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]
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 Classroom [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 Preintermediate 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-based 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]
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 Classroom [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-based 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-based Analysis [Volume 16, Issue 1, 2022, Pages 261-283]
Salimi, Mahmood Author Count, Author Gender, and Authorial Stance: A Corpus-based 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 Preintermediate 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]
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]
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 Classroom [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]
