Keyword Index

A

  • Affective Factors Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms [Volume 16, Issue 1, 2022, Pages 65-88]
  • Assessment 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]
  • Attitude 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]
  • Attitude Markers Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]

B

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

C

  • CALL 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]
  • Clarification request Learners' Proficiency Level and Teachers' Preferences for Oral Corrective Feedback: Orientation versus Implementation [Volume 16, Issue 2, 2022, Pages 203-228]
  • Classroom-Based Assessment Washback Effects of an Interactional Competence Checklist [Volume 16, Issue 2, 2022, Pages 285-314]
  • Code Glosses 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]
  • Collaborative Reflection Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]
  • Communicative Tasks Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • Critical Reflection Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]

D

  • Data-driven Learning 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]
  • Depth of Vocabulary Depth of Vocabulary, Morphology, and Inference Making as Predictors of EFLs Pragmatic Knowledge [Volume 16, Issue 2, 2022, Pages 139-168]
  • Didactic Implications Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]
  • Discoursal Patterns Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]
  • Discourse Marker Interpersonal Discourse Markers in Online vs. Face-to-Face EFL Classes [Volume 16, Issue 2, 2022, Pages 63-84]

E

  • Edmodo Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]
  • Education The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]
  • EFL learners The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]
  • EFL teachers Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • EFL teachers 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]
  • Emotional intelligence Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms [Volume 16, Issue 1, 2022, Pages 65-88]
  • Explicit Correction Learners' Proficiency Level and Teachers' Preferences for Oral Corrective Feedback: Orientation versus Implementation [Volume 16, Issue 2, 2022, Pages 203-228]
  • Explicit knowledge 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]
  • Expository Essays 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]

F

  • Feedback Strategies The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]
  • Flipped Learning 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]
  • FLTE 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]
  • Focus Of Feedback The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]
  • Foreign language anxiety 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]

G

  • Gender Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]
  • Genre-based Approach 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]
  • Grammar Achievement 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]
  • Grammatical Range and Accuracy 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]
  • Grounded theory Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]

H

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

I

  • Implicit Knowledge 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]
  • Inference Making Depth of Vocabulary, Morphology, and Inference Making as Predictors of EFLs Pragmatic Knowledge [Volume 16, Issue 2, 2022, Pages 139-168]
  • Interactional Competence Washback Effects of an Interactional Competence Checklist [Volume 16, Issue 2, 2022, Pages 285-314]
  • Intercultural Communicative Competence Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]
  • Interculturally-Laden Tasks Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]
  • Intercultural Sensitivity Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]
  • Interpersonal Stance Interpersonal Discourse Markers in Online vs. Face-to-Face EFL Classes [Volume 16, Issue 2, 2022, Pages 63-84]
  • Introductory Speeches 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]
  • Iranian EFL learners Developing Intercultural Sensitivity Through Interculturally-Laden Tasks: Male vs. Female Iranian EFL Learners [Volume 16, Issue 1, 2022, Pages 1-34]
  • Iraqi EFL learners 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]

K

  • Key English Test 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]

L

  • L2 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]
  • Language anxiety The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]
  • Learner-Centred Pedagogy 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]
  • Learning styles 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]
  • Lexically-Based Language Teaching 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]
  • Lexical Resources 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]
  • Low-Stakes Tests Washback Effects of an Interactional Competence Checklist [Volume 16, Issue 2, 2022, Pages 285-314]

M

  • Media 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]
  • Medium of Instruction Interpersonal Discourse Markers in Online vs. Face-to-Face EFL Classes [Volume 16, Issue 2, 2022, Pages 63-84]
  • Metalinguistic Feedback Learners' Proficiency Level and Teachers' Preferences for Oral Corrective Feedback: Orientation versus Implementation [Volume 16, Issue 2, 2022, Pages 203-228]
  • Morphological Knowledge Depth of Vocabulary, Morphology, and Inference Making as Predictors of EFLs Pragmatic Knowledge [Volume 16, Issue 2, 2022, Pages 139-168]
  • Motivation 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]
  • Motivation for learning The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]

N

  • Negotiated syllabus The Impact of Negotiated Syllabus on Foreign Language Learners' Language Anxiety and Learning Motivation [Volume 16, Issue 1, 2022, Pages 35-63]

O

  • Online Course Interpersonal Discourse Markers in Online vs. Face-to-Face EFL Classes [Volume 16, Issue 2, 2022, Pages 63-84]

P

  • Peer Review Effects of Explicit Teaching of Critical Thinking Strategies on EFL Learners' Reading Comprehension [Volume 16, Issue 2, 2022, Pages 1-29]
  • Persian 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]
  • Personality Studies Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]
  • PowerPoint Designed Vocabulary Organizers 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]
  • Pragmatic Knowledge Depth of Vocabulary, Morphology, and Inference Making as Predictors of EFLs Pragmatic Knowledge [Volume 16, Issue 2, 2022, Pages 139-168]
  • Production-oriented Approach 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]

Q

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

R

  • Religious language 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]
  • Research Article Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]

S

  • Self-Mention Markers Author Count, Author Gender, and Authorial Stance: A Corpus-Assisted Analysis [Volume 16, Issue 1, 2022, Pages 261-283]
  • SEM 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]
  • Strategies A Pathological Perspective into the EFL Learners' Writing Skill: Challenges, Attitudes, and Strategies [Volume 16, Issue 1, 2022, Pages 285-309]

T

  • Task-based language teaching Investigating EFL Teachers' Perception on Task-based Language Teaching for Speaking Skills [Volume 16, Issue 1, 2022, Pages 203-234]
  • Teacher Immunity Scrutinizing the Affective Predictors of Teacher Immunity in Foreign Language Classrooms [Volume 16, Issue 1, 2022, Pages 65-88]
  • Teacher resilience 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]
  • Teacher Training 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]
  • Teaching Experience The Relationship between Iranian Teachers' Experience and Education, and their Written Feedback on their Students' Papers [Volume 16, Issue 2, 2022, Pages 31-62]
  • TEFL 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]
  • Translator Studies Personality Description of Iranian Pre-eminent Literary Translators: Didactic Implications [Volume 16, Issue 2, 2022, Pages 315-340]

U

  • Unfocused Direct WCF 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]
  • Unfocused Indirect WCF 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]

V

  • VARK Learning Styles 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]
  • Vocabulary 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]

W

  • Washback Effects Washback Effects of an Interactional Competence Checklist [Volume 16, Issue 2, 2022, Pages 285-314]
  • Writing A Pathological Perspective into the EFL Learners' Writing Skill: Challenges, Attitudes, and Strategies [Volume 16, Issue 1, 2022, Pages 285-309]
  • Writing Recall and Reflection Journals Collaborative Reflection Through Blogs: Discoursal Patterns and Iranian EFL Pre-service Teachers' Comments [Volume 16, Issue 1, 2022, Pages 141-166]