Face-Threatening Aspect of Refusal Speech Acts: A Contrastive Study
101. Face-Threatening Aspect of Refusal Speech Acts: A Contrastive Study

Nargol Mokhtari

Volume 2, Issue 1 , Winter 2015, , Pages 84-73

Abstract
  Professionalism in communication is a matter of concern for speakers of all languages. Awareness about some features such as face-threatening property of refusal speech acts leads language ...  Read More
The Effect of Group Dynamic Assessment on Raising Young Iranian EFL Learners' Metacognitive Awareness and Listening Comprehension
103. The Effect of Group Dynamic Assessment on Raising Young Iranian EFL Learners' Metacognitive Awareness and Listening Comprehension

Mahmood Reza Moradian; Parisa Kogani Baharvand

Volume 2, Issue 3 , Summer 2015, , Pages 86-67

Abstract
  Listening has long been the neglected skill in second/foreign language acquisition, research, teaching, and assessment. And managing listening instruction and improving listening comprehension ...  Read More
The Effects of Classroom Peer-feedback on Advanced Students' Self- Confidence
104. The Effects of Classroom Peer-feedback on Advanced Students' Self- Confidence

Sara Feyli; Mohammad Ali Ayatollahi

Volume 3, Issue 1 , Winter 2016, , Pages 87-67

Abstract
  Many studies have been conducted on peer feedback in the fields of education in general and applied linguistics in particular. In spite of peer feedback’s popularity and benefits, ...  Read More
Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context
105. Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context

Natasha Pourdana; Mehdi Shahpouri Rad

Volume 4, Issue 1 , Winter 2017, , Pages 87-69

Abstract
  Language teachers are usually faced with the challenging classrooms wherein the students with mixed language abilities sit together. One solution to deal with this situation is to apply ...  Read More
Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy
106. Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy

Nooshin Azin; Reza Biria; Ahmad Ameri Golestan

Volume 5, Issue 3 , Summer 2018, , Pages 97-73

Abstract
  The current study explored the Iranian EFL instructors’ perceptions, practices and challenges related to learner autonomy (LA). Applying a mixed method design, two kinds of instruments ...  Read More
The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy
107. The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy

Abdullah Sarani; Rasool Najjarbaghseyah; Mohammad Nasser Vaezi

Volume 6, Issue 2 , Spring 2019, , Pages 101-79

Abstract
  This study aimed at investigating the Iranian EFL teachers’ perceptions of critical pedagogy values in teaching English with an emphasis on gender and teaching experience. For ...  Read More
The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference?
108. The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference?

Masoomeh Estaji; Farhad Ghiasvand

Volume 6, Issue 3 , Summer 2019, , Pages 103-83

Abstract
  A teacher’s self-perception and identity are shaped by the test accountability context where they teach. Although research on washback effect and teacher-related factors is not ...  Read More
Spoken Grammar Features: Does the Way of Teaching Make a Difference?
109. Spoken Grammar Features: Does the Way of Teaching Make a Difference?

Abbas Ali Zarei; Mina Rahgozar

Volume 6, Issue 4 , Autumn 2019, , Pages 106-83

Abstract
  One of the relatively neglected aspects of today's English language pedagogy is the differences between written and spoken grammar. Many language learners often find that what they ...  Read More
Reading Comprehension Passages of Iranian General English Books and MA Reading Comprehension Tests: A Corpus Analysis
112. Reading Comprehension Passages of Iranian General English Books and MA Reading Comprehension Tests: A Corpus Analysis

Seyyed Bagher Mirshojaee; Rahman Sahragard

Volume 2, Issue 2 , Winter 2015, , Pages 77-98

Abstract
  This is a corpus study aimed to compare six Iranian general English university textbook’s reading comprehension passages and the passages of reading comprehension section of MA ...  Read More
Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes
113. Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes

Momene Ghadiri; Mansoor Tavakoli

Volume 4, Issue 4 , Autumn 2017, , Pages 85-102

Abstract
  Explicit teaching may provide great opportunities for critical thinking to flourish. This paper examines the degree to which the need for developing such a critical view of language ...  Read More
Perceptions and Attitudes towards Integrating Internet in EFL Instruction in Iran
114. Perceptions and Attitudes towards Integrating Internet in EFL Instruction in Iran

Rana Najjari; Gholam-Reza Abbasian

Volume 2, Issue 4 , Autumn 2015, , Pages 90-77

Abstract
  This study investigated Iranian EFL teachers’ and learners’ perceptions and attitudes towards integrating Internet in EFL instruction; and the congruence of their attitudes ...  Read More
The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners
116. The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners

Marjan Abtahi; Shirin Abadikhah; Mahmood Dehqan

Volume 7, Issue 3 , Summer 2020, , Pages 92-113

Abstract
  The present study investigated the accuracy of writing, amount of feedback and comment category (global and local comments) of twenty-eight intermediate EFL students providing peer-peer ...  Read More
The role of increasing task cognitive-complexity in quality of L2 writing and learners’ distribution of metacognitive sub-processes
117. The role of increasing task cognitive-complexity in quality of L2 writing and learners’ distribution of metacognitive sub-processes

Niloofar Daneshkhah; Ahmad Alibabaee

Volume 4, Issue 3 , Summer 2017, , Pages 95-118

Abstract
  The importance of task-based instruction for developing writing as one of the most demanding tasks within SLA field is neglected in many EFL/ESL contexts. The researchers in this study ...  Read More
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements
118. Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements

Khadijeh Mohammadi; Hiwa Weisi; Shahab Moradkhani

Volume 5, Issue 1 , Winter 2018, , Pages 95-115

Abstract
  Manipulation is an illegitimate mind control that can be performed via the triangular model of social, cognitive, and discursive strategies which leads to social inequality. This study ...  Read More
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/
119. Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/

Naser Rashidi; Mohamad Rahimi; Farzaneh Dehghan

Volume 3, Issue 2 , Spring 2016, , Pages 96-81

Abstract
  Writing academic texts is a challenging endeavour for novice L2 writers, which causes them to rely heavily on the original texts. Some studies have differentiated intentional acts of ...  Read More
Research Article Introductions and Disciplinary Influences Based on Interactive Metadiscourse Markers
120. Research Article Introductions and Disciplinary Influences Based on Interactive Metadiscourse Markers

Reza Abdi; Parisa Ahmadi

Volume 2, Issue 1 , Winter 2015, , Pages 99-85

Abstract
  Metadiscourse refers to the evolving text, to the writer, and to the imagined readers of that text. It is based on a view of writing as a social engagement. This study draws on an interpersonal ...  Read More
Do university students need to master the GSL and AWL words: A psychology word list
121. Do university students need to master the GSL and AWL words: A psychology word list

Mahmood Safari

Volume 5, Issue 2 , Spring 2018, , Pages 101-122

Abstract
  University students are mainly advised to master the words in West’s General Service List (GSL) and Coxhead’s Academic Word List (AWL) in order to be able to read their ...  Read More
Investigating the Barriers to Teachers’ Professional Development in an EFL Context
122. Investigating the Barriers to Teachers’ Professional Development in an EFL Context

Hassan Soodmand Afshar; Shabnam Ghasemi

Volume 7, Issue 2 , Spring 2020, , Pages 101-122

Abstract
  As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching ...  Read More
The Effects of Symmetrical and Asymmetrical Scaffolding on University Students’ Grammar Learning
123. The Effects of Symmetrical and Asymmetrical Scaffolding on University Students’ Grammar Learning

Majid Izanlu; Mohamad Reza Farangi

Volume 2, Issue 3 , Summer 2015, , Pages 103-87

Abstract
  This study investigated the extent to which two types of scaffolding, namely symmetrical and/or asymmetrical scaffolding could contribute to the acquisition of grammar among Iranian ...  Read More
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study
124. The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study

Mir Habib Aboulalaei; Jafar Poursalehi; Yase Hadidi

Volume 3, Issue 3 , Summer 2016, , Pages 103-83

Abstract
  One important light in which to perceive the pendulum swings of the world of language teaching is the waning of the concept of method and its replacement by Kumaravadivelu’s post-method ...  Read More
The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate
125. The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate

Saeid Noorbar; Homa Jafarpour Mamaghani

Volume 3, Issue 4 , Autumn 2016, , Pages 103-75

Abstract
  Regarding the issue of whether or not the use of L2 learners’ mother tongue should be allowed in the classroom, there has been a discord among scholars, each giving reasons for ...  Read More