Author Index

A

  • Afraz, Shahram The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]
  • Afzali, Katayoon Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]
  • Ahmadi, Alireza Washback Effects of an Interactional Competence Checklist [Volume 16, Issue 2, 2022, Pages 285-314]
  • Ahmadian, Moussa The Effect of Lexically-Based Language Teaching on Writing Proficiency among Junior EFL University Students in Iran [Volume 16, Issue 2, 2022, Pages 111-138]
  • Alibakhshi, Goudarz The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]
  • Amini, Maedeh Effect of Flipped Learning on Iranian High School Students’ L2 Grammar Achievement and Their Foreign Language Anxiety [Volume 16, Issue 2, 2022, Pages 169-201]
  • Amirian, Zahra The Impact of Blended Learning on Iraqi Students' Achievement in English Literature Courses and Their Attitudes towards It [Volume 16, Issue 1, 2022, Pages 119-139]
  • Ashraf, Hamid Examining Learner-centred Pedagogy and Assessment Practices in Teacher Training Program at Universities of Iran: Investigating Teachers' and Students' Attitudes [Volume 16, Issue 1, 2022, Pages 235-259]

B

  • Baradaran, Abdollah The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]
  • Behroozizad, Sorayya Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]
  • Birjandi, Parviz Fixing the Underuse of Code Glosses in Iranian EFL Learners' Academic Writing: A Corpus-based Comparison of Three Pedagogical Approaches [Volume 16, Issue 1, 2022, Pages 167-201]

D

  • Dobakhti, Leila Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms [Volume 16, Issue 1, 2022, Pages 65-88]

E

  • Esmaeili, Seyyedeh Zahra Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]

F

  • Fathi, Jalil Testing a Structural Model of Teacher Resilience, Foreign Language Teaching Enjoyment, and Teaching Engagement in an EFL Context [Volume 16, Issue 2, 2022, Pages 255-284]

G

  • Ghafarpour, Hajar Interpersonal Discourse Markers in Online vs. Face-to-Face EFL Classes [Volume 16, Issue 2, 2022, Pages 63-84]
  • Ghollasi Moud, Sadegh The Effect of Teaching Vocabulary through PowerPoint Designed Vocabulary Organizers on Different Learning Styles of Pre-intermediate Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 311-329]
  • G. Shooshtari, Zohre Exploring the Impact of Unfocused Indirect and Direct Written Feedback on Iranian EFL Students' Implicit and Explicit Knowledge of Grammar [Volume 16, Issue 1, 2022, Pages 89-117]

H

  • Hajikandi, Ali Marami Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]

J

  • Jafarpour, Aliakbar Effect of Flipped Learning on Iranian High School Students’ L2 Grammar Achievement and Their Foreign Language Anxiety [Volume 16, Issue 2, 2022, Pages 169-201]

K

  • Ketabi, Saeed The Impact of Blended Learning on Iraqi Students' Achievement in English Literature Courses and Their Attitudes towards It [Volume 16, Issue 1, 2022, Pages 119-139]
  • Khazaee, Hossein Fixing the Underuse of Code Glosses in Iranian EFL Learners' Academic Writing: A Corpus-based Comparison of Three Pedagogical Approaches [Volume 16, Issue 1, 2022, Pages 167-201]
  • Khodabakhshzadeh, Hossein Examining Learner-centred Pedagogy and Assessment Practices in Teacher Training Program at Universities of Iran: Investigating Teachers' and Students' Attitudes [Volume 16, Issue 1, 2022, Pages 235-259]
  • Khoshsaligheh, Masood Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]
  • Khoshsima, Hooshang Depth of Vocabulary, Morphology, and Inference Making as Predictors of EFLs Pragmatic Knowledge [Volume 16, Issue 2, 2022, Pages 139-168]
  • Kuhi, Davud Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]

M

  • Maftoon, Parviz Fixing the Underuse of Code Glosses in Iranian EFL Learners' Academic Writing: A Corpus-based Comparison of Three Pedagogical Approaches [Volume 16, Issue 1, 2022, Pages 167-201]
  • Masoudi, Sevda Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms [Volume 16, Issue 1, 2022, Pages 65-88]
  • Mohammadi, Mojtaba A Pathological Perspective into the EFL Learners' Writing Skill: Challenges, Attitudes, and Strategies [Volume 16, Issue 1, 2022, Pages 285-309]
  • Momeni, Ghodrat The Effect of Lexically-Based Language Teaching on Writing Proficiency among Junior EFL University Students in Iran [Volume 16, Issue 2, 2022, Pages 111-138]
  • Montasseri, Zahra Washback Effects of an Interactional Competence Checklist [Volume 16, Issue 2, 2022, Pages 285-314]
  • Mostafavi, Marzieh The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]

N

  • Naderi, Milad Testing a Structural Model of Teacher Resilience, Foreign Language Teaching Enjoyment, and Teaching Engagement in an EFL Context [Volume 16, Issue 2, 2022, Pages 255-284]
  • Natalia, Christine Helena Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • Negahi, Mohammadreza Exploring the Impact of Unfocused Indirect and Direct Written Feedback on Iranian EFL Students' Implicit and Explicit Knowledge of Grammar [Volume 16, Issue 1, 2022, Pages 89-117]
  • Nejati, Reza The Relationship between Students' Self-Regulated Learning and Reading Comprehension in Iranian Online Classes in the COVID Era [Volume 16, Issue 2, 2022, Pages 85-109]
  • Nezakatgoo, Behzad Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]

O

  • Oroujlou, Naser Effects of Explicit Teaching of Critical Thinking Strategies on EFL Learners' Reading Comprehension [Volume 16, Issue 2, 2022, Pages 1-29]

P

  • Pakdaman, Ali The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]
  • Pirnajmuddin, Hossein The Impact of Blended Learning on Iraqi Students' Achievement in English Literature Courses and Their Attitudes towards It [Volume 16, Issue 1, 2022, Pages 119-139]
  • P. Niyazi, Mitra Depth of Vocabulary, Morphology, and Inference Making as Predictors of EFLs Pragmatic Knowledge [Volume 16, Issue 2, 2022, Pages 139-168]

Q

  • Qays, Shahad The Impact of Blended Learning on Iraqi Students' Achievement in English Literature Courses and Their Attitudes towards It [Volume 16, Issue 1, 2022, Pages 119-139]

R

  • Rezaie Golandouz, Ghafour Fixing the Underuse of Code Glosses in Iranian EFL Learners' Academic Writing: A Corpus-based Comparison of Three Pedagogical Approaches [Volume 16, Issue 1, 2022, Pages 167-201]
  • Roohani, Ali Effect of Flipped Learning on Iranian High School Students’ L2 Grammar Achievement and Their Foreign Language Anxiety [Volume 16, Issue 2, 2022, Pages 169-201]

S

  • Sadeghi, Karim Effects of Explicit Teaching of Critical Thinking Strategies on EFL Learners' Reading Comprehension [Volume 16, Issue 2, 2022, Pages 1-29]
  • Saidian, Soheil There is nothing better than the name of God." The Generic Analysis of Religiously Motivated Speech Introductions in Persian-Speaking Media [Volume 16, Issue 2, 2022, Pages 229-253]
  • Salehi, Sara Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]
  • Salimi, Esmaeel Ali Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]
  • Salimi, Mahmood Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]
  • Saragih, Novilda Angela Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • Saragih, Willem Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • Sarani, Abdullah The Effect of Teaching Vocabulary through PowerPoint Designed Vocabulary Organizers on Different Learning Styles of Pre-intermediate Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 311-329]
  • Sepehrinia, Sajad Learners' Proficiency Level and Teachers' Preferences for Oral Corrective Feedback: Orientation versus Implementation [Volume 16, Issue 2, 2022, Pages 203-228]
  • Shadman, Nazanin Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]
  • Shokrpour, Nasrin The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]
  • Siregar, Renol Aprico Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • Steca, Patrizia Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]

T

  • Torfi, Soad Learners' Proficiency Level and Teachers' Preferences for Oral Corrective Feedback: Orientation versus Implementation [Volume 16, Issue 2, 2022, Pages 203-228]

V

  • Vahdat, Sedigheh Exploring the Impact of Unfocused Indirect and Direct Written Feedback on Iranian EFL Students' Implicit and Explicit Knowledge of Grammar [Volume 16, Issue 1, 2022, Pages 89-117]

Z

  • Zareian, Gholomreza Examining Learner-centred Pedagogy and Assessment Practices in Teacher Training Program at Universities of Iran: Investigating Teachers' and Students' Attitudes [Volume 16, Issue 1, 2022, Pages 235-259]
  • Zarrabi, Maryam A Pathological Perspective into the EFL Learners' Writing Skill: Challenges, Attitudes, and Strategies [Volume 16, Issue 1, 2022, Pages 285-309]
  • Zohrabi, Mohammad Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms [Volume 16, Issue 1, 2022, Pages 65-88]
  • Zolfaghari, Samaneh Examining Learner-centred Pedagogy and Assessment Practices in Teacher Training Program at Universities of Iran: Investigating Teachers' and Students' Attitudes [Volume 16, Issue 1, 2022, Pages 235-259]