Journal of Modern Research in English Language Studies

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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ALL

A

  • Abbasian, Gholam-Reza Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]

  • Abdollahi-Guilani, Mohammad A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance [Volume 5, Issue 3, 2018, Pages 29-1]

  • Abolfazli, Zainab Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]

  • Ahmadi Safa, Mohammad Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]

  • Alipour, Forough Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]

  • Alizadeh Oghyanous, Parastoo Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]

  • Ameri Golestan, Ahmad Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy [Volume 5, Issue 3, 2018, Pages 97-73]

  • Amini Farsani, Mohammad Mapping Past, Current and Future TEFL Research Trends in Iran: A Synthetic Review of Topics and Paradigms in Three Decades [Volume 5, Issue 4, 2018, Pages 81-108]

  • Assadollahi, Rsoul An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]

  • Azin, Nooshin Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy [Volume 5, Issue 3, 2018, Pages 97-73]

  • Azizi, Masoud Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]

B

  • Babaii, Esmat Mapping Past, Current and Future TEFL Research Trends in Iran: A Synthetic Review of Topics and Paradigms in Three Decades [Volume 5, Issue 4, 2018, Pages 81-108]

  • Baqerzadeh Hosseini, Mohammad Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]

  • Behin, Bahram An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]

  • Bijani, Houman Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis [Volume 5, Issue 4, 2018, Pages 27-53]

  • Biria, Reza Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy [Volume 5, Issue 3, 2018, Pages 97-73]

E

  • Esfandiari, Rajab Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]

  • Esmaeili, Fatemeh An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]

F

  • Fathi, Jalil Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]

  • Feizollahi, Behnam Concept Mapping and Brainstorming Affecting Writing Anxiety and Accuracy [Volume 5, Issue 1, 2018, Pages 117-144]

H

  • Hadidi Tamjid, Nasrin Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]

  • Hassanzadeh, Mohammad Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]

  • Hemmati, Fatemeh The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model [Volume 5, Issue 4, 2018, Pages 131-155]

  • Husseini, Fateme Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]

J

  • Jafari, Monavareh Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]

K

  • Karimi, Mohammad Nabi Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]

  • Khodabakhsh, Samaneh Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]

  • Khodarahmi, Ensieh Defossilization of Fossilized Pragmatic Routines: Corpus-Driven Input-Based and Output-Based Instruction [Volume 5, Issue 2, 2018, Pages 123-145]

M

  • Mallahi, Omid Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment [Volume 5, Issue 1, 2018, Pages 47-72]

  • Meihami, Hussein Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]

  • Mohammadi, Khadijeh Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]

  • Moradkhani, Shahab Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]

  • Morshedian, Mahboobeh The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model [Volume 5, Issue 4, 2018, Pages 131-155]

N

  • Narimani Vahedi, Ehsan Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]

  • Nemati, Majid Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]

  • Noor, Payam Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]

P

  • Pourghasemian, Hossein Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]

R

  • Ranjbar, Naser Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]

  • Rashtchi, Mojgan Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]

S

  • Saadat, Mahboobeh Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment [Volume 5, Issue 1, 2018, Pages 47-72]

  • Sadeghi, Karim Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]

  • Saeedi, Fateme The Difference between Predictability of Iranian EFL Teachers’ Emotional Intelligence and Sense of plausibility with their Sense of Classroom Management [Volume 5, Issue 1, 2018, Pages 73-94]

  • Saeedian, Abdulbaset Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]

  • Saeidi, Mahnaz Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]

  • Safari, Mahmood Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]

  • Sahragard, Rahman Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]

  • Shahiditabar, Mostafa Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]

  • Shaqaqi, Mahsa Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense [Volume 5, Issue 3, 2018, Pages 72-55]

  • Soliemani, Hassan Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense [Volume 5, Issue 3, 2018, Pages 72-55]

  • Sotoudehnama, Elaheh The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model [Volume 5, Issue 4, 2018, Pages 131-155]

T

  • Taheri, Puyan A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance [Volume 5, Issue 3, 2018, Pages 29-1]

  • Tajeddin, Zia Defossilization of Fossilized Pragmatic Routines: Corpus-Driven Input-Based and Output-Based Instruction [Volume 5, Issue 2, 2018, Pages 123-145]

W

  • Weisi, Hiwa Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]

Y

  • Yousefi, Moslem Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]

Z

  • Zarei, Abbas Ali Concept Mapping and Brainstorming Affecting Writing Anxiety and Accuracy [Volume 5, Issue 1, 2018, Pages 117-144]