A
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Amini, Davoud
The Relationship Between Iranian EFL Teachers’ Personality Traits and Motivational Trends in the First Five Years of Career [Volume 13, Issue 1, 2026, Pages 115-139]
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Azimifar, Farshad
Learners’ Perspectives on the Interplay of Grit and Achievement Emotions in L2 Learning: Insights From Q-Methodology [Volume 13, Issue 1, 2026, Pages 53-81]
F
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Farrokhi, Farahman
Working Memory as a Predictor of Syntactic Complexity in Iranian EFL Learners’ Argumentative Writing: Considering Different Planning Conditions [Volume 13, Issue 1, 2026, Pages 141-169]
G
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Ganji, Mansoor
A Systematic Review of Challenges, Benefits, and Pedagogical Strategies of Multilevel EFL Classrooms [Volume 13, Issue 1, 2026, Pages 83-114]
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Goli, Mohammad Ali
Speech Act Strategy Use: The Case of Iranian L2 and L3 Learners of English [Volume 13, Issue 1, 2026, Pages 27-51]
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Goodarzi, Mostafa
A Systematic Review of Challenges, Benefits, and Pedagogical Strategies of Multilevel EFL Classrooms [Volume 13, Issue 1, 2026, Pages 83-114]
H
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Hashamdar, Mohammad
Developing and Validating a Multi-Faceted L2 Learner Agency Questionnaire: Enacted Complexity Theory in Iranian EFL Context [Volume 13, Issue 1, 2026, Pages 197-225]
J
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Jafarpour, Aliakbar
Learners’ Perspectives on the Interplay of Grit and Achievement Emotions in L2 Learning: Insights From Q-Methodology [Volume 13, Issue 1, 2026, Pages 53-81]
K
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Kazemi, Elnaz
The Relationship Between Iranian EFL Teachers’ Personality Traits and Motivational Trends in the First Five Years of Career [Volume 13, Issue 1, 2026, Pages 115-139]
M
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Mirvani, Farahnaz
Developing and Validating a Multi-Faceted L2 Learner Agency Questionnaire: Enacted Complexity Theory in Iranian EFL Context [Volume 13, Issue 1, 2026, Pages 197-225]
-
Mohammad Hosseinpur, Rasoul
Speech Act Strategy Use: The Case of Iranian L2 and L3 Learners of English [Volume 13, Issue 1, 2026, Pages 27-51]
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Mohammadi, Ali Mohammad
Meaningful Work: A Paradigm Model for Iranian EFL Faculty [Volume 13, Issue 1, 2026, Pages 1-26]
N
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Nemati, Majid
Integrating Self-Regulated Learning in Flipped Learning to Enhance Argumentative Writing with Digital Tools [Volume 13, Issue 1, 2026, Pages 171-195]
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Nouraei Yeganeh, Leyli
Integrating Self-Regulated Learning in Flipped Learning to Enhance Argumentative Writing with Digital Tools [Volume 13, Issue 1, 2026, Pages 171-195]
P
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Pourdana, Natasha
Developing and Validating a Multi-Faceted L2 Learner Agency Questionnaire: Enacted Complexity Theory in Iranian EFL Context [Volume 13, Issue 1, 2026, Pages 197-225]
R
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Roohani, Ali
Learners’ Perspectives on the Interplay of Grit and Achievement Emotions in L2 Learning: Insights From Q-Methodology [Volume 13, Issue 1, 2026, Pages 53-81]
-
Roshani Ghaleh Sheikhi, Shahla
Meaningful Work: A Paradigm Model for Iranian EFL Faculty [Volume 13, Issue 1, 2026, Pages 1-26]
S
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Safaie-Qalati, Mehdi
A Systematic Review of Challenges, Benefits, and Pedagogical Strategies of Multilevel EFL Classrooms [Volume 13, Issue 1, 2026, Pages 83-114]
T
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Tadayyon, Parya
Working Memory as a Predictor of Syntactic Complexity in Iranian EFL Learners’ Argumentative Writing: Considering Different Planning Conditions [Volume 13, Issue 1, 2026, Pages 141-169]
Y
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Yarahmadzehi, Nahid
A Systematic Review of Challenges, Benefits, and Pedagogical Strategies of Multilevel EFL Classrooms [Volume 13, Issue 1, 2026, Pages 83-114]
-
Yazdani, Hooshang
Meaningful Work: A Paradigm Model for Iranian EFL Faculty [Volume 13, Issue 1, 2026, Pages 1-26]