Academic BuoyancyTo 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]
Artificial intelligenceExploring Subject Knowledge Gap in ESP Teaching: Perspectives of Language and Subject Specialist Teachers on AI Integration [Volume 19, Issue 1, 2025, Pages 185-225]
B
BilingualismPerceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
C
Capacity for SDPAMapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
ChatGPTExploring Subject Knowledge Gap in ESP Teaching: Perspectives of Language and Subject Specialist Teachers on AI Integration [Volume 19, Issue 1, 2025, Pages 185-225]
Cognitive ProcessRater Training Through Eye-Tracking: A Case-Study of a Novice Rater [Volume 19, Issue 2, 2025, Pages 511-539]
Cognitive ProcessesThe Effects of Pre-Task Conditions on EFL Learners’ Cognitive Processes and Writing Performance [Volume 19, Issue 1, 2025, Pages 353-387]
Concept Checking Questions (CCQS)Towards the Implementation of the Concept Checking Questions (CCQs) in EFL Classes at Qassim University, KSA [Volume 19, Issue 1, 2025, Pages 515-535]
Concrete Word, Dual-Coding, Single-Coding, Visual ImageryBeyond 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]
Confirmatory Factor Analysis, EFL StudentsDetermining 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]
Critical reading strategiesEnhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
D
Discussion of result section (DRS)Challenges in Writing the Discussion of Results Section in TEFL Theses: Supervisor and Student Perspectives [Volume 19, Issue 2, 2025, Pages 469-510]
DRS writing literacyChallenges in Writing the Discussion of Results Section in TEFL Theses: Supervisor and Student Perspectives [Volume 19, Issue 2, 2025, Pages 469-510]
E
EFLA 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]
EFLTowards the Implementation of the Concept Checking Questions (CCQs) in EFL Classes at Qassim University, KSA [Volume 19, Issue 1, 2025, Pages 515-535]
EFL teachersIranian EFL teachers’ cognitive change in relation to curriculum reform [Volume 19, Issue 2, 2025, Pages 183-216]
Emotional responsesMetalinguistic Explanations and Indirect Written Corrective Feedback: Exploring EFL Students’ Emotions, Influencing Factors, and Perceptions [Volume 19, Issue 2, 2025, Pages 139-181]
English for Academic Purposes (EAP)Exploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
English ReadingExploring English Reading Material in Nonformal Education: Necessities, Lacks, and Wants [Volume 19, Issue 1, 2025, Pages 537-559]
ESPExploring Subject Knowledge Gap in ESP Teaching: Perspectives of Language and Subject Specialist Teachers on AI Integration [Volume 19, Issue 1, 2025, Pages 185-225]
Experienced teacher (ET)Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
Eye-trackingRater Training Through Eye-Tracking: A Case-Study of a Novice Rater [Volume 19, Issue 2, 2025, Pages 511-539]
F
Foreign language enjoymentA 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]
Freedom from controlMapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
I
Ideal L2 selfA 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]
IELTS writingEnhancing IELTS writing: The role of task sequencing and corrective feedback [Volume 19, Issue 2, 2025, Pages 1-43]
Informal digital learning of EnglishA 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]
Iranian EFL contextExploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
Iranian EFL contextPerceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
J
Job StressIranian EFL Practitioners’ Issues at Private Institutes and State Schools [Volume 19, Issue 1, 2025, Pages 81-118]
K
Keywords: FeedbackWritten Corrective Feedback in Language Education: A Qualitative Meta-Synthetic Study [Volume 19, Issue 1, 2025, Pages 119-158]
L
Language instructionIranian EFL teachers’ cognitive change in relation to curriculum reform [Volume 19, Issue 2, 2025, Pages 183-216]
Learner enjoymentTo 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]
Literary text analysisEnhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
M
MaximalistPerceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
Meta-SynthesisWritten Corrective Feedback in Language Education: A Qualitative Meta-Synthetic Study [Volume 19, Issue 1, 2025, Pages 119-158]
Mindfulness, Self-Critical RuminationDetermining 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]
MinimalistPerceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
N
Need AnalysisExploring English Reading Material in Nonformal Education: Necessities, Lacks, and Wants [Volume 19, Issue 1, 2025, Pages 537-559]
Nonformal EducationExploring English Reading Material in Nonformal Education: Necessities, Lacks, and Wants [Volume 19, Issue 1, 2025, Pages 537-559]
Novice RaterRater Training Through Eye-Tracking: A Case-Study of a Novice Rater [Volume 19, Issue 2, 2025, Pages 511-539]
Novice teacher (NT)Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
P
PerceptionPerceptions of Bilingualism in the Iranian EFL Context: Minimalist or Maximalist Approach? [Volume 19, Issue 1, 2025, Pages 437-471]
PerceptionsChallenges in Writing the Discussion of Results Section in TEFL Theses: Supervisor and Student Perspectives [Volume 19, Issue 2, 2025, Pages 469-510]
ResistanceExploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
Resistance to learning EnglishExploring Resistance to Learning English among Iranian non-English-major PhD Students: A Mixed-methods Study [Volume 19, Issue 1, 2025, Pages 389-435]
Role OverloadIranian EFL Practitioners’ Issues at Private Institutes and State Schools [Volume 19, Issue 1, 2025, Pages 81-118]
S
Self-directed professional action (SDPA)Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
Speaking abilityToward Multimodal Pragmatics: Are Video-based Pragmatic Tests (VPTs) the Answer? [Volume 19, Issue 1, 2025, Pages 159-183]
Stimulated recall interview (SRI)Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
Subject KnowledgeExploring Subject Knowledge Gap in ESP Teaching: Perspectives of Language and Subject Specialist Teachers on AI Integration [Volume 19, Issue 1, 2025, Pages 185-225]
Systemic Functional GrammarEnhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
T
Teacher autonomy (TA)Mapping the Domain of EFL Teacher Autonomy for Professional Action Through Teaching Experience [Volume 19, Issue 1, 2025, Pages 227-266]
Teacher ImmunityIranian EFL Practitioners’ Issues at Private Institutes and State Schools [Volume 19, Issue 1, 2025, Pages 81-118]
Thematic AnalysisEnhancing Iraqi EFL University Students’ Critical Reading Skills in Analyzing Literary Texts: A Discourse Analysis Study [Volume 19, Issue 1, 2025, Pages 1-40]
W
Washback EffectToward Multimodal Pragmatics: Are Video-based Pragmatic Tests (VPTs) the Answer? [Volume 19, Issue 1, 2025, Pages 159-183]
