Journal of Modern Research in English Language Studies

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Browse Author Index

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 Sources of Demotivation among English Language Learners: Novice and Experienced Teachers’ Beliefs [Volume 6, Issue 4, 2019, Pages 81-59]

  • Afshari, Asghar Sources of Demotivation among English Language Learners: Novice and Experienced Teachers’ Beliefs [Volume 6, Issue 4, 2019, Pages 81-59]

  • Ahangaran, Farnoush A Probe into Teacher Self-Efficacy as a Tractable Variable in EFL Teacher Training Courses [Volume 6, Issue 1, 2019, Pages 104-79]

  • Ahmadi, Alireza Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]

  • Ahmadi Shirazi, Masoumeh An Investigation into Item Types and Text Types of Reading Comprehension Section of Iranian PhD Entrance Exams Using G-theory [Volume 6, Issue 1, 2019, Pages 29-1]

  • Alavi, Seyed Mohammad Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]

  • Alavi, Seyyed Mohammad An Investigation into Item Types and Text Types of Reading Comprehension Section of Iranian PhD Entrance Exams Using G-theory [Volume 6, Issue 1, 2019, Pages 29-1]

  • Aliakbari, Mohammad Evaluation of Iranian Teacher Education Programs for EFL Student-Teachers [Volume 6, Issue 1, 2019, Pages 131-105]

  • Amini, Davoud Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]

  • Amirian, Seyed Mohammad Reza The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]

  • Ashrafi, Saleh Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]

  • Atai, Mahmood Reza Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]

B

  • Babaii, Esmat Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]

  • Bagheri, Mohammad Sadegh Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]

  • Bagheri Nevisi, Reza Self-efficacy, Text Difficulty and EFL Learners’ Pedagogic Task Performance [Volume 6, Issue 1, 2019, Pages 155-133]

  • Behnam, Biook A Probe into Teacher Self-Efficacy as a Tractable Variable in EFL Teacher Training Courses [Volume 6, Issue 1, 2019, Pages 104-79]

  • Behzadi, Anis Validating a Continuing Professional Development Scale among Iranian EFL Teachers [Volume 6, Issue 3, 2019, Pages 129-105]

E

  • Esfandiari, Rajab How Predictable Ratings are: The Role of Personality Traits [Volume 6, Issue 3, 2019, Pages 55-33]

  • Estaji, Masoomeh The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference? [Volume 6, Issue 3, 2019, Pages 103-83]

F

  • Farjami, Had Mapping the Landscape of Iranian Language Teaching Research: A Corpus-Study of the Titles of English-Language Research Articles [Volume 6, Issue 4, 2019, Pages 58-31]

G

  • Ghasemi, Behnam The Effects of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners’ Breadth and Depth of Vocabulary Knowledge [Volume 6, Issue 2, 2019, Pages 146-129]

  • Ghiasvand, Farhad The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference? [Volume 6, Issue 3, 2019, Pages 103-83]

  • Golshan, Mohammad Validating a Continuing Professional Development Scale among Iranian EFL Teachers [Volume 6, Issue 3, 2019, Pages 129-105]

K

  • Kaivanpanah, Shiva Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]

  • Karampour, Fateme Relationship between Iranian Intermediate EFL Learners' Foreign Language Causal Attributions, Meta-Cognitive Self-Regulation and Their L2 Speaking Performance [Volume 6, Issue 2, 2019, Pages 77-53]

  • Khatib, Seyed Fouad Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]

  • Khodamoradi, Abolfazl Student Teachers’ and Educators’ Perceptions of Educator Interpersonal Behavior at Teacher Education University in Iran [Volume 6, Issue 4, 2019, Pages 137-107]

  • Khodareza, MohammadReza Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]

  • Kuhi, Davud Cross-Sectional Diachronic Corpus Analysis of Stance and Engagement Markers in Three Leading Journals of Applied Linguistics [Volume 6, Issue 2, 2019, Pages 25-1]

M

  • Maghsoudi, Mojtaba Student Teachers’ and Educators’ Perceptions of Educator Interpersonal Behavior at Teacher Education University in Iran [Volume 6, Issue 4, 2019, Pages 137-107]

  • Mahmoodi, Mohammad Hadi Relationship between Iranian Intermediate EFL Learners' Foreign Language Causal Attributions, Meta-Cognitive Self-Regulation and Their L2 Speaking Performance [Volume 6, Issue 2, 2019, Pages 77-53]

  • Marashi, Hamid The Effect of Input Modality and Sensory Mode on L2 Listening Fatigue: A Case of Iranian Intermediate EFL Learners [Volume 6, Issue 3, 2019, Pages 82-57]

  • Mashhadi Heidar, Davood Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]

  • Mehrpour, Saeed The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]

  • Mohammad Hosseinpur, Rasoul Self-efficacy, Text Difficulty and EFL Learners’ Pedagogic Task Performance [Volume 6, Issue 1, 2019, Pages 155-133]

  • Montasseri, Zahra The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]

N

  • Najafi Sarem, Saeid The Effect of Input Modality and Sensory Mode on L2 Listening Fatigue: A Case of Iranian Intermediate EFL Learners [Volume 6, Issue 3, 2019, Pages 82-57]

  • Najjarbaghseyah, Rasool The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]

  • Niknezhad Naeijabad, Fatemeh Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]

R

  • Rafsanjani Nejad, Sara Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]

  • Rahgozar, Mina Spoken Grammar Features: Does the Way of Teaching Make a Difference? [Volume 6, Issue 4, 2019, Pages 106-83]

  • Rassaei, Ehsan Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]

  • Razmjoo, Seyyed Ayatollah Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]

  • Rezaei Keramati, Shirin Cross-Sectional Diachronic Corpus Analysis of Stance and Engagement Markers in Three Leading Journals of Applied Linguistics [Volume 6, Issue 2, 2019, Pages 25-1]

S

  • Sadighi, Firooz Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]

  • Saeidi, Mahnaz Cross-Sectional Diachronic Corpus Analysis of Stance and Engagement Markers in Three Leading Journals of Applied Linguistics [Volume 6, Issue 2, 2019, Pages 25-1]

  • Salarian, Hossein An Investigation into Item Types and Text Types of Reading Comprehension Section of Iranian PhD Entrance Exams Using G-theory [Volume 6, Issue 1, 2019, Pages 29-1]

  • Sarani, Abdullah The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]

  • Sayadian, Sima Validating a Continuing Professional Development Scale among Iranian EFL Teachers [Volume 6, Issue 3, 2019, Pages 129-105]

  • Seifoori, Zohreh A Probe into Teacher Self-Efficacy as a Tractable Variable in EFL Teacher Training Courses [Volume 6, Issue 1, 2019, Pages 104-79]

T

  • Tabatabaei, Fatemeh sadat Evaluation of Iranian Teacher Education Programs for EFL Student-Teachers [Volume 6, Issue 1, 2019, Pages 131-105]

  • Tajeddin, Zia Sources of Demotivation among English Language Learners: Novice and Experienced Teachers’ Beliefs [Volume 6, Issue 4, 2019, Pages 81-59]

  • Talebi, Seyed Hassan Student Teachers’ and Educators’ Perceptions of Educator Interpersonal Behavior at Teacher Education University in Iran [Volume 6, Issue 4, 2019, Pages 137-107]

V

  • Vaez-Dalili, Mehdi The Effects of Three Methods of Morphological Awareness on Iranian Intermediate EFL Learners’ Breadth and Depth of Vocabulary Knowledge [Volume 6, Issue 2, 2019, Pages 146-129]

  • Vaezi, Mohammad Nasser The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]

Z

  • Zangoei, Ali The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]

  • Zarei, Abbas Ali Spoken Grammar Features: Does the Way of Teaching Make a Difference? [Volume 6, Issue 4, 2019, Pages 106-83]

  • Zareian, Gholamreza The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]

  • Zohrabi, Khatereh Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]

  • Zolghadri, Mandana Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]