Abdulkareem Al-Mubarak, Hussein Enhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
Afrouz, Mahmoud Enhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
Ahmadi, Alireza Rater Training Through Eye-Tracking: A Case-Study of a Novice Rater [Volume 19, Issue 2, 2025, Pages 511-539]
Alemi, Minoo Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
Aliakbari, Mohammad Iranian EFL teachers’ cognitive change in relation to curriculum reform [Volume 19, Issue 2, 2025, Pages 183-216]
Alidadi, Fateme On the Relationship between Teachers' Classroom Management Beliefs and Learners' Views on their Teachers’ Pedagogical Success [Volume 19, Issue 2, 2025, Pages 293-315]
Amirian, Zahra Enhancing IELTS writing: The role of task sequencing and corrective feedback [Volume 19, Issue 2, 2025, Pages 1-43]
Amiryousefi, Mohammad Enhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
Arefian, Mohammad Hossein A Model of Informal Digital Learning of English, Ideal L2 Self, Foreign Language Enjoyment, and Student Engagement in an EFL Context [Volume 19, Issue 1, 2025, Pages 295-352]
Assassi, Tarek Exploring Subject Knowledge Gap in ESP Teaching: Perspectives of Language and Subject Specialist Teachers on AI Integration [Volume 19, Issue 1, 2025, Pages 185-225]
Azizpour, Shiva Beyond Memorization: Unpacking Decontextualized, Semi-Contextualized, and Dual-Code Methods in Vocabulary Recall and Retention among EFL Learners [Volume 19, Issue 2, 2025, Pages 255-292]
B
Bagherkazemi, Marzieh Language Learners’ Epistemological Development: Impact of Creative Writing Task-Based Instruction [Volume 19, Issue 2, 2025, Pages 353-392]
Batunan, Deisyi AnnaEnhancing Indonesian Elementary Students’ Intercultural Communicative Competence: Insights from a Thanksgiving-themed Poster Project [Volume 19, Issue 2, 2025, Pages 437-467]
Behzadpour, Seyyed Foad A Model of Informal Digital Learning of English, Ideal L2 Self, Foreign Language Enjoyment, and Student Engagement in an EFL Context [Volume 19, Issue 1, 2025, Pages 295-352]
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Chory, Rebecca M.Justice and Fairness are not the Same Construct: Evidence from Revalidating the Teacher Classroom Justice Scale on University EFL Students in Iran [Volume 19, Issue 1, 2025, Pages 41-80]
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Eghtesadi Roudi, Ahmadreza On the Relationship between Teachers' Classroom Management Beliefs and Learners' Views on their Teachers’ Pedagogical Success [Volume 19, Issue 2, 2025, Pages 293-315]
El Alami, Abderrazak Evaluating the Effectiveness of EFL Teacher Recruitment Exams in Upholding Professional Teaching Standards [Volume 19, Issue 2, 2025, Pages 317-351]
Eragamreddy, Nagamurali From Plagiarism to Paraphrasing: Graduate Students’ Approaches for Referencing Materials in Academic Writing [Volume 19, Issue 2, 2025, Pages 89-137]
Estaji, Masoomeh Justice and Fairness are not the Same Construct: Evidence from Revalidating the Teacher Classroom Justice Scale on University EFL Students in Iran [Volume 19, Issue 1, 2025, Pages 41-80]
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Fathi, Jalil A Model of Informal Digital Learning of English, Ideal L2 Self, Foreign Language Enjoyment, and Student Engagement in an EFL Context [Volume 19, Issue 1, 2025, Pages 295-352]
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Ghanizadeh, Afsaneh Determining the Psychometric Properties of the Persian Version of Self-Critical Rumination Among Iranian EFL Students and Examining its Relationship with Mindfulness [Volume 19, Issue 1, 2025, Pages 267-293]
H
Hasanzadeh, Saba Perceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
Hedayatzade, Mahsa Exploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
Heydarnejad, Tahereh To Boldly Go in Distance Language Learning: A Picture of Nexus Between Academic Resilience, Academic Buoyancy, Learner Self-Efficacy, Learner Enjoyment, and Academic Well-Being [Volume 19, Issue 1, 2025, Pages 473-514]
Hilali, Abdelkrim Evaluating the Effectiveness of EFL Teacher Recruitment Exams in Upholding Professional Teaching Standards [Volume 19, Issue 2, 2025, Pages 317-351]
Hosseini, Mojgan Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
I
Ismail, Sayed M.The Effects of Positive Self-Talk on EFL Learners' Speaking Skills, Language Learning Motivation, Autonomy, And Self-Confidence [Volume 19, Issue 2, 2025, Pages 217-253]
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Jahedizadeh, Safoura Determining the Psychometric Properties of the Persian Version of Self-Critical Rumination Among Iranian EFL Students and Examining its Relationship with Mindfulness [Volume 19, Issue 1, 2025, Pages 267-293]
Jalili Kia, Maryam Perceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
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Kargar Behbahani, Hossein To Boldly Go in Distance Language Learning: A Picture of Nexus Between Academic Resilience, Academic Buoyancy, Learner Self-Efficacy, Learner Enjoyment, and Academic Well-Being [Volume 19, Issue 1, 2025, Pages 473-514]
Khadangi Barani, Ali Toward Multimodal Pragmatics: Are Video-based Pragmatic Tests (VPTs) the Answer? [Volume 19, Issue 1, 2025, Pages 159-183]
Khan, Nafis MahmudSelf-Regulated English Vocabulary Learning in Active Digital Classrooms: A Case Study at a Thai University [Volume 19, Issue 2, 2025, Pages 45-87]
Khezrinejad, Maryam The Effects of Pre-Task Conditions on EFL Learners’ Cognitive Processes and Writing Performance [Volume 19, Issue 1, 2025, Pages 353-387]
Kolahi Ahari, Mahtab Perceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
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Latif, Muhammad AliExploring English Reading Material in Nonformal Education: Necessities, Lacks, and Wants [Volume 19, Issue 1, 2025, Pages 537-559]
Lontaan, Michelle Enhancing Indonesian Elementary Students’ Intercultural Communicative Competence: Insights from a Thanksgiving-themed Poster Project [Volume 19, Issue 2, 2025, Pages 437-467]
M
Mahmoodi, Mohammad Hadi Working Memory in Second Language Learning: A Meta-Synthetic Study [Volume 19, Issue 2, 2025, Pages 393-436]
Maretha, Annisa LauraSelf-Regulated English Vocabulary Learning in Active Digital Classrooms: A Case Study at a Thai University [Volume 19, Issue 2, 2025, Pages 45-87]
Mohammed, Abdulghani EissaTowards the Implementation of the Concept Checking Questions (CCQs) in EFL Classes at Qassim University, KSA [Volume 19, Issue 1, 2025, Pages 515-535]
Momenzadeh, Seyed Mohammad Ebrahim Perceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
Mousapoor Negari, Giti Toward Multimodal Pragmatics: Are Video-based Pragmatic Tests (VPTs) the Answer? [Volume 19, Issue 1, 2025, Pages 159-183]
Mukminatien, Nur Metalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
Muniroh, Siti Metalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
N
Nafissi, Zohreh Exploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
Naji Meidani, Elham Perceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
Namaziandost, Ehsan To Boldly Go in Distance Language Learning: A Picture of Nexus Between Academic Resilience, Academic Buoyancy, Learner Self-Efficacy, Learner Enjoyment, and Academic Well-Being [Volume 19, Issue 1, 2025, Pages 473-514]
Nemati, Fatemeh Challenges in Writing the Discussion of Results Section in TEFL Theses: Supervisor and Student Perspectives [Volume 19, Issue 2, 2025, Pages 469-510]
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Ouzzine, Aali Evaluating the Effectiveness of EFL Teacher Recruitment Exams in Upholding Professional Teaching Standards [Volume 19, Issue 2, 2025, Pages 317-351]
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Pada, Amir Exploring English Reading Material in Nonformal Education: Necessities, Lacks, and Wants [Volume 19, Issue 1, 2025, Pages 537-559]
Paydar, Zahra Iranian EFL Practitioners’ Issues at Private Institutes and State Schools [Volume 19, Issue 1, 2025, Pages 81-118]
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Rahmani, Masoumeh Language Learners’ Epistemological Development: Impact of Creative Writing Task-Based Instruction [Volume 19, Issue 2, 2025, Pages 353-392]
Ranjbar, Naser Written Corrective Feedback in Language Education: A Qualitative Meta-Synthetic Study [Volume 19, Issue 1, 2025, Pages 119-158]
Rashtchi, Mojgan The Effects of Pre-Task Conditions on EFL Learners’ Cognitive Processes and Writing Performance [Volume 19, Issue 1, 2025, Pages 353-387]
Rezai, Afsheen To Boldly Go in Distance Language Learning: A Picture of Nexus Between Academic Resilience, Academic Buoyancy, Learner Self-Efficacy, Learner Enjoyment, and Academic Well-Being [Volume 19, Issue 1, 2025, Pages 473-514]
Rorintulus, Olga Enhancing Indonesian Elementary Students’ Intercultural Communicative Competence: Insights from a Thanksgiving-themed Poster Project [Volume 19, Issue 2, 2025, Pages 437-467]
Rouaghe, Fouzia Exploring Subject Knowledge Gap in ESP Teaching: Perspectives of Language and Subject Specialist Teachers on AI Integration [Volume 19, Issue 1, 2025, Pages 185-225]
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Sanggala Dewi, Oktavia TriMetalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
Sarkhosh, Mehdi Beyond Memorization: Unpacking Decontextualized, Semi-Contextualized, and Dual-Code Methods in Vocabulary Recall and Retention among EFL Learners [Volume 19, Issue 2, 2025, Pages 255-292]
Sayyadi, Mehran Iranian EFL teachers’ cognitive change in relation to curriculum reform [Volume 19, Issue 2, 2025, Pages 183-216]
Seifoori, Zohreh The Effects of Pre-Task Conditions on EFL Learners’ Cognitive Processes and Writing Performance [Volume 19, Issue 1, 2025, Pages 353-387]
ShayesteFar, Parvaneh Challenges in Writing the Discussion of Results Section in TEFL Theses: Supervisor and Student Perspectives [Volume 19, Issue 2, 2025, Pages 469-510]
Sheykholmoluki, Hamidreza Working Memory in Second Language Learning: A Meta-Synthetic Study [Volume 19, Issue 2, 2025, Pages 393-436]
Soodmand Afshar, Hassan Written Corrective Feedback in Language Education: A Qualitative Meta-Synthetic Study [Volume 19, Issue 1, 2025, Pages 119-158]
Suharyadi, Suharyadi Metalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
Supiani, Supiani Metalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
Syamsuddin, Syamsuddin Exploring English Reading Material in Nonformal Education: Necessities, Lacks, and Wants [Volume 19, Issue 1, 2025, Pages 537-559]
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Tajeddin, Zia Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
Tajik, Leila Exploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
Tavakoli, Mansoor Enhancing IELTS writing: The role of task sequencing and corrective feedback [Volume 19, Issue 2, 2025, Pages 1-43]
Tavazoei, Mina Rater Training Through Eye-Tracking: A Case-Study of a Novice Rater [Volume 19, Issue 2, 2025, Pages 511-539]
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Waluyo, Budi Self-Regulated English Vocabulary Learning in Active Digital Classrooms: A Case Study at a Thai University [Volume 19, Issue 2, 2025, Pages 45-87]
Widiati, Utami Metalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
Wuntu, Ceisy NitaEnhancing Indonesian Elementary Students’ Intercultural Communicative Competence: Insights from a Thanksgiving-themed Poster Project [Volume 19, Issue 2, 2025, Pages 437-467]
Y
Yenkimaleki, Mahmood Written Corrective Feedback in Language Education: A Qualitative Meta-Synthetic Study [Volume 19, Issue 1, 2025, Pages 119-158]
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Zanzoun, Mustapha Evaluating the Effectiveness of EFL Teacher Recruitment Exams in Upholding Professional Teaching Standards [Volume 19, Issue 2, 2025, Pages 317-351]
Zhaleh, Kiyana Justice and Fairness are not the Same Construct: Evidence from Revalidating the Teacher Classroom Justice Scale on University EFL Students in Iran [Volume 19, Issue 1, 2025, Pages 41-80]
Ziaei, Sara Enhancing IELTS writing: The role of task sequencing and corrective feedback [Volume 19, Issue 2, 2025, Pages 1-43]
Zohrabi, Mohammad Iranian EFL Practitioners’ Issues at Private Institutes and State Schools [Volume 19, Issue 1, 2025, Pages 81-118]
