacher education in Iranian mainstream education: Teachers’ voices [Volume 8, Issue 2, 2014, Pages 29-58]
  • Askari Matin, Sajjad A Framework of Reference for Teaching English as a Foreign Language at the Threshold of I.R. of Iran [Volume 12, Issue 1, 2018, Pages 89-109]
  • Atai, Mahmood Reza Stance in English Research Articles: Two Disciplines of the Same Science [Volume 9, Issue 1, 2015, Pages 1-27]
  • Atai, Mahmood Reza An appraisal study of in-service English teacher education in Iranian mainstream education: Teachers’ voices [Volume 8, Issue 2, 2014, Pages 29-58]
  • Atai, Mahmood Reza Mainstream ELT curriculum implementation in Iran: A micro analysis perspective [Volume 6, Issue 2, 2012, Pages 1-23]
  • Atai, Mahmood Reza Effect of explicit and implicit FFI on EFL learners' implicit and explicit knowledge of simple and difficult morphosyntactic features [Volume 7, Issue 1, 2013, Pages 33-70]
  • Atai, Mahmood Reza Revisiting the dichotomy between qualitative and quantitative research: Mixed-method designs in applied linguistics [Volume 5, Issue 2, 2011, Pages 125-157]
  • Atai, Mahmood Reza The effect of portfolio approach and genre-based pedagogy on listening comprehension of Iranian EFL learners [Volume 5, Issue 1, 2011, Pages 1-19]
  • Atai, Mahmood Reza Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing [Volume 4, Issue 2, 2010, Pages 27-49]
  • Azimi, Hadi Ethical assessment practices in English classes: A focus on experience and gender [Volume 7, Issue 2, 2013, Pages 63-95]
  • Azimi, Hadi Institutional identity of teachers: A determinant of teacher efficacy [Volume 5, Issue 2, 2011, Pages 31-59]

B

  • Babaii, Esmat Stance in English Research Articles: Two Disciplines of the Same Science [Volume 9, Issue 1, 2015, Pages 1-27]
  • Babaii, Esmat Mainstream ELT curriculum implementation in Iran: A micro analysis perspective [Volume 6, Issue 2, 2012, Pages 1-23]
  • Babaii, Esmat Revisiting the dichotomy between qualitative and quantitative research: Mixed-method designs in applied linguistics [Volume 5, Issue 2, 2011, Pages 125-157]
  • Baghaei, Purya Using Rasch to validate a measure of English language teacher prejudice [Volume 6, Issue 2, 2012, Pages 25-47]
  • Bagheri Sanjareh, Hemaseh The impact of response format on validating grammaticality judgment tests [Volume 8, Issue 1, 2014, Pages 93-122]
  • Bagherkazemi, Marzieh Short-term and long-term impacts of individual and collaborative pragmatic output on speech act production [Volume 8, Issue 1, 2014, Pages 141-166]
  • Bagherzadeh, Rafat Curricular Knowledge Base of Nonnative English Language Teachers [Volume 13, Issue 1, 2019, Pages 119-146]
  • Banari, Reza Exploring the Patterns of Evaluative Language in Applied Linguistics Blurbs: A Rhetorical Structure Analysis [Volume 13, Issue 1, 2019, Pages 205-233]
  • Barati, Hossein Evaluation of IELTS Preparatory Courses in Iran: Teaching Practices and Strategies in Focus [Volume 10, Issue 2, 2016, Pages 47-71]
  • Barjesteh, Hamed Coming to Terms with Technology: Iranian High School Teachers' Perceived Barriers and Proposed Solutions [Volume 11, Issue 2, 2017, Pages 77-101]
  • Bassirian, Morteza (Mis)Conceptions Regarding Teacher-Generated Preemptive Attention to Form [Volume 5, Issue 2, 2011, Pages 1-30]
  • Bastami, Toran The effect of portfolio assessment on Iranian pre-intermediate EFL learners’ autonomy [Volume 6, Issue 1, 2012, Pages 71-102]
  • Bazri, Elahe Using Rasch to validate a measure of English language teacher prejudice [Volume 6, Issue 2, 2012, Pages 25-47]
  • Behrooznia, Saeedeh Linguistic Politeness and its Relationship with Data Collection Preferences [Volume 9, Issue 1, 2015, Pages 93-124]
  • Beyad, Maryam Magical realism as feminist discourse: Isabel Allende's The House of the Spirits and Shahrnush Parsipur's Touba and the Meaning of Night [Volume 5, Issue 1, 2011, Pages 155-179]
  • Birjandi, Parviz Iranian EFL Learners' Favored Strategic Fillers for Noticed Gaps amid Conversations Across Proficiency [Volume 9, Issue 1, 2015, Pages 125-143]
  • Borzabadi, Davoud Teachers' perspectives on grammar teaching: Do they correspond with the current principles? [Volume 5, Issue 1, 2011, Pages 73-100]

C

  • Chavoshi, Seyedeh Marziyeh Interactional modifications in text-based online chat and EFL question development [Volume 4, Issue 1, 2010, Pages 19-48]
  • Chehr Azad, Mohammad Hassan Corrective Feedback and Iranian EFL Learners' Spoken Complexity and Accuracy [Volume 12, Issue 2, 2018, Pages 117-143]
  • Cheraghi, Masoud Exploring the effects of instruction on EFL learners’ pragmatic development [Volume 7, Issue 2, 2013, Pages 1-25]

D

  • Dabbagh, Ali Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing [Volume 4, Issue 2, 2010, Pages 27-49]
  • Dadvand, Babak Pedagogical knowledge base in ELT: A conceptual framework [Volume 6, Issue 2, 2012, Pages 49-77]
  • Davatgari Asl, Haniyeh Understanding the Language Learning Plateau: A Grounded-Theory Study [Volume 11, Issue 2, 2017, Pages 195-222]
  • Dehqan, Mahmood Coming to Terms with Technology: Iranian High School Teachers' Perceived Barriers and Proposed Solutions [Volume 11, Issue 2, 2017, Pages 77-101]
  • Donyaie, Shadi An Investigation into the Effect of Interactionist versus Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Speaking Skill Proficiency [Volume 9, Issue 2, 2015, Pages 146-166]
  • Doosti, Mehdi Developing an Inventory to Investigate Current Professional Development Needs of Iranian EFL Teachers [Volume 11, Issue 2, 2017, Pages 161-194]

E

  • Ebadi, Saman An Exploratory Emic Investigation into Politeness in Persian [Volume 10, Issue 1, 2016, Pages 63-86]
  • Ebadi, Saman Exploring L2 Learning Potential through Computerized Dynamic Assessment [Volume 13, Issue 2, 2019, Pages 51-78]
  • Esfandiari, Rajab An Investigation into the Relationship between Personality Traits and Iranian EFL Learners' Performance on C-Test [Volume 11, Issue 1, 2017, Pages 167-188]
  • Eslamirasekh, Abbas I Am Good at It Because I Like Its Teacher: To what Extent Does Teacher Behaviour Motivate Students to Learn? [Volume 12, Issue 2, 2018, Pages 67-87]

F

  • Fahim, Mansoor Raising pragmatic awareness: Effect of contrastive discourse markers on iBT speaking module [Volume 6, Issue 1, 2012, Pages 39-70]
  • Faraji, Mehrdad Coming to Terms with Technology: Iranian High School Teachers' Perceived Barriers and Proposed Solutions [Volume 11, Issue 2, 2017, Pages 77-101]
  • Farhady, Hossein Assessment Knowledge Needs of EFL Teachers [Volume 12, Issue 2, 2018, Pages 45-65]
  • Farjami, Hadi Self-oriented, Other-oriented, and Socially Prescribed Perfectionism in Iranian EFL Teachers: Relationship with Burnout and Engagement [Volume 10, Issue 1, 2016, Pages 165-187]
  • Farjami, Hadi The disjunction of emotional intelligence and foreign language proficiency [Volume 8, Issue 1, 2014, Pages 123-140]
  • Farrokhi, Farahman Corrective Feedback and Iranian EFL Learners' Spoken Complexity and Accuracy [Volume 12, Issue 2, 2018, Pages 117-143]
  • Fazelimanie, Ayatollah Developing an Inventory to Investigate Current Professional Development Needs of Iranian EFL Teachers [Volume 11, Issue 2, 2017, Pages 161-194]
  • Fazilatfar, Ali Mohammad Exploring the effects of instruction on EFL learners’ pragmatic development [Volume 7, Issue 2, 2013, Pages 1-25]

G

  • Ghaderi, Farah Psychological Disorder, Job satisfaction and Teaching Effectiveness among Iranian English and NonEnglish Teachers [Volume 11, Issue 2, 2017, Pages 1-24]
  • Ghafarpour, Hajar I Am Good at It Because I Like Its Teacher: To what Extent Does Teacher Behaviour Motivate Students to Learn? [Volume 12, Issue 2, 2018, Pages 67-87]
  • Ghafar Samar, Reza Teaching requestive downgraders in L2: Can learners’ MI modify the effects of focused tasks? [Volume 8, Issue 2, 2014, Pages 91-117]
  • Ghafar Samar, Reza Pedagogical knowledge base in ELT: A conceptual framework [Volume 6, Issue 2, 2012, Pages 49-77]
  • Ghafar Samar, Reza Institutional identity of teachers: A determinant of teacher efficacy [Volume 5, Issue 2, 2011, Pages 31-59]
  • Ghafar Samar, Reza A Framework of Reference for Teaching English as a Foreign Language at the Threshold of I.R. of Iran [Volume 12, Issue 1, 2018, Pages 89-109]
  • Ghafar Samar, Reza The effects of planning condition, task structure, and gender on EFL learners' written performance [Volume 4, Issue 1, 2010, Pages 103-123]
  • Ghafar Samar, Reza The Applicability of Teaching Lexical Bundles on Medical Students' Writing Proficiency in an EFL Context [Volume 12, Issue 2, 2018, Pages 27-44]
  • Ghaffarpour, Hajar A generic analysis of academic written discourses: TEFL and Astrophysics in contrast [Volume 6, Issue 1, 2012, Pages 161-184]
  • Ghanbar, Hessamaldin Discoursal Structure of Class Opening and Closing in EFL Teachers' Talk: A Conversational Analytic Perspective [Volume 10, Issue 1, 2016, Pages 87-108]
  • Ghaviandam, Shoorangiz Using Rasch to validate a measure of English language teacher prejudice [Volume 6, Issue 2, 2012, Pages 25-47]
  • Ghazanfari, Mohammad Linguistic Politeness and its Relationship with Data Collection Preferences [Volume 9, Issue 1, 2015, Pages 93-124]
  • Ghebali, Amir Hosein The disjunction of emotional intelligence and foreign language proficiency [Volume 8, Issue 1, 2014, Pages 123-140]
  • Gholami, Javad (Mis)Conceptions Regarding Teacher-Generated Preemptive Attention to Form [Volume 5, Issue 2, 2011, Pages 1-30]
  • Gholamifard, Amir Are the Utopians “happy”? Aristotle's Ethics and Politics and the concept of Eudaimonia in Thomas More’s Utopia [Volume 6, Issue 2, 2012, Pages 161-179]
  • Ghorbandordinejad, Farhad On the Relationship between Self-efficacy, Perfectionism, and English Achievement among Iranian EFL Learners [Volume 11, Issue 2, 2017, Pages 103-129]
  • Ghorbani, Majid Effect of explicit and implicit FFI on EFL learners' implicit and explicit knowledge of simple and difficult morphosyntactic features [Volume 7, Issue 1, 2013, Pages 33-70]
  • Ghorbani Moghadam, Rokhsareh A Comparison of Moves in Conclusion Sections of Research Articles in Psychology, Persian Literature and Applied Linguistics [Volume 9, Issue 2, 2015, Pages 167-191]
  • Ghotbeldin, Saeedeh The effect of portfolio approach and genre-based pedagogy on listening comprehension of Iranian EFL learners [Volume 5, Issue 1, 2011, Pages 1-19]
  • Goljani, Sana Enhancing Discourse Markers Awareness among Iranian EFL Learners: A Product - Process Based View [Volume 9, Issue 2, 2015, Pages 97-122]
  • G. Shooshtari, Zohre Exploring the Patterns of Evaluative Language in Applied Linguistics Blurbs: A Rhetorical Structure Analysis [Volume 13, Issue 1, 2019, Pages 205-233]

H

  • Hajizadeh, Anna ELT Teachers' Content and Educational Literacy Threshold (CELT): A Synthetic Approach [Volume 12, Issue 1, 2018, Pages 173-198]
  • Hamdami, Reza Editing or revision: An examination of EFL teachers' feedback on writing drafts [Volume 7, Issue 2, 2013, Pages 27-61]
  • Hashemi, Seyyed Mohammad Reza Revisiting the dichotomy between qualitative and quantitative research: Mixed-method designs in applied linguistics [Volume 5, Issue 2, 2011, Pages 125-157]
  • Hashemian, Mahmood Dubbing English Culture-Specific Items into Persian: A Case of Taboos in IRIB's Hollywood Films [Volume 13, Issue 2, 2019, Pages 1-22]
  • Hasrati, Mostafa Quantitative, qualitative, or pragmatic: “Research potentials” for TEFL practitioners [Volume 6, Issue 1, 2012, Pages 185-196]
  • Hassaskhah, Jaleh Interactional modifications in text-based online chat and EFL question development [Volume 4, Issue 1, 2010, Pages 19-48]
  • Hayati, Abdolmajid Teacher Language Awareness Revisited: An Exploratory Study of the Level and Nature of Language Awareness of Prospective Iranian English Teachers [Volume 11, Issue 1, 2017, Pages 69-94]
  • Hayati, Abdolmajid A Cross-cultural Analysis of English and Arabic Blurbs: An Investigation into Generic Structure and Appraisal Markers [Volume 10, Issue 2, 2016, Pages 1-23]
  • Hayati, Abdolmajid Investigating Action Nominalization in the Introduction Sections of Research Articles: A Cross-disciplinary Study of Hard and Soft Sciences [Volume 12, Issue 2, 2018, Pages 1-26]
  • Hedayat Zade, Mahsa The Contribution of Metacognitive Strategies to EFL Learners' Listening Comprehension Task Types [Volume 12, Issue 2, 2018, Pages 169-198]
  • Heidari, Najmeh Oral communication strategies and multiple intelligences: Exploring the relationship [Volume 7, Issue 2, 2013, Pages 97-125]
  • Hemmati, Fatemeh Dynamics of EFL Teacher Education in Iran: A Qualitative Enquiry [Volume 10, Issue 1, 2016, Pages 109-131]
  • Hesami, Zahra The presentation of different types of tasks in ELT textbooks [Volume 8, Issue 1, 2014, Pages 61-92]
  • Hesamy, Gholam Reza Dynamics of EFL Teacher Education in Iran: A Qualitative Enquiry [Volume 10, Issue 1, 2016, Pages 109-131]
  • Heshmatian, Masood Spoken morphological errors made by Iranian EFL learners [Volume 7, Issue 1, 2013, Pages 121-149]
  • Hosseini, Maryam Dubbing English Culture-Specific Items into Persian: A Case of Taboos in IRIB's Hollywood Films [Volume 13, Issue 2, 2019, Pages 1-22]
  • Hossein-Nasab, Mojgan Revisiting the Role of Indirect Written Corrective Feedback in the Light of Written Languaging [Volume 13, Issue 2, 2019, Pages 79-95]

J

  • Jafar, Dhahir A Cross-cultural Analysis of English and Arabic Blurbs: An Investigation into Generic Structure and Appraisal Markers [Volume 10, Issue 2, 2016, Pages 1-23]
  • Jafari, Sakineh The effects of planning condition, task structure, and gender on EFL learners' written performance [Volume 4, Issue 1, 2010, Pages 103-123]
  • Jafarpour, Aliakbar Differential Effects of Written Corrective Feedback on Iranian High School Students’ Grammatical Accuracy [Volume 9, Issue 1, 2015, Pages 25-59]
  • Jahanbakhsh, Fatemeh The Effect of Multimedia Instruction and Shadowing on EFL Learners' Reading Comprehension [Volume 10, Issue 2, 2016, Pages 73-93]
  • Jahangard, Ali Vocabulary learning and learners’ ability to transfer their knowledge into L2 reading comprehension: A case for translation [Volume 4, Issue 1, 2010, Pages 125-150]
  • Jahangiri, Amir Input-provision/Output-elicitation MALL Program and Iranian Preintermediate EFL Learners' Vocabulary Enhancement [Volume 10, Issue 1, 2016, Pages 133-164]
  • Jalali, Mehrdad Exploring the Ideological Use of Grammatical Structures in a Written Text: Applications for Students of Literature [Volume 12, Issue 1, 2018, Pages 155-172]
  • Jalili, Saiideh Consciousness-raising versus explicit grammar teaching and their impact on Iranian EFL learners’ lexical inferencing [Volume 5, Issue 1, 2011, Pages 45-71]
  • Jalilifar, Alireza Exploring Nominalization in Physics and Applied Linguistics Textbooks with Different Levels of Difficulty: Implications for English for Specific [Volume 11, Issue 2, 2017, Pages 131-159]
  • Jalilifar, Alireza A Cross-cultural Analysis of English and Arabic Blurbs: An Investigation into Generic Structure and Appraisal Markers [Volume 10, Issue 2, 2016, Pages 1-23]
  • Jalilifar, Alireza Exploring the Role of Mobile Games in a Blended Module of L2 Vocabulary Learning [Volume 9, Issue 1, 2015, Pages 61-91]
  • Jalilifar, Alireza Collaborative versus individual learning of English letter writing via short texting [Volume 7, Issue 2, 2013, Pages 127-150]
  • Jalilifar, Alireza A contrastive discourse analysis of English newspaper headlines: Facing syntactic challenges in translation [Volume 4, Issue 1, 2010, Pages 49-68]
  • Jalilifar, Alireza Investigating Action Nominalization in the Introduction Sections of Research Articles: A Cross-disciplinary Study of Hard and Soft Sciences [Volume 12, Issue 2, 2018, Pages 1-26]
  • Jalilifar, Alireza Exploring the Patterns of Evaluative Language in Applied Linguistics Blurbs: A Rhetorical Structure Analysis [Volume 13, Issue 1, 2019, Pages 205-233]
  • Janebi Enayat, Mostafa Gender representation and stereotyping in ELT textbooks: A critical image analysis [Volume 4, Issue 2, 2010, Pages 51-79]

K

  • Kaivanpanah, Shiva Teachers' perspectives on grammar teaching: Do they correspond with the current principles? [Volume 5, Issue 1, 2011, Pages 73-100]
  • Karami, Hossein Differential item functioning and ad hoc interpretations [Volume 4, Issue 1, 2010, Pages 1-18]
  • Karimi, Mohammad Nabi The Interface between Second Language Acquisition Research and Second Language Pedagogy: Iranian EFL Teachers' Perspectives [Volume 10, Issue 1, 2016, Pages 1-38]
  • Karimi, Mohammad Nabi Teachers' Motivation to Teach, Teacher Credibility, Metacognitive Awareness, and Students' Motivation and Affective Learning: A Structural Equation Modeling Analysis [Volume 13, Issue 1, 2019, Pages 147-176]
  • Kasir, Ahmad Analyzing Verbs in the Discussion Section of Master's Theses Written by Iranian Foreign Language Learners [Volume 13, Issue 2, 2019, Pages 23-50]
  • Kavoshian, Saeedeh Innovative Technology in English Language Teaching: The Utility of Mobile Social Network Sites to Improve Teacher Education [Volume 11, Issue 1, 2017, Pages 39-67]
  • Keshavarz, Mohammad Hossein Transfer of reading attitude from L1 to L2 among Iranian EFL learners with reference to gender and language proficiency [Volume 5, Issue 2, 2011, Pages 61-96]
  • Ketabi, Saeed Innovative Technology in English Language Teaching: The Utility of Mobile Social Network Sites to Improve Teacher Education [Volume 11, Issue 1, 2017, Pages 39-67]
  • Khalili Sabet, Masood The impact of direct and indirect error treatment on student writing accuracy [Volume 5, Issue 2, 2011, Pages 159-185]
  • Khany, Reza Can Learning Styles, Teaching Styles, and Teachers' Self-Efficacy Predict Iranian EFL Students' Language Learning Achievements? A Structural Equation Modeling Analysis [Volume 10, Issue 2, 2016, Pages 95-112]
  • Khany, Reza Associations among EFL Teachers' Professional Identity, Professional Vitality, and Creativity [Volume 9, Issue 2, 2015, Pages 37-74]
  • Khany, Reza Iranian post-graduate students’ problems in writing academic research articles [Volume 4, Issue 2, 2010, Pages 1-26]
  • Khany, Reza ELT Teachers' Content and Educational Literacy Threshold (CELT): A Synthetic Approach [Volume 12, Issue 1, 2018, Pages 173-198]
  • Khazaeenezhad, Bahareh Core Reflection as a Way Towards Integrating Theoretical Knowledge and Pedagogical Practice in the Iranian Context: The Case of Prospective Language Teachers [Volume 12, Issue 1, 2018, Pages 61-87]
  • Khazaie, Saeed Exploring the Role of Mobile Games in a Blended Module of L2 Vocabulary Learning [Volume 9, Issue 1, 2015, Pages 61-91]
  • Khazaie, Saeed Collaborative versus individual learning of English letter writing via short texting [Volume 7, Issue 2, 2013, Pages 127-150]
  • Khodabandeh, Farzaneh Analyzing Verbs in the Discussion Section of Master's Theses Written by Iranian Foreign Language Learners [Volume 13, Issue 2, 2019, Pages 23-50]
  • Khomeijani Farahani, Ali Akbar Scaffolding and EFL Learners' Use of Language Learning Strategies in the Iraqi Language Teaching Context [Volume 12, Issue 2, 2018, Pages 89-116]
  • Khoram, Alireza Teacher Language Awareness Revisited: An Exploratory Study of the Level and Nature of Language Awareness of Prospective Iranian English Teachers [Volume 11, Issue 1, 2017, Pages 69-94]
  • Kiany, Gholamreza The washback effects of ESP tests on teaching ESP at Iranaian universities [Volume 5, Issue 1, 2011, Pages 21-43]
  • Kiany, Gholamreza A Framework of Reference for Teaching English as a Foreign Language at the Threshold of I.R. of Iran [Volume 12, Issue 1, 2018, Pages 89-109]
  • Kiany, Gholam Reza Institutional identity of teachers: A determinant of teacher efficacy [Volume 5, Issue 2, 2011, Pages 31-59]
  • Kiany, Gholam Reza The effects of planning condition, task structure, and gender on EFL learners' written performance [Volume 4, Issue 1, 2010, Pages 103-123]
  • Kogani Baharvand, Parisa Exploring the Role of Process–based Instruction in Improving Young EFL Learners' Metacognitive Awareness and Listening Comprehension: A Sociocultural Perspective [Volume 11, Issue 1, 2017, Pages 145-166]
  • Kolahjooei, Farzad Magical realism as feminist discourse: Isabel Allende's The House of the Spirits and Shahrnush Parsipur's Touba and the Meaning of Night [Volume 5, Issue 1, 2011, Pages 155-179]
  • Kord, Somayeh A Study of the Representation of Social Actors in Touchstone Series: A Critical Discourse Analysis Perspective [Volume 12, Issue 1, 2018, Pages 111-133]

M

  • Maftoon, Parviz The effect of building formal schemata on EFL students' writing achievement [Volume 5, Issue 2, 2011, Pages 97-123]
  • Mahdavi Zafarghandi, Amir The impact of direct and indirect error treatment on student writing accuracy [Volume 5, Issue 2, 2011, Pages 159-185]
  • Mahmudi, Maryam The effects of content, formal, and linguistic schema building activity types on EFL reading and listening comprehension [Volume 6, Issue 2, 2012, Pages 79-101]
  • Malek Mohammadi, Reza An Investigation into the Effect of Interactionist versus Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Speaking Skill Proficiency [Volume 9, Issue 2, 2015, Pages 146-166]
  • Malekzadeh, Parvin Associations among EFL Teachers' Professional Identity, Professional Vitality, and Creativity [Volume 9, Issue 2, 2015, Pages 37-74]
  • Malmir, Ali Moodle Implementation for L2 Vocabulary Development and Retention: The Effects on Extroverted vs. Introverted Iranian Intermediate EFL Learners [Volume 13, Issue 1, 2019, Pages 57-84]
  • Mansurian, Mohammad Ali The Impact of Identity Aspects on EFL Learners' Achievement in Iranian Academic Context [Volume 9, Issue 2, 2015, Pages 75-96]
  • Marandi, Seyyedeh Susan A qualitative study of Iranian EFL teachers' beliefs about teaching/learning culture: A case study [Volume 6, Issue 1, 2012, Pages 1-37]
  • Mardani Babamiri, Hatav The effect of building formal schemata on EFL students' writing achievement [Volume 5, Issue 2, 2011, Pages 97-123]
  • Mashhadi, Amir Effects of Spaced and Massed Distribution Instruction on EFL Learners' Recall and Retention of Grammatical Structures [Volume 11, Issue 2, 2017, Pages 57-75]
  • Mashhady, Habibollah Assessment of ESP Students' Writing Performance: A Translation-Based Approach [Volume 10, Issue 2, 2016, Pages 25-45]
  • Mashhady, Habibollah An investigation of critical thinking and individual voice in male and female EFL undergraduate university students' writings [Volume 7, Issue 1, 2013, Pages 97-119]
  • Mazlum, Farhad Mainstream ELT curriculum implementation in Iran: A micro analysis perspective [Volume 6, Issue 2, 2012, Pages 1-23]
  • Mehrabi, Khodayar Investigating Action Nominalization in the Introduction Sections of Research Articles: A Cross-disciplinary Study of Hard and Soft Sciences [Volume 12, Issue 2, 2018, Pages 1-26]
  • Mehran, Parisa A qualitative study of Iranian EFL teachers' beliefs about teaching/learning culture: A case study [Volume 6, Issue 1, 2012, Pages 1-37]
  • Memari, Mehran Exploring Nominalization in Physics and Applied Linguistics Textbooks with Different Levels of Difficulty: Implications for English for Specific [Volume 11, Issue 2, 2017, Pages 131-159]
  • Miri, Mola Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence [Volume 9, Issue 2, 2015, Pages 1-36]
  • Mirzaei, Azizullah Task-based Collaborative Interaction in a CMC Environment: A Form-Focused Perspective [Volume 10, Issue 2, 2016, Pages 113-149]
  • Mirzaei, Azizullah L2 pragmatics underrepresentation as a washback mechanism in EFL contexts: Linking test-design features to high-stakes test use [Volume 8, Issue 1, 2014, Pages 1-29]
  • Mirzaei, Azizullah Dubbing English Culture-Specific Items into Persian: A Case of Taboos in IRIB's Hollywood Films [Volume 13, Issue 2, 2019, Pages 1-22]
  • Mirzaei, Mehdi Understanding the Language Learning Plateau: A Grounded-Theory Study [Volume 11, Issue 2, 2017, Pages 195-222]
  • Mirzaei Jegarlooei, Seyyed Hooshmand Transfer of reading attitude from L1 to L2 among Iranian EFL learners with reference to gender and language proficiency [Volume 5, Issue 2, 2011, Pages 61-96]
  • Modarresi, Ghasem Designing and validating a test battery of computerized dynamic assessment of grammar [Volume 8, Issue 2, 2014, Pages 1-28]
  • Mohammadi, Mehran On the Immediate and Delayed Effects of Interactionist Dynamic Assessment on Grammar Development: A Case Analysis of an Iranian EFL Learner [Volume 11, Issue 1, 2017, Pages 95-117]
  • Mohammadi, Vali Stance in English Research Articles: Two Disciplines of the Same Science [Volume 9, Issue 1, 2015, Pages 1-27]
  • Mohammadi Darabad, Ali Corrective feedback and personality types: An investigation of their effect on grammatical accuracy [Volume 6, Issue 2, 2012, Pages 103-128]
  • Moinzadeh, Ahmad Vocabulary learning and learners’ ability to transfer their knowledge into L2 reading comprehension: A case for translation [Volume 4, Issue 1, 2010, Pages 125-150]
  • Moinzadeh, Ahmad I Am Good at It Because I Like Its Teacher: To what Extent Does Teacher Behaviour Motivate Students to Learn? [Volume 12, Issue 2, 2018, Pages 67-87]
  • Montasseri, Zahra Interactional Competence in Paired vs. Group Oral Tests [Volume 13, Issue 1, 2019, Pages 1-26]
  • Moosavinia, Sayyed Rahim A Cross-cultural Analysis of English and Arabic Blurbs: An Investigation into Generic Structure and Appraisal Markers [Volume 10, Issue 2, 2016, Pages 1-23]
  • Moosavinia, Sayyed Rahim Exploring the Ideological Use of Grammatical Structures in a Written Text: Applications for Students of Literature [Volume 12, Issue 1, 2018, Pages 155-172]
  • Moradian, Jamal News headlines and ideological colorings [Volume 6, Issue 1, 2012, Pages 121-159]
  • Moradian, Mahmood Reza Exploring the Role of Process–based Instruction in Improving Young EFL Learners' Metacognitive Awareness and Listening Comprehension: A Sociocultural Perspective [Volume 11, Issue 1, 2017, Pages 145-166]
  • Moradian, Mahmood Reza Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence [Volume 9, Issue 2, 2015, Pages 1-36]
  • Moradian, mohammadreza Revisiting the Role of Indirect Written Corrective Feedback in the Light of Written Languaging [Volume 13, Issue 2, 2019, Pages 79-95]
  • Moradkhani, Shahab Minimizing Burnout through Reflection: The Rocky Road ahead of EFL Teachers [Volume 12, Issue 1, 2018, Pages 135-154]
  • Moradkhani, Shahab Exploring the Professional Identity Construction of ELT Researchers in Higher Education [Volume 13, Issue 1, 2019, Pages 85-117]
  • Mozaffari, Aminollah Effects of Spaced and Massed Distribution Instruction on EFL Learners' Recall and Retention of Grammatical Structures [Volume 11, Issue 2, 2017, Pages 57-75]

N

  • Nafissi, Zohreh Enhancing Syntactic Complexity of EFL Learners' Essays Through Creative Thinking Skills [Volume 12, Issue 2, 2018, Pages 145-167]
  • Naseri Karimvand, Parisa Dynamics of EFL Teacher Education in Iran: A Qualitative Enquiry [Volume 10, Issue 1, 2016, Pages 109-131]
  • Nasiri, Elham The Applicability of Teaching Lexical Bundles on Medical Students' Writing Proficiency in an EFL Context [Volume 12, Issue 2, 2018, Pages 27-44]
  • Nejadghanbar, Hassan The Interface between Second Language Acquisition Research and Second Language Pedagogy: Iranian EFL Teachers' Perspectives [Volume 10, Issue 1, 2016, Pages 1-38]
  • Nejadghanbar, Hassan Transformation of an EFL Teacher's Cognition Underlying Oral Corrective Feedback: A Case of Reflective Inquiry [Volume 12, Issue 1, 2018, Pages 1-30]
  • Nematollahi, Morteza Teachers' perspectives on grammar teaching: Do they correspond with the current principles? [Volume 5, Issue 1, 2011, Pages 73-100]

P

  • Pakzad, Noushin The colonizer and the colonized: A postcolonial approach to Brave New World [Volume 4, Issue 2, 2010, Pages 141-151]
  • Panahifar, Fatemeh The relationship between collocational knowledge, speaking proficiency, and the use of collocation in Iranian EFL learners' oral performance [Volume 7, Issue 1, 2013, Pages 1-31]
  • Parsaiyan, Seyyedeh Fahimeh Transformation of an EFL Teacher's Cognition Underlying Oral Corrective Feedback: A Case of Reflective Inquiry [Volume 12, Issue 1, 2018, Pages 1-30]
  • Pashazadeh, Flora Teacher Creativity in Light of Autonomy and Emotional Intelligence [Volume 13, Issue 1, 2019, Pages 177-203]
  • Pashmforoosh, Roya Non-native teachers’ rating criteria for L2 speaking: Does a rater training program make a difference? [Volume 5, Issue 1, 2011, Pages 125-153]
  • Pirhoseinloo, Masoomeh Production of apologies in English: Variation by L2 proficiency and apology situations [Volume 6, Issue 2, 2012, Pages 129-160]
  • Pishghadam, Reza Linguistic Politeness and its Relationship with Data Collection Preferences [Volume 9, Issue 1, 2015, Pages 93-124]
  • Pishghadam, Reza Using Rasch to validate a measure of English language teacher prejudice [Volume 6, Issue 2, 2012, Pages 25-47]
  • Pursiah, Farkhondeh An Exploratory Emic Investigation into Politeness in Persian [Volume 10, Issue 1, 2016, Pages 63-86]

Q

  • Qassemi, Zahra Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence [Volume 9, Issue 2, 2015, Pages 1-36]

R

  • Radfar, Shabnam An Investigation into the Relationship between Personality Traits and Iranian EFL Learners' Performance on C-Test [Volume 11, Issue 1, 2017, Pages 167-188]
  • Rahimi, Masoud The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners [Volume 8, Issue 1, 2014, Pages 31-59]
  • Rahimi, Masoud Exploring the Professional Identity Construction of ELT Researchers in Higher Education [Volume 13, Issue 1, 2019, Pages 85-117]
  • Rahimi Domakani, Masoud L2 pragmatics underrepresentation as a washback mechanism in EFL contexts: Linking test-design features to high-stakes test use [Volume 8, Issue 1, 2014, Pages 1-29]
  • Rahimi Domakani, Masoud The effect of direct and indirect written corrective feedback on grammatical collocations in L2 writing [Volume 4, Issue 2, 2010, Pages 153-175]
  • Rahmani, Simindokht Self-oriented, Other-oriented, and Socially Prescribed Perfectionism in Iranian EFL Teachers: Relationship with Burnout and Engagement [Volume 10, Issue 1, 2016, Pages 165-187]
  • Ramezankhani, Zeinalabedin The Comparative Effects of Mnemonic Keyword Method, Storytelling, and Semantic Organization on L2 Idiom Learning [Volume 12, Issue 1, 2018, Pages 31-60]
  • Ramin, Zohreh The politics of ambiguity: The case of Richard III Zohreh Ramin [Volume 4, Issue 1, 2010, Pages 151-171]
  • Rashidi, Nasser The Impact of Identity Aspects on EFL Learners' Achievement in Iranian Academic Context [Volume 9, Issue 2, 2015, Pages 75-96]
  • Rashidi, Nasser A generic analysis of academic written discourses: TEFL and Astrophysics in contrast [Volume 6, Issue 1, 2012, Pages 161-184]
  • Rashtchi, Mojgan Consciousness-raising versus explicit grammar teaching and their impact on Iranian EFL learners’ lexical inferencing [Volume 5, Issue 1, 2011, Pages 45-71]
  • Rezaee, Abbas Ali Alternative assessment or traditional testing: How do Iranian EFL teachers respond? [Volume 7, Issue 2, 2013, Pages 151-190]
  • Rezaee, Abbas Ali Scaffolding EFL learners’ use of high CV and low CV collocations: Concordancing revisited [Volume 7, Issue 1, 2013, Pages 151-178]
  • Rezaee, Abbas Ali Scaffolding and EFL Learners' Use of Language Learning Strategies in the Iraqi Language Teaching Context [Volume 12, Issue 2, 2018, Pages 89-116]
  • Rezaei, Omid Evaluation of IELTS Preparatory Courses in Iran: Teaching Practices and Strategies in Focus [Volume 10, Issue 2, 2016, Pages 47-71]
  • Rezai, Mohammad Javad Raising pragmatic awareness: Effect of contrastive discourse markers on iBT speaking module [Volume 6, Issue 1, 2012, Pages 39-70]
  • Rezai, Mohammad Javad Spoken morphological errors made by Iranian EFL learners [Volume 7, Issue 1, 2013, Pages 121-149]
  • Rezai, Mohammad Javad The acquisition of dative alternation constraints by Persian speakers of English [Volume 4, Issue 2, 2010, Pages 81-115]
  • Reza Kiany, Gholam Pedagogical knowledge base in ELT: A conceptual framework [Volume 6, Issue 2, 2012, Pages 49-77]
  • Roohani, Ali Differential Effects of Written Corrective Feedback on Iranian High School Students’ Grammatical Accuracy [Volume 9, Issue 1, 2015, Pages 25-59]
  • Roohani, Ali Oral communication strategies and multiple intelligences: Exploring the relationship [Volume 7, Issue 2, 2013, Pages 97-125]
  • Roohani, Ali The effect of direct and indirect written corrective feedback on grammatical collocations in L2 writing [Volume 4, Issue 2, 2010, Pages 153-175]
  • Rouhi, Afsar Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing [Volume 8, Issue 2, 2014, Pages 59-90]
  • Rouhi, Afsar Scaffolding EFL learners’ use of high CV and low CV collocations: Concordancing revisited [Volume 7, Issue 1, 2013, Pages 151-178]

S

  • Saddeghi, Mahsa The effects of synchronous and asynchronous interlingual and intralingual transcript presentation on L2 vocabulary comprehension and production [Volume 5, Issue 1, 2011, Pages 101-123]
  • Sadeghi, Karim Psychological Disorder, Job satisfaction and Teaching Effectiveness among Iranian English and NonEnglish Teachers [Volume 11, Issue 2, 2017, Pages 1-24]
  • Sadeghi, Karim Language Learning Histories and Learner Variables in an MA TEFL Programme: A Well-being Perspective [Volume 10, Issue 2, 2016, Pages 151-185]
  • Sadeghi, Karim Editing or revision: An examination of EFL teachers' feedback on writing drafts [Volume 7, Issue 2, 2013, Pages 27-61]
  • Sadeghi, Karim The relationship between collocational knowledge, speaking proficiency, and the use of collocation in Iranian EFL learners' oral performance [Volume 7, Issue 1, 2013, Pages 1-31]
  • Saeedakhtar, Afsaneh Scaffolding EFL learners’ use of high CV and low CV collocations: Concordancing revisited [Volume 7, Issue 1, 2013, Pages 151-178]
  • Saeedian, Abdulbaset Exploring L2 Learning Potential through Computerized Dynamic Assessment [Volume 13, Issue 2, 2019, Pages 51-78]
  • Saeedi Talab, Zari Big-C-Culture and Little-c-culture Genres: The Effect of Input Flooding on Speaking Accuracy [Volume 13, Issue 1, 2019, Pages 27-55]
  • Salehabadi, Sara Big-C-Culture and Little-c-culture Genres: The Effect of Input Flooding on Speaking Accuracy [Volume 13, Issue 1, 2019, Pages 27-55]
  • Salehi, Mohammad The impact of response format on validating grammaticality judgment tests [Volume 8, Issue 1, 2014, Pages 93-122]
  • Samadian, Tania Iranian EFL Learners' Favored Strategic Fillers for Noticed Gaps amid Conversations Across Proficiency [Volume 9, Issue 1, 2015, Pages 125-143]
  • Sarani, Abdullah Self-assessment impact on EFL learners’ speaking fluency and accuracy: Does level of proficiency matter? [Volume 8, Issue 2, 2014, Pages 119-143]
  • Sarani, Abdullah A Study of the Representation of Social Actors in Touchstone Series: A Critical Discourse Analysis Perspective [Volume 12, Issue 1, 2018, Pages 111-133]
  • Seidinejad, Leila Enhancing Syntactic Complexity of EFL Learners' Essays Through Creative Thinking Skills [Volume 12, Issue 2, 2018, Pages 145-167]
  • Seyyed Rezaei, Masoumeh L2 pragmatics underrepresentation as a washback mechanism in EFL contexts: Linking test-design features to high-stakes test use [Volume 8, Issue 1, 2014, Pages 1-29]
  • Shabani, Enayat Alternative assessment or traditional testing: How do Iranian EFL teachers respond? [Volume 7, Issue 2, 2013, Pages 151-190]
  • Shabani, Karim The Role of Strategic Feedbacks in Promoting Collective Scaffolding among L2 Listeners [Volume 11, Issue 1, 2017, Pages 119-144]
  • Shabani, Mohammad Bagher Enhancing Discourse Markers Awareness among Iranian EFL Learners: A Product - Process Based View [Volume 9, Issue 2, 2015, Pages 97-122]
  • Shafiee, Zahra Transformation of an EFL Teacher's Cognition Underlying Oral Corrective Feedback: A Case of Reflective Inquiry [Volume 12, Issue 1, 2018, Pages 1-30]
  • Shirazizadeh, Mohsen Minimizing Burnout through Reflection: The Rocky Road ahead of EFL Teachers [Volume 12, Issue 1, 2018, Pages 135-154]
  • Shirkhani, Servat Pragmatic Corrective Feedback in L2 Classrooms: Investigating EFL Teachers' Perceptions and Instructional Practices [Volume 11, Issue 2, 2017, Pages 25-56]
  • Shokrpour, Nasrin The Applicability of Teaching Lexical Bundles on Medical Students' Writing Proficiency in an EFL Context [Volume 12, Issue 2, 2018, Pages 27-44]
  • Shokrzadeh, Amir A Study of Iranian EFL Teachers' Perceptions and Practices Regarding Listening Instruction [Volume 11, Issue 1, 2017, Pages 1-38]
  • Soodman Afshar, Hassan The relationship among emotional intelligence, critical thinking, and speaking ability of Iranian EFL learners [Volume 8, Issue 1, 2014, Pages 31-59]
  • Soodmand Afshar, Hassan Developing an Inventory to Investigate Current Professional Development Needs of Iranian EFL Teachers [Volume 11, Issue 2, 2017, Pages 161-194]
  • Soodmand Afshar, Hassan The effect of portfolio assessment on Iranian pre-intermediate EFL learners’ autonomy [Volume 6, Issue 1, 2012, Pages 71-102]
  • Sotoudehnama, Elaheh A qualitative study of Iranian EFL teachers' beliefs about teaching/learning culture: A case study [Volume 6, Issue 1, 2012, Pages 1-37]

T

  • Taghi Farvardin, Mohammad Effects of Spaced and Massed Distribution Instruction on EFL Learners' Recall and Retention of Grammatical Structures [Volume 11, Issue 2, 2017, Pages 57-75]
  • Taheri, Farzaneh Task-based Collaborative Interaction in a CMC Environment: A Form-Focused Perspective [Volume 10, Issue 2, 2016, Pages 113-149]
  • Taheri, Nima The melancholic unnamable: Kristeva and the question of subjectivity in Beckett’s The Unnamable [Volume 8, Issue 2, 2014, Pages 145-167]
  • Taheri, Puyan The Contribution of Metacognitive Strategies to EFL Learners' Listening Comprehension Task Types [Volume 12, Issue 2, 2018, Pages 169-198]
  • Tajeddin, Zia Pragmatic Corrective Feedback in L2 Classrooms: Investigating EFL Teachers' Perceptions and Instructional Practices [Volume 11, Issue 2, 2017, Pages 25-56]
  • Tajeddin, Zia Discoursal Structure of Class Opening and Closing in EFL Teachers' Talk: A Conversational Analytic Perspective [Volume 10, Issue 1, 2016, Pages 87-108]
  • Tajeddin, Zia Short-term and long-term impacts of individual and collaborative pragmatic output on speech act production [Volume 8, Issue 1, 2014, Pages 141-166]
  • Tajeddin, Zia Production of apologies in English: Variation by L2 proficiency and apology situations [Volume 6, Issue 2, 2012, Pages 129-160]
  • Tajeddin, Zia Non-native teachers’ rating criteria for L2 speaking: Does a rater training program make a difference? [Volume 5, Issue 1, 2011, Pages 125-153]
  • Tajeddin, Zia Gender representation and stereotyping in ELT textbooks: A critical image analysis [Volume 4, Issue 2, 2010, Pages 51-79]
  • Tajeddin, Zia Curricular Knowledge Base of Nonnative English Language Teachers [Volume 13, Issue 1, 2019, Pages 119-146]
  • Tajvidi, Masoomeh The impact of direct and indirect error treatment on student writing accuracy [Volume 5, Issue 2, 2011, Pages 159-185]
  • Tarlani Aliabadi, Hasan Can Learning Styles, Teaching Styles, and Teachers' Self-Efficacy Predict Iranian EFL Students' Language Learning Achievements? A Structural Equation Modeling Analysis [Volume 10, Issue 2, 2016, Pages 95-112]
  • Tavakoli, Mansoor Core Reflection as a Way Towards Integrating Theoretical Knowledge and Pedagogical Practice in the Iranian Context: The Case of Prospective Language Teachers [Volume 12, Issue 1, 2018, Pages 61-87]
  • Tavakoli, Mansoor Vocabulary learning and learners’ ability to transfer their knowledge into L2 reading comprehension: A case for translation [Volume 4, Issue 1, 2010, Pages 125-150]
  • Tavassoli, Kobra Assessment Knowledge Needs of EFL Teachers [Volume 12, Issue 2, 2018, Pages 45-65]
  • Teimoori, Hedayatallah Differential Effects of Written Corrective Feedback on Iranian High School Students’ Grammatical Accuracy [Volume 9, Issue 1, 2015, Pages 25-59]

V

  • Vafadar, Hossein Web-based and collaborative corrective feedback: Exploring options for reducing the dependence on the teacher in l2 writing [Volume 8, Issue 2, 2014, Pages 59-90]
  • Vahdat, Sedigheh Teacher Language Awareness Revisited: An Exploratory Study of the Level and Nature of Language Awareness of Prospective Iranian English Teachers [Volume 11, Issue 1, 2017, Pages 69-94]

W

  • White, Peter Investigating Action Nominalization in the Introduction Sections of Research Articles: A Cross-disciplinary Study of Hard and Soft Sciences [Volume 12, Issue 2, 2018, Pages 1-26]

Y

  • Yağız, Oktay Editing or revision: An examination of EFL teachers' feedback on writing drafts [Volume 7, Issue 2, 2013, Pages 27-61]
  • Youhanaee, Manijeh Evaluation of IELTS Preparatory Courses in Iran: Teaching Practices and Strategies in Focus [Volume 10, Issue 2, 2016, Pages 47-71]
  • Yousofi, Nouroddin An Exploratory Emic Investigation into Politeness in Persian [Volume 10, Issue 1, 2016, Pages 63-86]
  • Yousofi, Nouroddin News headlines and ideological colorings [Volume 6, Issue 1, 2012, Pages 121-159]
  • Yousofi, Nouroddin Exploring the Professional Identity Construction of ELT Researchers in Higher Education [Volume 13, Issue 1, 2019, Pages 85-117]

Z

  • Zare-ee, Abbas Sustained effects of socioeconomic status on proficiency and academic writing in English as a foreign language [Volume 4, Issue 2, 2010, Pages 117-140]
  • Zarei, Abbas Ali The Effect of Multimedia Instruction and Shadowing on EFL Learners' Reading Comprehension [Volume 10, Issue 2, 2016, Pages 73-93]
  • Zarei, Abbasali The effects of synchronous and asynchronous interlingual and intralingual transcript presentation on L2 vocabulary comprehension and production [Volume 5, Issue 1, 2011, Pages 101-123]
  • Zarei, Abbas Ali The effects of content, formal, and linguistic schema building activity types on EFL reading and listening comprehension [Volume 6, Issue 2, 2012, Pages 79-101]
  • Zarei, Abbas Ali The Comparative Effects of Mnemonic Keyword Method, Storytelling, and Semantic Organization on L2 Idiom Learning [Volume 12, Issue 1, 2018, Pages 31-60]
  • Zarei, Gholam Reza Collaborative versus individual learning of English letter writing via short texting [Volume 7, Issue 2, 2013, Pages 127-150]
  • Ziaabadi, Fariba Teachers' Motivation to Teach, Teacher Credibility, Metacognitive Awareness, and Students' Motivation and Affective Learning: A Structural Equation Modeling Analysis [Volume 13, Issue 1, 2019, Pages 147-176]
  • Zoghi, Masoud Understanding the Language Learning Plateau: A Grounded-Theory Study [Volume 11, Issue 2, 2017, Pages 195-222]
  • Zohrabi, Mohammad A Study of Iranian EFL Teachers' Perceptions and Practices Regarding Listening Instruction [Volume 11, Issue 1, 2017, Pages 1-38]
  • Zohrabi, Mohammad Corrective Feedback and Iranian EFL Learners' Spoken Complexity and Accuracy [Volume 12, Issue 2, 2018, Pages 117-143]
  • Zolfagharkhani, Moslem “Muted group” in Under Western Eyes: An analysis of female characters [Volume 5, Issue 2, 2011, Pages 187-207]