Volume 8 (2021)
Volume 7 (2020)
Volume 6 (2019)
Volume 5 (2018)
Volume 4 (2017)
Volume 3 (2016)
Volume 2 (2015)
Volume 1 (2014)
1. 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 , Summer 2018, Pages 29-1
Abstract
This study compared teacher revision with peer revision on comprehension and production of relative clauses (RCs) in Iranian EFL students’ writing performance. Data were collected ... Read More2. Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared
Volume 5, Issue 3 , Summer 2018, Pages 54-31
Abstract
The present study probed into the citation behavior and intertextuality use of EFL writers. The literature sections of 12 BA projects and those of 12 MA theses in applied linguistics ... Read More3. Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense
Volume 5, Issue 3 , Summer 2018, Pages 72-55
Abstract
Although L2 researchers agree that written corrective feedback (WCF) improves L2 learners' grammatical accuracy, few systematic studies have investigated the effect of computer-mediated ... Read More4. Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy
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 More5. Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions
Volume 5, Issue 3 , Summer 2018, Pages 118-99
Abstract
Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty ... Read More6. Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance
Volume 5, Issue 3 , Summer 2018, Pages 136-119