Abbasian, G.-R., & Khadempir, F. (2018). Implementation andassessment challenges in Iranian secondary high school EFL program. The Journal of English Language Pedagogy and Practice, 11(23), 1-20. http://dx.doi.org/10.30495/jal.2019.664537
Aghagolzadeh, F., & H. Davari (2017). English education in Iran: From ambivalent policies to paradoxical practices. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 47-62). Amsterdam: Springer.
Bagheri Nevisi, R., & Moghadasi, A. (2020). Content analysis of Iranian high school English textbooks in terms of politeness markers, speech acts, and language functions. Issues in Language Teaching (ILT), 9(2), 155-184. https://doi.org/10.22054/ilt.2020.54493.529
Barabadi, E., & Razmjoo, S. A. (2016). The emergence of various contradictions in Iranian high school English education under the new CLT-based curriculum. Journal of Teaching Language Skills, 35(3), 41-64.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London and New York, NY: Routledge Falmer.
Crystal, D. (2022). English as a global language (3rd ed.). Cambridge University Press.
Curry, M. J., & Lillis, T. (2022). Global academic publishing: Policies, perspectives and pedagogies. Multilingual Matters.
Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 10-19). London: British Council.
Davari, H., & Iranmehr, A. (2021). Culture as an unsolved problem in ELT program in post-revolutionary Iran: A comparative survey of the attitudes of teachers at schools and language institutes. Iranian Journal of Comparative Education, 4(1), 986-1009. https://doi.org/10.22034/IJCE.2021.249634.1218
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing (2nd Edition). Routledge.
EF. (2019). Education First, EF English Proficiency Index. https://www.ef.com/__/~/ media/centralefcom/epi/downloads/full-reports/v9/ef-epi-2019-english.pdf
Farhady, H., Hezaveh, F. S., & Hedayati, H. (2010). Reflections on foreign language education in Iran. The Electronic Journal for English as a Second Language, 13(4). https://www.tesl-ej.org/wordpress/issues/volume13/ej52/ej52a1
Kiany, G. R., Mirhosseini, S. A., & Navidinia, H. (2010). Foreign language education policies in Iran: Pivotal macro considerations. Journal of English Language Teaching and Learning, 53(222), 49–70.
Kiany, G., Allami, H., & Hosseini, M. (2024). Stakeholders’ attitudes toward outsourcing English education in Iranian schools. Applied Research on English Language, 13(3), 41-64. https://doi.org/10. 22108/are. 2024.141172.2270
Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: A practical guide. DOI:10.1002/9781444347340
Mirhosseini, S. A., & Khodakarami. S. (2015). A glimpse of contrasting de jure-de facto policies in Iran. In C. Kennedy (Ed.), English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges (pp. 23-34). London: British Council.
Moharami, M., & Daneshfar, S. (2022). The political climate of English language education in Iran: A review of policy responses to cultural hegemony. Issues in Educational Research, 32(1), 248-264.
Morady Moghadam, M., & Murray, N. (2019). English language teaching in Iran: A case of shifting sands, ambiguity, and incoherent policy and practice. International Journal of Society, Culture & Language, 7(1), 96-105.
Pennycook, A. (2023). The cultural politics of English as an international language (2nd ed.). Routledge.
Safari, P., & Rashidi, N. (2015). A critical look at the EFL education and the challenges faced by Iranian teachers in the educational system. International Journal of Progressive Education, 11(2), 14-30.
Rasti, A. (2018). Iranian EFL teachers’ sense-making of policy reforms: The case of the new communicative-based curriculum. Journal of Teaching Language Skills, 37(2), 169-193.
Saidi, M. (2021). A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3. Journal of English Language Teaching and Learning, University of Tabriz, 13(27), 333-358. https://doi.org/10.22034/elt.2021.42935.2313
Seargeant, P., & Erling, E. J. (2011). The discourse of ‘English as a language for international development’: Policy assumptions and practical challenges. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English language (pp. 255-274). London: British Council.
Tafazoli, D., & Egan, K. (2022). Antagonism between western and Islamic cultures in Iranian English textbooks. Porta Linguarum, 37, 63-88. https://doi.org/10.30827/portalin.vi37. 21243.
Tajjedin, Z., & Chamani, F. (2020). Foreign Language Education Policy (FLEP) in Iran: Unpacking state mandates in major national policy documents. Journal of Teaching Language Skills, 39(3), 185-215.
Tricco, A.C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S. et al. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med., 169(7),467–473. https://doi.org/10.7326/M18-0850.
Yarmohammadi, L. (2002). The evaluation of pre-university textbooks. The Newsletter of the Iranian Academy of Science, 18, 70-87.
Zare, P., & Anani Sarab, M. (2020). Language teachers’ perceptions of an ELT program: The case of Iranian English reform developed for secondary schools. Journal of Language Horizons, 4(2), 101-122. https://doi.org/ 10.22051/lghor.2020.30942.1285