Abstract genre structure
Augmented Reality and Virtual Reality in a collective scaffolding platform: Abstract genre structure in a Mobile-Assisted Language Learning Study [Volume 7, Issue 3, 2020, Pages 1-22]
Academic argument
Unveiling the Argumentative Nature of Meta-Analysis in Applied Linguistics: An Argument Mining Approach [Volume 10, Issue 4, 2023, Pages 135-162]
Academic Attainment
EFL Teachers' Creativity and L2 Learners' Academic Attainment: The Moderating Role of Teaching Experience [Volume 12, Issue 2, 2025, Pages 1-22]
Academic-engagement
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Academic Literacies
Plagiarism and Academic Literacies: The Case of Iranian Graduate Students of Agricultural Sciences [Volume 8, Issue 2, 2021, Pages 170-145]
Academic Word List
A High Frequency Word List for Political Sciences [Volume 10, Issue 4, 2023, Pages 21-43]
Academic Writing
Examining the Interactional Metadiscourse Markers in Iranian MA Applied Linguistics Theses [Volume 2, Issue 1, 2015, Pages 71-43]
Academic Writing
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/ [Volume 3, Issue 2, 2016, Pages 96-81]
Academic Writing
Plagiarism and Academic Literacies: The Case of Iranian Graduate Students of Agricultural Sciences [Volume 8, Issue 2, 2021, Pages 170-145]
Academic Writing
The Impact of Dropbox Paper as an Online Collaborative Tool on the Academic Writing Skills of Iranian EFL Learners [(Articles in Press)]
Active skills for Reading
Let’s Judge a Book by its Cover: The Case Study of Active Skills for Reading [Volume 8, Issue 4, 2021, Pages 183-206]
Adversity quotient
Adversity Quotient and Classroom Management among Iranian EFL Teachers: An Analysis of Personality Styles [Volume 7, Issue 4, 2020, Pages 1-23]
Advertisement
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]
Agricultural Sciences
Plagiarism and Academic Literacies: The Case of Iranian Graduate Students of Agricultural Sciences [Volume 8, Issue 2, 2021, Pages 170-145]
Ambiguity Resolution
Relative Clause Attachment Ambiguity Resolution in L1-Persian Learners of L2 English: The Effects of Semantic Priming and Proficiency [Volume 8, Issue 3, 2021, Pages 153-185]
A phenomenological Approach
Detrimental Effects of School Organizational Climate on Teacher Job Motivation in EFL Context of Iran: A Phenomenological Approach [Volume 11, Issue 3, 2024, Pages 1-24]
App learning
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]
Applied linguistics
Examining the Interactional Metadiscourse Markers in Iranian MA Applied Linguistics Theses [Volume 2, Issue 1, 2015, Pages 71-43]
Applied linguistics
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]
Applied linguistics
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]
Applied linguistics
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Applied linguistics
Syntactic Complexity and Communicative Moves of Applied Linguistics Research Article Abstracts: A Function-first Approach [Volume 10, Issue 3, 2023, Pages 95-117]
Applied linguistics
Unveiling the Argumentative Nature of Meta-Analysis in Applied Linguistics: An Argument Mining Approach [Volume 10, Issue 4, 2023, Pages 135-162]
Apprenticeship
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/ [Volume 3, Issue 2, 2016, Pages 96-81]
Asian background English learners
Language Learning Strategy Preferences of Asian EFL Learners [Volume 3, Issue 1, 2016, Pages 47-31]
Attitude
Iranian EFL Learners’ Attitudes toward Using British Council Video Clips and Podcasts for Listening Comprehension [Volume 4, Issue 1, 2017, Pages 123-109]
Attitude
ELT Students’ Perceptions and Attitudes about the Online Listening Courses During the Covid-19 Period [Volume 10, Issue 1, 2023, Pages 133-159]
Attitudes towards Teaching/ Learning English
Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]
Augmented Reality
Augmented Reality and Virtual Reality in a collective scaffolding platform: Abstract genre structure in a Mobile-Assisted Language Learning Study [Volume 7, Issue 3, 2020, Pages 1-22]
Authentic Materials
An Emphasis on the Critical Roles of Academic Simplified Material and its Influences on Learners' Boredom in Online Instruction, Attitudes to Electronic Learning, Self-regulated Online Learning, and Language Achievement [Volume 12, Issue 2, 2025, Pages 51-73]
Autonomy-supportive teaching
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
AWL
Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]
B
BA projects
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]
Barriers
Investigating the Barriers to Teachers’ Professional Development in an EFL Context [Volume 7, Issue 2, 2020, Pages 101-122]
Barriers. Online motivation
Students' and Instructors' Views of an Online Graduate Program of TEFL: Contribution of Motivation, Readiness, and Barriers to Satisfaction [Volume 9, Issue 1, 2022, Pages 73-95]
BBank Melli Iran (BMI)
Evaluation of English for Banking Purposes (EBP) Courses Using Stufflebeam’s Context, Input, Process and Product (CIPP) Model [(Articles in Press)]
Beliefs
Iranian EFL Teachers’ Understanding and Beliefs of Critical Pedagogy: A Multiple Case Study [Volume 11, Issue 1, 2024, Pages 101-124]
Bias
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]
Bilingual speaker
Disparity in terms of Recruitment and Salary between Monolinguals and Bilingual EFL Teachers in the Sultanate of Oman [Volume 10, Issue 3, 2023, Pages 19-1]
Boredom
An Emphasis on the Critical Roles of Academic Simplified Material and its Influences on Learners' Boredom in Online Instruction, Attitudes to Electronic Learning, Self-regulated Online Learning, and Language Achievement [Volume 12, Issue 2, 2025, Pages 51-73]
Bottom-up pre-listening
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Brain-Based Language Learning
The Impact of Brain-Based Teaching on Iranian EFL Learners' Vocabulary Retention and Recall [Volume 12, Issue 1, 2025, Pages 173-196]
Breadth of Vocabulary Knowledge
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]
British Council
Iranian EFL Learners’ Attitudes toward Using British Council Video Clips and Podcasts for Listening Comprehension [Volume 4, Issue 1, 2017, Pages 123-109]
Bubble map
The Effect of Teaching Through Three Types of Mind Maps (Bubble, Double-Bubble, and Multi-Flow) on Iranian EFL Learners' Comprehension and Production of English Collocations [Volume 11, Issue 4, 2024, Pages 171-194]
C
Cabin Crew Member
Conducting an EOP Needs Analysis: A Case of Pre-service Cabin Crew [Volume 7, Issue 1, 2020, Pages 1-28]
CALL
The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]
Caring Teacher
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Case-Report Genre
The Impact of Genre-Based Instruction Treatments on EAP Students’ Writing Quality [Volume 8, Issue 3, 2021, Pages 187-210]
Causal Attributions
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]
CEPTI
Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes [Volume 4, Issue 4, 2017, Pages 85-102]
CFA
Designing and Validating a Professional Identity Model for Iranian EFL Experienced and Novice Teachers: A Sequential Exploratory Mixed-Methods Research (MMR) [Volume 11, Issue 2, 2024, Pages 49-75]
Challenge
Postgraduate TEFL Students' Performance and Perception on Research Article Writing and their Challenges in Conducting Research [Volume 8, Issue 3, 2021, Pages 125-151]
Citation
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]
Class-participation
The Effects of Cooperative Learning on Iranian University Students’ Class-engagement, Self-esteem, and Self-confidence [Volume 7, Issue 4, 2020, Pages 89-109]
Classroom discourse analysis
The types of scaffolding used by EFL Teachers in Isfahan [Volume 8, Issue 2, 2021, Pages 220-199]
Classroom Interactional Competence (CIC)
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Classroom Management
Iranian EFL Teachers’ Cognition of Corrective Feedback as an Element of Classroom Management: A Qualitative Study [Volume 11, Issue 2, 2024, Pages 2-24]
Classroom Management Strategy
Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]
CLIL
Challenges of English Teaching in Engineering Courses [Volume 8, Issue 4, 2021, Pages 20-1]
Cognitive
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Cognitive Grammar
Systemic-Theoretical Instruction Vs. Discovery Learning: The Case of Iranian EFL Learners’ Acquisition of Grammar [Volume 7, Issue 1, 2020, Pages 45-78]
Cognitive processes
The role of increasing task cognitive-complexity in quality of L2 writing and learners’ distribution of metacognitive sub-processes [Volume 4, Issue 3, 2017, Pages 95-118]
Cognitive styles
Exploring Iranian EFL Learners’ Cognitive Styles and Their Listening Comprehension [Volume 9, Issue 2, 2022, Pages 77-97]
Coh-Metrix
Self-efficacy, Text Difficulty and EFL Learners’ Pedagogic Task Performance [Volume 6, Issue 1, 2019, Pages 155-133]
Collaboration
Challenges of English Teaching in Engineering Courses [Volume 8, Issue 4, 2021, Pages 20-1]
Collaboration
Conceptualization of Iranian EFL Teachers’ Perceptions of Their Professional Learning Practices: Implications for Teacher Development [Volume 11, Issue 3, 2024, Pages 101-124]
Collaborative Action Research
From Sociocultural Epistemology to Transformative Pedagogy: Contributions of Collaborative Action Research through Dialogic Mediation in Teacher Professional Development [Volume 7, Issue 2, 2020, Pages 51-75]
Collaborative Assessment
Collaborative Assessment in Reading Class: Skill Development and Students’ Reliance Reduction [Volume 10, Issue 2, 2023, Pages 27-44]
Collaborative dialogue
The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners [Volume 7, Issue 3, 2020, Pages 92-113]
Collaborative learning
The effect of Computer-Mediated Collaborative Learning on Iranian Advanced Female EFL Learners' Critical Thinking and Writing Performance [Volume 2, Issue 2, 2015, Pages 23-40]
Collective scaffolding
Augmented Reality and Virtual Reality in a collective scaffolding platform: Abstract genre structure in a Mobile-Assisted Language Learning Study [Volume 7, Issue 3, 2020, Pages 1-22]
Collocations
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
Collocations
The Effect of Teaching Through Three Types of Mind Maps (Bubble, Double-Bubble, and Multi-Flow) on Iranian EFL Learners' Comprehension and Production of English Collocations [Volume 11, Issue 4, 2024, Pages 171-194]
Commitment
The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers [Volume 11, Issue 4, 2024, Pages 25-49]
Comparative Literature
Transacting with Comparative English-Persian Literature in EFL Classrooms: A Reader-Response Approach [Volume 7, Issue 4, 2020, Pages 133-158]
Comparative study
Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior [Volume 10, Issue 1, 2023, Pages 47-72]
Competence
The Role of Motivational Strategies on Young EFL Learners’ Basic Psychological Needs: A Self-Determination Theory Perspective [Volume 10, Issue 1, 2023, Pages 1-23]
Components
The Future of Teacher Education Making: EFL Pre-Service Teachers and Teacher Educators' Perceptions of Professional Preparation [Volume 8, Issue 1, 2021, Pages 141-167]
Computer Assisted Language Learning
Evaluating Speech Acts in English Language Teaching Software: The Case of Tell Me More [Volume 7, Issue 2, 2020, Pages 29-50]
Computer-based feedback
The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners [Volume 7, Issue 3, 2020, Pages 92-113]
Computer - based Technology
Investigating Technological Innovation in English Language Teaching: Iranian EFL Instructors in Focus [Volume 11, Issue 1, 2024, Pages 53-77]
Computerized dynamic assessment
The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]
Computer-mediated
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Computer-mediated
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
Concept-based Instruction
Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom [Volume 8, Issue 3, 2021, Pages 92-73]
Concurrent Group Dynamic Assessment
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
Content-Based Instruction (CBI)
Instructional Scaffolding in Online Content-based Instruction: Intentions of Teachers’ Scaffolding [Volume 10, Issue 1, 2023, Pages 73-99]
Content-related support
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Continuous professional development
Validating a Continuing Professional Development Scale among Iranian EFL Teachers [Volume 6, Issue 3, 2019, Pages 129-105]
Conversation analysis
Instructional Scaffolding in Online Content-based Instruction: Intentions of Teachers’ Scaffolding [Volume 10, Issue 1, 2023, Pages 73-99]
Cooperative learning
Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking [Volume 3, Issue 2, 2016, Pages 55-35]
Cooperative learning
Spoken Grammar Features: Does the Way of Teaching Make a Difference? [Volume 6, Issue 4, 2019, Pages 106-83]
Cooperative Teaching
The Effects of Cooperative Learning on Iranian University Students’ Class-engagement, Self-esteem, and Self-confidence [Volume 7, Issue 4, 2020, Pages 89-109]
Corpus-Based Instruction
Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction [Volume 9, Issue 4, 2022, Pages 143-168]
Corrective Feedback
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
Corrective Feedback
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]
Corrective Feedback
Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]
Corrective Feedback
Developing EFL Teachers’ Cognition of Corrective Feedback Using a Task-Based Approach [Volume 10, Issue 2, 2023, Pages 69-90]
Corrective Feedback
“You must be crazy!” Teacher Corrective Feedback and Student Uptake in Two Tanzanian Secondary Schools [Volume 10, Issue 4, 2023, Pages 1-20]
Corrective Feedback
Iranian EFL Teachers’ Cognition of Corrective Feedback as an Element of Classroom Management: A Qualitative Study [Volume 11, Issue 2, 2024, Pages 2-24]
Corrective Feedback
Written Corrective Feedback on Intermediate EFL Learners’ Formulaic Errors: The Impact of a Teacher Awareness-Raising Program [Volume 11, Issue 3, 2024, Pages 79-100]
Coverage
Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]
COVID-19 Pandemic
Investigating English Language Teaching Policies for Online Courses at an Iranian Language Institute [Volume 11, Issue 4, 2024, Pages 97-120]
Creativity
EFL Teachers' Creativity and L2 Learners' Academic Attainment: The Moderating Role of Teaching Experience [Volume 12, Issue 2, 2025, Pages 1-22]
Criterion
Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]
Critical Applied Linguistics
The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]
Critical Digital Pedagogy
Developing a Technology-Mediated EFL Teacher Program Based on Critical Pedagogy: The Context of Iran in Focus [Volume 12, Issue 1, 2025, Pages 27-56]
Critical incidents
Analysis of Iranian EFL Teachers’ Narrated Critical Incidents and their Productive Coping Strategies [Volume 7, Issue 2, 2020, Pages 1-27]
Critical Literacy
The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]
Critical Pedagogy
The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]
Critical Pedagogy
Iranian EFL Teachers’ Understanding and Beliefs of Critical Pedagogy: A Multiple Case Study [Volume 11, Issue 1, 2024, Pages 101-124]
Critical Pedagogy
Developing a Technology-Mediated EFL Teacher Program Based on Critical Pedagogy: The Context of Iran in Focus [Volume 12, Issue 1, 2025, Pages 27-56]
Critical thinking
The effect of Computer-Mediated Collaborative Learning on Iranian Advanced Female EFL Learners' Critical Thinking and Writing Performance [Volume 2, Issue 2, 2015, Pages 23-40]
Critical thinking
Analyzing Cognitive Processes and Multiple Intelligences in the Top-Notch Textbooks [Volume 2, Issue 3, 2015, Pages 65-39]
Critical thinking
Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking [Volume 3, Issue 2, 2016, Pages 55-35]
Critical thinking
Iranian Domestically Designed ESAP Textbooks and Students: A Critical Thinking Perspective [Volume 3, Issue 4, 2016, Pages 61-47]
Critical thinking
The Contribution of Critical Discourse Analysis and Critical Thinking in an EFL Context: A Case Study of Economic Texts [Volume 4, Issue 3, 2017, Pages 33-47]
Critical thinking
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Critical thinking
Exploring the Relationship among EFL Teachers' Critical Thinking, Autonomy and Experience in Public and Private Schools [Volume 10, Issue 1, 2023, Pages 101-131]
Cross-cultural pragmatic failure
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
Cross-Linguistic Interface (CLI)
The Role of the Cognitive Status of Structures in CLI in Acquisition of English as the Third Language by Persian Bilinguals [Volume 8, Issue 2, 2021, Pages 198-171]
Cultural Awareness-Raising Activities
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
Cultural Identity
Cultural Intelligence, Cultural Identity and Iranian EFL learners' use of Politeness Strategies [Volume 4, Issue 4, 2017, Pages 27-45]
Cultural Intelligence
Cultural Intelligence, Cultural Identity and Iranian EFL learners' use of Politeness Strategies [Volume 4, Issue 4, 2017, Pages 27-45]
Cumulative Group Dynamic Assessment
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
Curriculum
Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]
Curriculum
Exploring assessment methods used by Grade Four English First Additional Language Teachers [Volume 11, Issue 3, 2024, Pages 155-180]
D
DA
Dynamic Assessment: A Diagnostic Tool to Capture Academic Second Language Reading Difficulties in the IELTS Context [Volume 7, Issue 4, 2020, Pages 55-87]
Demotivation
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]
Demotivation
Sources of Demotivation among English Language Learners: Novice and Experienced Teachers’ Beliefs [Volume 6, Issue 4, 2019, Pages 81-59]
Demotivation
Demotivating Factors in EFL Context: Examining Nature and the Role of Socio-demographic Variables [Volume 8, Issue 3, 2021, Pages 25-50]
Depth of processing
Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]
Depth of Vocabulary Knowledge
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]
Descriptive writing
Genric Differentiation in the Relationship between L2 Vocabulary Knowledge and Writing Performance [Volume 8, Issue 1, 2021, Pages 97-117]
Desired selves
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Diachronic
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]
Diagnostic assessment
The Effect of Diagnostic Assessment on EFL Learners’ Performance on Selective and Productive Reading Tasks [Volume 7, Issue 1, 2020, Pages 79-104]
Diagnostic assessment
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Diagnostic assessment
On the Effect of Diagnostic Self-, and Peer- assessment on Reading Comprehension: Examining EFL Learners’ Diagnostic Rating Accuracy across Various Genres [Volume 11, Issue 2, 2024, Pages 177-202]
Diagnostic potential
Dynamic Assessment: A Diagnostic Tool to Capture Academic Second Language Reading Difficulties in the IELTS Context [Volume 7, Issue 4, 2020, Pages 55-87]
Dialogic Discourse Pattern
Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]
Dialogic Mediation
From Sociocultural Epistemology to Transformative Pedagogy: Contributions of Collaborative Action Research through Dialogic Mediation in Teacher Professional Development [Volume 7, Issue 2, 2020, Pages 51-75]
Dialogic Teaching
Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]
Differential item functioning (DIF)
Item-focused trees approach in differential item functioning (DIF) analysis: a case study of an EFL reading comprehension test [Volume 7, Issue 2, 2020, Pages 123-147]
Differentiated instructions
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Digital Game-Based Language Learning
Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners [Volume 8, Issue 1, 2021, Pages 119-139]
Digital Multimodal Composition
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy [Volume 9, Issue 1, 2022, Pages 177-151]
Digital Natives
EFL Learners’ Attitudes Toward Flipped Teaching and Its Effect on Their Oral Complexity, Accuracy, and Fluency [Volume 8, Issue 4, 2021, Pages 51-21]
Dimensions of engagement
The Mediating Role of Self-Regulation between Student Engagement and Motivation among Iranian EFL Learners: A Structural Equation Modeling Approach [Volume 9, Issue 1, 2022, Pages 179-200]
Direct Feedback
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
Disciplinary Literacy
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/ [Volume 3, Issue 2, 2016, Pages 96-81]
Discourse Content
Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]
Discovery learning
A Comparative Study of the Effect of Explicit, Implicit, and Discovery Learning Methods on EFL Learners’ Comprehension of English Passive Voice [Volume 11, Issue 1, 2024, Pages 1-27]
Discursive Strategies
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]
Diversity
Lexical Complexity as a Function of Task Type and Proficiency Level in the Speech Monologs of Iranian EFL Learners [Volume 7, Issue 1, 2020, Pages 29-44]
Dodoma
Sociolinguistic Factors Influencing the Acquisition of English Vocabulary in Multilingual Contexts: Insights from Selected Secondary School Teachers in Dodoma, Tanzania [Volume 11, Issue 4, 2024, Pages 51-78]
Double-bubble
The Effect of Teaching Through Three Types of Mind Maps (Bubble, Double-Bubble, and Multi-Flow) on Iranian EFL Learners' Comprehension and Production of English Collocations [Volume 11, Issue 4, 2024, Pages 171-194]
Draft Specific Scoring (DSS)
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Dropbox paper
The Impact of Dropbox Paper as an Online Collaborative Tool on the Academic Writing Skills of Iranian EFL Learners [(Articles in Press)]
Dynamic Assessment (DA)
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
Dynamic Assessment (DA)
Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom [Volume 8, Issue 3, 2021, Pages 92-73]
EAP curriculum
Alignment of Iranian EAP Programs With Critical Principles: An Exploration of Educator Perspectives [Volume 12, Issue 2, 2025, Pages 173-197]
Education
The Relationship between Iranian EFL learners' Vocabulary Learning Strategies and their Breadth and Depth of Vocabulary Knowledge [Volume 11, Issue 2, 2024, Pages 76-99]
EFA
Designing and Validating a Professional Identity Model for Iranian EFL Experienced and Novice Teachers: A Sequential Exploratory Mixed-Methods Research (MMR) [Volume 11, Issue 2, 2024, Pages 49-75]
Effective classroom management
Adversity Quotient and Classroom Management among Iranian EFL Teachers: An Analysis of Personality Styles [Volume 7, Issue 4, 2020, Pages 1-23]
Effectiveness
The Future of Teacher Education Making: EFL Pre-Service Teachers and Teacher Educators' Perceptions of Professional Preparation [Volume 8, Issue 1, 2021, Pages 141-167]
Effective Use of Gestures
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
EFL
Language Learning Strategy Preferences of Asian EFL Learners [Volume 3, Issue 1, 2016, Pages 47-31]
EFL
Investigating the Effects of Using Dynamic Assessment Procedures on the EFL Learners’ Vocabulary Knowledge Development [Volume 4, Issue 3, 2017, Pages 49-72]
EFL
Demotivating Factors in EFL Context: Examining Nature and the Role of Socio-demographic Variables [Volume 8, Issue 3, 2021, Pages 25-50]
EFL
Pedagogical Strategies of Positive Psychology Conforming to Neoliberal Ideologies in EFL Context [Volume 8, Issue 4, 2021, Pages 137-158]
EFL
The Impact of Brain-Based Teaching on Iranian EFL Learners' Vocabulary Retention and Recall [Volume 12, Issue 1, 2025, Pages 173-196]
EFL learners
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 1, 2016, Pages 109-89]
EFL learners
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 3, 2016, Pages 103-83]
EFL learners
Exploring Metacognitive Strategies in Reading Academic Texts Among More and Less Proficient EFL University Students [Volume 4, Issue 4, 2017, Pages 142-123]
EFL learners
The Contribution of Critical Discourse Analysis and Critical Thinking in an EFL Context: A Case Study of Economic Texts [Volume 4, Issue 3, 2017, Pages 33-47]
EFL learners
Cultural Intelligence, Cultural Identity and Iranian EFL learners' use of Politeness Strategies [Volume 4, Issue 4, 2017, Pages 27-45]
EFL learners
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]
EFL learners
Exploring Iranian EFL Learners’ Cognitive Styles and Their Listening Comprehension [Volume 9, Issue 2, 2022, Pages 77-97]
EFL learners
Examining the Effects of Raising Text Structure Awareness in Computer-Based Instruction through Moviemaker and Mind mapping software on EFL learners’ Reading Comprehension [Volume 9, Issue 4, 2022, Pages 51-74]
EFL learners
Exploring the Impact of Mobile-Flipped Classrooms on Iranian EFL Learners’ Writing Proficiency [Volume 10, Issue 2, 2023, Pages 91-117]
EFL learners
Interactional Competence and Gender Impacts on EFL Learners’ Self-Perceptions of Its Sub-Constructs [Volume 10, Issue 3, 2023, Pages 21-38]
EFL learners
The effects of receptive and productive testing on L2 active vocabulary knowledge [Volume 11, Issue 1, 2024, Pages 125-146]
EFL learning
Google Translate as a Repelling or Propelling Tool: Evidence from Less-Resourced Languages [Volume 11, Issue 4, 2024, Pages 79-96]
EFL Mentoring
Cross-examining e-mentoring vs. face-to-face mentoring: The performance and attitudes of the Iranian EFL teachers in focus [Volume 8, Issue 1, 2021, Pages 1-30]
EFL reading comprehension test
Item-focused trees approach in differential item functioning (DIF) analysis: a case study of an EFL reading comprehension test [Volume 7, Issue 2, 2020, Pages 123-147]
EFL setting
A Case Study of Iranian Students Learning English Interrogative Structures [Volume 2, Issue 4, 2015, Pages 116-91]
EFL setting
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]
EFL setting
Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]
EFL student-teachers
Evaluation of Iranian Teacher Education Programs for EFL Student-Teachers [Volume 6, Issue 1, 2019, Pages 131-105]
EFL teacher
An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]
EFL teacher
Iranian EFL Teachers’ Understanding and Beliefs of Critical Pedagogy: A Multiple Case Study [Volume 11, Issue 1, 2024, Pages 101-124]
EFL Teacher Education
Developing a Technology-Mediated EFL Teacher Program Based on Critical Pedagogy: The Context of Iran in Focus [Volume 12, Issue 1, 2025, Pages 27-56]
EFL Teacher Research
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
EFL teachers
The Interplay among Self-efficacy, Perceptions of Instructional Supervision, and Teaching Performance: A Case of Iranian EFL Teachers [Volume 3, Issue 1, 2016, Pages 130-111]
EFL teachers
Validating a Continuing Professional Development Scale among Iranian EFL Teachers [Volume 6, Issue 3, 2019, Pages 129-105]
EFL teachers
Investigating the Barriers to Teachers’ Professional Development in an EFL Context [Volume 7, Issue 2, 2020, Pages 101-122]
EFL teachers
An Evaluation of English Textbook “Prospect 2”: Teachers and Teacher Educators’ Perceptions in the Spotlight [Volume 8, Issue 2, 2021, Pages 90-59]
EFL teachers
Developing and Validating an EFL Teacher Imposed Identity Inventory: A Mixed Methods Study [Volume 8, Issue 2, 2021, Pages 116-91]
EFL teachers
The types of scaffolding used by EFL Teachers in Isfahan [Volume 8, Issue 2, 2021, Pages 220-199]
EFL teachers
Exploring the Relationship among EFL Teachers' Critical Thinking, Autonomy and Experience in Public and Private Schools [Volume 10, Issue 1, 2023, Pages 101-131]
EFL teachers
The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers [Volume 11, Issue 4, 2024, Pages 25-49]
EFL teachers
Development and Validation of an EFL Teachers’ Quality Assurance Questionnaire [Volume 12, Issue 1, 2025, Pages 57-83]
EFL teachers
Detrimental Effects of School Organizational Climate on Teacher Job Motivation in EFL Context of Iran: A Phenomenological Approach [Volume 11, Issue 3, 2024, Pages 1-24]
EFL teachers
EFL Teachers' Creativity and L2 Learners' Academic Attainment: The Moderating Role of Teaching Experience [Volume 12, Issue 2, 2025, Pages 1-22]
EFL Teachers’ Perception
The Dynamic Assessment of Reading Comprehension: An Exploration of EFL Teacher’s Perception and Practice [Volume 9, Issue 2, 2022, Pages 123-148]
EFL teachers&rsquo
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
EFL undergraduates
The Effects of Pre-Task Planning on Iranian EFL Undergraduates’ Argumentative Writing Task Performance [Volume 3, Issue 2, 2016, Pages 116-97]
EFL undergraduates
The Effect of Learning a CDA Model on Promoting EFL Undergraduates’ Reading Comprehension Ability across Different Proficiency Levels [Volume 9, Issue 4, 2022, Pages 75-92]
EFL writing
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]
EFL writing
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]
ELAN video annotation
Exploring the Role of Visual Representation Signals for Interactional Action in Conversation [Volume 2, Issue 2, 2015, Pages 1-21]
Electrical engineering
A Triangulated Study of Workplace English Needs of Electrical Engineering Students [Volume 4, Issue 4, 2017, Pages 25-1]
Ellipses
Spoken Grammar Features: Does the Way of Teaching Make a Difference? [Volume 6, Issue 4, 2019, Pages 106-83]
ELT
Interculturalizing English Language Teaching: an Attempt to Build up Intercultural Communicative Competence in English Majors through an Intercultural Course [Volume 7, Issue 2, 2020, Pages 77-100]
ELT
A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes [Volume 9, Issue 4, 2022, Pages 23-1]
ELT Journals
A Putative Evaluation Scheme for Critical Appraisal of ELT Papers [Volume 3, Issue 3, 2016, Pages 18-1]
ELT papers
A Putative Evaluation Scheme for Critical Appraisal of ELT Papers [Volume 3, Issue 3, 2016, Pages 18-1]
ELT students
ELT Students’ Perceptions and Attitudes about the Online Listening Courses During the Covid-19 Period [Volume 10, Issue 1, 2023, Pages 133-159]
E-mentoring Software
Cross-examining e-mentoring vs. face-to-face mentoring: The performance and attitudes of the Iranian EFL teachers in focus [Volume 8, Issue 1, 2021, Pages 1-30]
Emotional intelligence
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]
Emotional intelligence
Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]
Emotional intelligence
The Relationship Between Emotional Intelligence, Lexical Diversity And The Syntactic Complexity Of EFl Learners’ Written Productions [Volume 7, Issue 1, 2020, Pages 133-161]
Encouragement
Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]
Engagement
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]
Engagement
Comparative Analysis of Engagement Markers in Research Article Introductions and Conclusions [Volume 8, Issue 3, 2021, Pages 1-24]
Engagement Markers
Comparative Analysis of Engagement Markers in Research Article Introductions and Conclusions [Volume 8, Issue 3, 2021, Pages 1-24]
Engineering Students
Challenges of English Teaching in Engineering Courses [Volume 8, Issue 4, 2021, Pages 20-1]
English as a Foreign Language
Investigating English Language Teaching Policies for Online Courses at an Iranian Language Institute [Volume 11, Issue 4, 2024, Pages 97-120]
English as a foreign language (EFL)
Perceptions and Attitudes towards Integrating Internet in EFL Instruction in Iran [Volume 2, Issue 4, 2015, Pages 90-77]
English as lingua franca (ELF)
Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
English Collocations
Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction [Volume 9, Issue 4, 2022, Pages 143-168]
English for Academic Purposes
A Study on the Development and Validation of an EAP Teachers Identity Questionnaire in the Iranian Context [Volume 10, Issue 4, 2023, Pages 61-86]
English for Academic Purposes
Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes [Volume 11, Issue 1, 2024, Pages 77-100]
English for Academic Purposes
A Mixed-Methods Study into the Discipline-Specific Effect of Critical EAP on Reading Comprehension [Volume 12, Issue 1, 2025, Pages 125-146]
English for Academic Purposes (EAP)
Plagiarism and Academic Literacies: The Case of Iranian Graduate Students of Agricultural Sciences [Volume 8, Issue 2, 2021, Pages 170-145]
English for Specific Purposes
A High Frequency Word List for Political Sciences [Volume 10, Issue 4, 2023, Pages 21-43]
English for Specific Purposes
A Mixed-Methods Study into the Discipline-Specific Effect of Critical EAP on Reading Comprehension [Volume 12, Issue 1, 2025, Pages 125-146]
English for specific purposes (ESP)
Assessing the English Language Needs of Persian Literature University Students from Teachers’ Perspective [Volume 4, Issue 1, 2017, Pages 68-33]
English Language
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
English language teachers
Efficacy of In-Service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK) [Volume 8, Issue 1, 2021, Pages 31-54]
English language teachers
Examining English Teachers’ Reading Efficacy and Perceived Reading Skill Proficiency in Secondary Schools [Volume 11, Issue 2, 2024, Pages 154-176]
English Language teaching: errors
“You must be crazy!” Teacher Corrective Feedback and Student Uptake in Two Tanzanian Secondary Schools [Volume 10, Issue 4, 2023, Pages 1-20]
English Vocabulary
Sociolinguistic Factors Influencing the Acquisition of English Vocabulary in Multilingual Contexts: Insights from Selected Secondary School Teachers in Dodoma, Tanzania [Volume 11, Issue 4, 2024, Pages 51-78]
Epistemic Beliefs
The Interplay among EFL Students' Epistemic Beliefs, Language Learning Strategies, and L2 Motivational Self-System: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 169-195]
Error
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
Error analysis
Analyzing the Development of a Longitudinal Error-Tagged English Learner Corpus: Exploring Accuracy Development in Iranian EFL Learners' Writing [Volume 12, Issue 1, 2025, Pages 147-171]
Errors analysis
A Linguistic Error Analysis of ESL Written Essays by Indian Tamil University Students [Volume 10, Issue 4, 2023, Pages 45-59]
ESAP
Iranian Domestically Designed ESAP Textbooks and Students: A Critical Thinking Perspective [Volume 3, Issue 4, 2016, Pages 61-47]
ESP
Interactive and Interactional Markers in ISI and Non-ISI Applied Linguistic Journal Articles Written by Iranian Authors: A Contrastive Meta-Discourse Analysis of Method Section [Volume 4, Issue 1, 2017, Pages 108-89]
ESP
A Triangulated Study of Workplace English Needs of Electrical Engineering Students [Volume 4, Issue 4, 2017, Pages 25-1]
ESP
Conducting an EOP Needs Analysis: A Case of Pre-service Cabin Crew [Volume 7, Issue 1, 2020, Pages 1-28]
ESP
Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes [Volume 11, Issue 1, 2024, Pages 77-100]
ESP
ESP for Media: Wonderland of Metaphors Uncovers the Students’ Perceived ‘Needs’ [Volume 11, Issue 1, 2024, Pages 169-192]
ESP/EAP
Evaluation of Newly Developed EAP Textbooks for the Students of Medicine Published by SAMT [Volume 4, Issue 4, 2017, Pages 47-65]
ESP/EAP textbooks
Evaluation of Newly Developed EAP Textbooks for the Students of Medicine Published by SAMT [Volume 4, Issue 4, 2017, Pages 47-65]
Essay and Tamil learners
A Linguistic Error Analysis of ESL Written Essays by Indian Tamil University Students [Volume 10, Issue 4, 2023, Pages 45-59]
Eudaimonic
Pedagogical Strategies of Positive Psychology Conforming to Neoliberal Ideologies in EFL Context [Volume 8, Issue 4, 2021, Pages 137-158]
Evaluation
The Future of Teacher Education Making: EFL Pre-Service Teachers and Teacher Educators' Perceptions of Professional Preparation [Volume 8, Issue 1, 2021, Pages 141-167]
Evaluation
Let’s Judge a Book by its Cover: The Case Study of Active Skills for Reading [Volume 8, Issue 4, 2021, Pages 183-206]
Expertise
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Explicit Genre-Based Instruction
The Impact of Genre-Based Instruction Treatments on EAP Students’ Writing Quality [Volume 8, Issue 3, 2021, Pages 187-210]
Explicit teaching
An Exploration of Focus on Form Instruction on Grammatical Competence of Iranian EFL Learners Utilizing Input Enhancement Technique [Volume 7, Issue 4, 2020, Pages 25-53]
Extensive Reading
Effects of Multimedia-Based Instruction on Promoting Reading Motivation [Volume 8, Issue 1, 2021, Pages 75-95]
Extroversion
Adversity Quotient and Classroom Management among Iranian EFL Teachers: An Analysis of Personality Styles [Volume 7, Issue 4, 2020, Pages 1-23]
Extroversion
The Impact of Peer Corrective Feedback on Extroverted and Introverted Iranian Elementary L2 Learners’ Reading Comprehension [Volume 10, Issue 4, 2023, Pages 87-111]
F
Face
Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]
Facebook Messenger
Getting Connected with Facebook Messenger: Exploring Meaningful Interactions through Online Chats in the ESL Context [Volume 7, Issue 3, 2020, Pages 23-44]
Face-to-face learning
Face-to-Face or Flipped Learning Classroom: Which Method Enhances Iranian EFL Sixth Grade Students’ Self-Efficacy in Virtual Learning Environment? [Volume 12, Issue 1, 2025, Pages 109-124]
Factor analysis
Attitudes of Language Teachers toward Multiple-Choice Item Writing Guidelines: An Exploratory Factor Analysis [Volume 7, Issue 3, 2020, Pages 115-140]
Factor analysis
Constructing and Validating Professional Attitude Scale for Iranian TEFL Prospective Teachers [Volume 10, Issue 1, 2023, Pages 25-46]
Factor analysis
A Study on the Development and Validation of an EAP Teachers Identity Questionnaire in the Iranian Context [Volume 10, Issue 4, 2023, Pages 61-86]
Feared selves
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Feedback Timing
Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]
Field of Study
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 1, 2016, Pages 109-89]
Field of Study
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 3, 2016, Pages 103-83]
Figurative
Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners [Volume 8, Issue 1, 2021, Pages 119-139]
Figure
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
Flight Attendant
Conducting an EOP Needs Analysis: A Case of Pre-service Cabin Crew [Volume 7, Issue 1, 2020, Pages 1-28]
Flipped
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Flipped Classroom
The Effectiveness of Metacognitive Awareness Raising on Reading Comprehension and Self-regulation of Iranian EFL Learners [Volume 10, Issue 2, 2023, Pages 119-141]
Flipped learning
Impacts of Flipped Classroom on Micro/Macro Writing Subskills in Iranian EFL Context [Volume 8, Issue 4, 2021, Pages 85-109]
Flipped learning
Exploring the Impact of Mobile-Flipped Classrooms on Iranian EFL Learners’ Writing Proficiency [Volume 10, Issue 2, 2023, Pages 91-117]
Flipped learning
The Effects of Three Types of Flipped Learning through Shad Application on EFL Learners’ Lexical and Grammatical Achievement [Volume 10, Issue 4, 2023, Pages 113-133]
Flipped Learning Classroom
Face-to-Face or Flipped Learning Classroom: Which Method Enhances Iranian EFL Sixth Grade Students’ Self-Efficacy in Virtual Learning Environment? [Volume 12, Issue 1, 2025, Pages 109-124]
Flipped vs. Traditional Classrooms
EFL Learners’ Attitudes Toward Flipped Teaching and Its Effect on Their Oral Complexity, Accuracy, and Fluency [Volume 8, Issue 4, 2021, Pages 51-21]
FLP
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
Focus- Group Interview
Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]
Focus on Form
The Study of Turn-taking Processes through Focus on Form and Focus on Forms Instructions: Incidental Grammar Acquisition [Volume 3, Issue 3, 2016, Pages 128-105]
Focus on Form
Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]
Focus on Form
The Effectiveness of Oral Corrective Feedback in the Acquisition of Third-Person Singular 's' in Iranian EFL Context [Volume 12, Issue 1, 2025, Pages 1-25]
Food Science and Technology
A corpus-driven investigation into lexical bundles across research articles in Food Science and Technology [Volume 3, Issue 1, 2016, Pages 30-1]
Formative assessment
EFL Learners' Learning and Retention of Phrasal Verbs and Lexical Collocations: Contributions from Formative Assessment [Volume 4, Issue 2, 2017, Pages 62-47]
Form-Focused Instructions
An Exploration of Focus on Form Instruction on Grammatical Competence of Iranian EFL Learners Utilizing Input Enhancement Technique [Volume 7, Issue 4, 2020, Pages 25-53]
Form-focused tasks
The Effects of Task Focus and Involvement Load on Idioms Recognition [Volume 8, Issue 4, 2021, Pages 159-181]
Function-first approach
Syntactic Complexity and Communicative Moves of Applied Linguistics Research Article Abstracts: A Function-first Approach [Volume 10, Issue 3, 2023, Pages 95-117]
G
Gal’perin
Systemic-Theoretical Instruction Vs. Discovery Learning: The Case of Iranian EFL Learners’ Acquisition of Grammar [Volume 7, Issue 1, 2020, Pages 45-78]
General English
Let’s Judge a Book by its Cover: The Case Study of Active Skills for Reading [Volume 8, Issue 4, 2021, Pages 183-206]
Generalizability theory
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]
Genre-Based Instruction
The Impact of Genre-Based Instruction Treatments on EAP Students’ Writing Quality [Volume 8, Issue 3, 2021, Pages 187-210]
Genre of writing
Genric Differentiation in the Relationship between L2 Vocabulary Knowledge and Writing Performance [Volume 8, Issue 1, 2021, Pages 97-117]
Global citizenship
Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
Global citizenship education (GCE)
Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
Global/ local comment
The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners [Volume 7, Issue 3, 2020, Pages 92-113]
Goal
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
Goleman’s Framework
The Relationship Between Emotional Intelligence, Lexical Diversity And The Syntactic Complexity Of EFl Learners’ Written Productions [Volume 7, Issue 1, 2020, Pages 133-161]
Google Meet
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Google Translate
Google Translate as a Repelling or Propelling Tool: Evidence from Less-Resourced Languages [Volume 11, Issue 4, 2024, Pages 79-96]
Grade-four Teachers
Exploring assessment methods used by Grade Four English First Additional Language Teachers [Volume 11, Issue 3, 2024, Pages 155-180]
Grammar
The Effects of Symmetrical and Asymmetrical Scaffolding on University Students’ Grammar Learning [Volume 2, Issue 3, 2015, Pages 103-87]
Grammar
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Grammar Learning
The Effects of Three Types of Flipped Learning through Shad Application on EFL Learners’ Lexical and Grammatical Achievement [Volume 10, Issue 4, 2023, Pages 113-133]
Grammatical errors
On the Relationship between EFL Learners' Socio-Economic Status and their Attitudes toward Oral Corrective Feedback: A Mixed-Method Study [Volume 2, Issue 4, 2015, Pages 75-59]
Grammaticalization
Emergence and affordance in language learning: Using Grammaticalization to teach grammar to Iranian EFL learners [Volume 3, Issue 3, 2016, Pages 38-19]
Group Dynamic Assessment (G-DA)
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
GSL
Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]
G- study
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]
Guided Discovery Learning
Systemic-Theoretical Instruction Vs. Discovery Learning: The Case of Iranian EFL Learners’ Acquisition of Grammar [Volume 7, Issue 1, 2020, Pages 45-78]
H
Habermas’s social theory
Aspects of the Impact of Language Tests on Students’ Lifeworld: An Analysis of the Iranian B.A. University Entrance Exam Based on Habermas’s Social Theory [Volume 4, Issue 2, 2017, Pages 31-1]
Heads
Spoken Grammar Features: Does the Way of Teaching Make a Difference? [Volume 6, Issue 4, 2019, Pages 106-83]
High frequency words
A High Frequency Word List for Political Sciences [Volume 10, Issue 4, 2023, Pages 21-43]
High School
Demotivating Factors in EFL Context: Examining Nature and the Role of Socio-demographic Variables [Volume 8, Issue 3, 2021, Pages 25-50]
High-stakes assessments
IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation [Volume 12, Issue 2, 2025, Pages 75-98]
High-stakes testing
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]
Home Culture Attachment
EFL Professors’ vs. Teachers’ Home Culture Attachment [Volume 8, Issue 2, 2021, Pages 144-117]
Humanized pedagogy
Alignment of Iranian EAP Programs With Critical Principles: An Exploration of Educator Perspectives [Volume 12, Issue 2, 2025, Pages 173-197]
Hyland’s (2000) five-move model
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
I
Identity
An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]
Identity
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]
Identity Questionnaire
A Study on the Development and Validation of an EAP Teachers Identity Questionnaire in the Iranian Context [Volume 10, Issue 4, 2023, Pages 61-86]
Idioms
The Effects of Task Focus and Involvement Load on Idioms Recognition [Volume 8, Issue 4, 2021, Pages 159-181]
IELTS
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
IELTS
IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation [Volume 12, Issue 2, 2025, Pages 75-98]
IELTS academic writing task 2
A Probe into Iranian Learners’ Performance on IELTS Academic Writing Task 2: Operationalizing Two Models of Dynamic Assessment versus Static Assessment [Volume 8, Issue 2, 2021, Pages 58-24]
IELTS reading
Dynamic Assessment: A Diagnostic Tool to Capture Academic Second Language Reading Difficulties in the IELTS Context [Volume 7, Issue 4, 2020, Pages 55-87]
Immunity
The Relationship between Translanguaging Perceptions and Language Teacher Immunity [Volume 11, Issue 1, 2024, Pages 147-168]
Implicit Genre-Based Instruction
The Impact of Genre-Based Instruction Treatments on EAP Students’ Writing Quality [Volume 8, Issue 3, 2021, Pages 187-210]
Implicit teaching
An Exploration of Focus on Form Instruction on Grammatical Competence of Iranian EFL Learners Utilizing Input Enhancement Technique [Volume 7, Issue 4, 2020, Pages 25-53]
Inability in classroom management
Designing and Validating a Professional Identity Model for Iranian EFL Experienced and Novice Teachers: A Sequential Exploratory Mixed-Methods Research (MMR) [Volume 11, Issue 2, 2024, Pages 49-75]
Increased Awareness of UTP
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Individual Differences
Investigating the Effects of Individual Differences in the Speech Act of Apology in Institutional Discourse [Volume 3, Issue 2, 2016, Pages 80-57]
Individual Differences
Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]
Individual Differences
English Proficiency Homogenization Using Norm-referenced and Criterion-referenced Tests: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 55-74]
Individual Differences
The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners [Volume 11, Issue 3, 2024, Pages 181-206]
Inferencing
Dynamic Assessment: A Diagnostic Tool to Capture Academic Second Language Reading Difficulties in the IELTS Context [Volume 7, Issue 4, 2020, Pages 55-87]
Inferential Comprehension
Literal and Inferential Listening Comprehension: The Role of L1 vs. L2 Auditory Working Memory Capacity [Volume 4, Issue 4, 2017, Pages 67-84]
Input Enhancement
An Exploration of Focus on Form Instruction on Grammatical Competence of Iranian EFL Learners Utilizing Input Enhancement Technique [Volume 7, Issue 4, 2020, Pages 25-53]
Input/Output Instruction
Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction [Volume 9, Issue 4, 2022, Pages 143-168]
In-Service Education and Training courses (INSET)
Efficacy of In-Service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK) [Volume 8, Issue 1, 2021, Pages 31-54]
Instructional objectives
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Interactional Competence
Iranian EFL Learners’ Interactional Competence in Paired Speaking Tasks: An Account of Task Type Variability [Volume 8, Issue 4, 2021, Pages 111-136]
Interactional Competence
Interactional Competence and Gender Impacts on EFL Learners’ Self-Perceptions of Its Sub-Constructs [Volume 10, Issue 3, 2023, Pages 21-38]
Interactional Metadiscourse
The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners [Volume 11, Issue 3, 2024, Pages 181-206]
Interactionist approach
A Probe into Iranian Learners’ Performance on IELTS Academic Writing Task 2: Operationalizing Two Models of Dynamic Assessment versus Static Assessment [Volume 8, Issue 2, 2021, Pages 58-24]
Interactionist Dynamic Assessment
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Interactive writing
Interactive versus Collaborative Writing Instruction: An Experimental Study [Volume 4, Issue 3, 2017, Pages 1-18]
Intercultural communicative competence
Interculturalizing English Language Teaching: an Attempt to Build up Intercultural Communicative Competence in English Majors through an Intercultural Course [Volume 7, Issue 2, 2020, Pages 77-100]
Intercultural interaction
Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]
International Students
Instructional Scaffolding in Online Content-based Instruction: Intentions of Teachers’ Scaffolding [Volume 10, Issue 1, 2023, Pages 73-99]
Internet Reading
Effects of Multimedia-Based Instruction on Promoting Reading Motivation [Volume 8, Issue 1, 2021, Pages 75-95]
Interpretive Phenomenological Analysis (IPA)
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Interrater consistency
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]
Intertextuality
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]
Interventionist approach
The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]
Interventionist Dynamic Assessment
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Interventionist model
A Probe into Iranian Learners’ Performance on IELTS Academic Writing Task 2: Operationalizing Two Models of Dynamic Assessment versus Static Assessment [Volume 8, Issue 2, 2021, Pages 58-24]
Introversion
Adversity Quotient and Classroom Management among Iranian EFL Teachers: An Analysis of Personality Styles [Volume 7, Issue 4, 2020, Pages 1-23]
Introversion
The Impact of Peer Corrective Feedback on Extroverted and Introverted Iranian Elementary L2 Learners’ Reading Comprehension [Volume 10, Issue 4, 2023, Pages 87-111]
Iran
The Relationship between Iranian EFL learners' Vocabulary Learning Strategies and their Breadth and Depth of Vocabulary Knowledge [Volume 11, Issue 2, 2024, Pages 76-99]
Iranian Authors' Perception
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
Iranian EAP educators
Alignment of Iranian EAP Programs With Critical Principles: An Exploration of Educator Perspectives [Volume 12, Issue 2, 2025, Pages 173-197]
Iranian EFL learners
Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking [Volume 3, Issue 2, 2016, Pages 55-35]
Iranian EFL learners
The Study of Turn-taking Processes through Focus on Form and Focus on Forms Instructions: Incidental Grammar Acquisition [Volume 3, Issue 3, 2016, Pages 128-105]
Iranian EFL learners
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Iranian EFL learners
Let’s Judge a Book by its Cover: The Case Study of Active Skills for Reading [Volume 8, Issue 4, 2021, Pages 183-206]
Iranian EFL learners
Analyzing the Development of a Longitudinal Error-Tagged English Learner Corpus: Exploring Accuracy Development in Iranian EFL Learners' Writing [Volume 12, Issue 1, 2025, Pages 147-171]
Iranian EFLs
Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]
Iranian EFL students/teachers
School Mentors and Iranian EFL Student Teachers’ Expectations during Practicum Experiences [Volume 3, Issue 3, 2016, Pages 58-39]
Iranian language teaching research
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]
Iranian test-takers
IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation [Volume 12, Issue 2, 2025, Pages 75-98]
Iraqi teachers
Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence [Volume 12, Issue 2, 2025, Pages 23-50]
IRF
Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]
ISI journal
Interactive and Interactional Markers in ISI and Non-ISI Applied Linguistic Journal Articles Written by Iranian Authors: A Contrastive Meta-Discourse Analysis of Method Section [Volume 4, Issue 1, 2017, Pages 108-89]
Item-focused trees (IFT)
Item-focused trees approach in differential item functioning (DIF) analysis: a case study of an EFL reading comprehension test [Volume 7, Issue 2, 2020, Pages 123-147]
J
Johari Window Model
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate Utilizing Johari Window Model in Foreign Language Context [Volume 11, Issue 1, 2024, Pages 29-52]
K
Key Words: D-study
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]
Keywords: English as Foreign Language (EFL)
Transacting with Comparative English-Persian Literature in EFL Classrooms: A Reader-Response Approach [Volume 7, Issue 4, 2020, Pages 133-158]
Key words: game
Role of Game-Oriented Instruction in Learning L2 Vocabulary: A Case of Iranian EFL Young Beginner Learners [Volume 2, Issue 3, 2015, Pages 37-21]
Keywords: Intercultural Communicative Competence
Experienced and Novice EFL Teachers’ Cognition and Practices on Intercultural Communicative Competence: A Mixed-Methods Study in Iranian Context [Volume 11, Issue 4, 2024, Pages 121-147]
Keywords: Learner autonomy
The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners [Volume 7, Issue 3, 2020, Pages 45-69]
Keywords: Metacognitive Awareness Raising
The Effectiveness of Metacognitive Awareness Raising on Reading Comprehension and Self-regulation of Iranian EFL Learners [Volume 10, Issue 2, 2023, Pages 119-141]
Keywords: Online Learning
Face-to-Face or Flipped Learning Classroom: Which Method Enhances Iranian EFL Sixth Grade Students’ Self-Efficacy in Virtual Learning Environment? [Volume 12, Issue 1, 2025, Pages 109-124]
Keywords: self-efficacy
Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior [Volume 10, Issue 1, 2023, Pages 47-72]
Keywords: song and non-song instruction
The Effect of Using Songs on Young Iranian EFL Learners’ Vocabulary Learning: A Case of Gender [Volume 3, Issue 3, 2016, Pages 82-59]
Key words: turn-taking
The Study of Turn-taking Processes through Focus on Form and Focus on Forms Instructions: Incidental Grammar Acquisition [Volume 3, Issue 3, 2016, Pages 128-105]
KMO
Designing and Validating a Professional Identity Model for Iranian EFL Experienced and Novice Teachers: A Sequential Exploratory Mixed-Methods Research (MMR) [Volume 11, Issue 2, 2024, Pages 49-75]
K.W.L strategy
The Effects of Using K.W.L Chart on Iranian High School Learners’ Reading Comprehension [Volume 2, Issue 2, 2015, Pages 63-75]
L
L1 experiences
Using a Process-Based approach to Teaching Paragraph Development: Composing Strategies and L1/L2 Transferability in Focus [Volume 10, Issue 4, 2023, Pages 163-182]
L1/L2 writing transferability
Using a Process-Based approach to Teaching Paragraph Development: Composing Strategies and L1/L2 Transferability in Focus [Volume 10, Issue 4, 2023, Pages 163-182]
L2 Argumentative Writing
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
L2 Descriptive Writing
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
L2 learners
Relative Clause Attachment Ambiguity Resolution in L1-Persian Learners of L2 English: The Effects of Semantic Priming and Proficiency [Volume 8, Issue 3, 2021, Pages 153-185]
L2 learners
EFL Teachers' Creativity and L2 Learners' Academic Attainment: The Moderating Role of Teaching Experience [Volume 12, Issue 2, 2025, Pages 1-22]
L2 learning
Oral Corrective Feedback Preferences in Iranian L2 Learners with Different Proficiency Levels [Volume 2, Issue 3, 2015, Pages 19-1]
L2 learning
Analyzing Cognitive Processes and Multiple Intelligences in the Top-Notch Textbooks [Volume 2, Issue 3, 2015, Pages 65-39]
L2 Listening
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]
L2 motivational self-system
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate Utilizing Johari Window Model in Foreign Language Context [Volume 11, Issue 1, 2024, Pages 29-52]
L2 Narrative Writing
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
L2 self-awareness
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate Utilizing Johari Window Model in Foreign Language Context [Volume 11, Issue 1, 2024, Pages 29-52]
L2 writing
Developing a Model for Disciplinary Writing Expertise in Postgraduate Teaching English as a Foreign Language Programs [Volume 4, Issue 4, 2017, Pages 122-103]
L2 writing
Google Translate as a Repelling or Propelling Tool: Evidence from Less-Resourced Languages [Volume 11, Issue 4, 2024, Pages 79-96]
L2 writing contexts
Using a Process-Based approach to Teaching Paragraph Development: Composing Strategies and L1/L2 Transferability in Focus [Volume 10, Issue 4, 2023, Pages 163-182]
Language Achievement
An Emphasis on the Critical Roles of Academic Simplified Material and its Influences on Learners' Boredom in Online Instruction, Attitudes to Electronic Learning, Self-regulated Online Learning, and Language Achievement [Volume 12, Issue 2, 2025, Pages 51-73]
Language Awareness
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Language education
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Language Institutes
Iranian EFL Teachers’ Cognition of Corrective Feedback as an Element of Classroom Management: A Qualitative Study [Volume 11, Issue 2, 2024, Pages 2-24]
Language learning strategies
Effect of Online Strategies-Based Instruction on Iranian EFL Learners’ Speaking Scores: A Case of Affective and Social Strategies Instruction [Volume 8, Issue 3, 2021, Pages 51-71]
Language learning strategies
The Interplay among EFL Students' Epistemic Beliefs, Language Learning Strategies, and L2 Motivational Self-System: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 169-195]
Language Needs
Conducting an EOP Needs Analysis: A Case of Pre-service Cabin Crew [Volume 7, Issue 1, 2020, Pages 1-28]
Language Teacher
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 1, 2016, Pages 109-89]
Language Teacher
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 3, 2016, Pages 103-83]
Language Teacher
The Relationship between Translanguaging Perceptions and Language Teacher Immunity [Volume 11, Issue 1, 2024, Pages 147-168]
Language Teaching
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]
Language testing
Item-focused trees approach in differential item functioning (DIF) analysis: a case study of an EFL reading comprehension test [Volume 7, Issue 2, 2020, Pages 123-147]
Learners’ perception
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Learners’ perceptions
Development and Validation of Iranian EFL Learners’ Preference for Anxiety Reducing Strategies Questionnaire [Volume 11, Issue 3, 2024, Pages 51-78]
Learning-Oriented Language Assessment
The Role of Learning-oriented Language Assessment in Promoting Interactional Metadiscourse in Ectenic and Synoptic EFL Learners [Volume 11, Issue 3, 2024, Pages 181-206]
Learning potential score
The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]
Learning strategies
Assessment of Anxiety Disorder and Learning Strategies among Hearing-Impaired Students and Normal Students [Volume 2, Issue 1, 2015, Pages 41-21]
Learning strategies
Language Learning Strategy Preferences of Asian EFL Learners [Volume 3, Issue 1, 2016, Pages 47-31]
Lesson Study (LS)
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Lesson Study Project Mentoring
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Level of awareness
Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]
Levels of Processing (LOP) Theory
Comparative effects of Semantic vs Structural Elaboration on Iranian EFL Learners' Vocabulary Learning Process [Volume 10, Issue 2, 2023, Pages 45-67]
Lexical bundles
A corpus-driven investigation into lexical bundles across research articles in Food Science and Technology [Volume 3, Issue 1, 2016, Pages 30-1]
Lexical Complexity
Lexical Complexity as a Function of Task Type and Proficiency Level in the Speech Monologs of Iranian EFL Learners [Volume 7, Issue 1, 2020, Pages 29-44]
Lexical Diversity
The Relationship Between Emotional Intelligence, Lexical Diversity And The Syntactic Complexity Of EFl Learners’ Written Productions [Volume 7, Issue 1, 2020, Pages 133-161]
Linear Regression
How Predictable Ratings are: The Role of Personality Traits [Volume 6, Issue 3, 2019, Pages 55-33]
Linear Text
Effects of Multimedia-Based Instruction on Promoting Reading Motivation [Volume 8, Issue 1, 2021, Pages 75-95]
Linguistic Support
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
Listening
ELT Students’ Perceptions and Attitudes about the Online Listening Courses During the Covid-19 Period [Volume 10, Issue 1, 2023, Pages 133-159]
Listening Anxiety
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
Listening Span Task
Literal and Inferential Listening Comprehension: The Role of L1 vs. L2 Auditory Working Memory Capacity [Volume 4, Issue 4, 2017, Pages 67-84]
Listening Strategies
The Effect of Group Dynamic Assessment on Raising Young Iranian EFL Learners' Metacognitive Awareness and Listening Comprehension [Volume 2, Issue 3, 2015, Pages 86-67]
Listening Strategy Instruction
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
Literal
Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners [Volume 8, Issue 1, 2021, Pages 119-139]
Literal Comprehension
Literal and Inferential Listening Comprehension: The Role of L1 vs. L2 Auditory Working Memory Capacity [Volume 4, Issue 4, 2017, Pages 67-84]
Literature-based Activities
The Relationship Between Emotional Intelligence, Lexical Diversity And The Syntactic Complexity Of EFl Learners’ Written Productions [Volume 7, Issue 1, 2020, Pages 133-161]
M
Machine translation
Google Translate as a Repelling or Propelling Tool: Evidence from Less-Resourced Languages [Volume 11, Issue 4, 2024, Pages 79-96]
MALL
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]
Manipulation
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]
Manner, Path
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
Material analysis
Evaluating Speech Acts in English Language Teaching Software: The Case of Tell Me More [Volume 7, Issue 2, 2020, Pages 29-50]
Materials evaluation
Evaluation of Newly Developed EAP Textbooks for the Students of Medicine Published by SAMT [Volume 4, Issue 4, 2017, Pages 47-65]
MA theses
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]
MA thesis
Examining the Interactional Metadiscourse Markers in Iranian MA Applied Linguistics Theses [Volume 2, Issue 1, 2015, Pages 71-43]
Maximizing Interactional Space
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Meaning-focused tasks
The Effects of Task Focus and Involvement Load on Idioms Recognition [Volume 8, Issue 4, 2021, Pages 159-181]
Media
ESP for Media: Wonderland of Metaphors Uncovers the Students’ Perceived ‘Needs’ [Volume 11, Issue 1, 2024, Pages 169-192]
Memrise
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]
Metacognitive Self-Regulation
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]
Metacognitive Strategy Use
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Metadiscourse
Examining the Interactional Metadiscourse Markers in Iranian MA Applied Linguistics Theses [Volume 2, Issue 1, 2015, Pages 71-43]
Metadiscourse
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]
Metalinguistic Explanation
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]
Metaphors
ESP for Media: Wonderland of Metaphors Uncovers the Students’ Perceived ‘Needs’ [Volume 11, Issue 1, 2024, Pages 169-192]
Meta-ُsynthesis
Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]
Method
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 1, 2016, Pages 109-89]
Method
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 3, 2016, Pages 103-83]
Microgenetic approach
Accuracy and Fluency Development of Spoken English through Online Informal Activities: A Microgenetic Analysis [Volume 10, Issue 2, 2023, Pages 1-25]
Mind mapping
The Effect of Teaching Through Three Types of Mind Maps (Bubble, Double-Bubble, and Multi-Flow) on Iranian EFL Learners' Comprehension and Production of English Collocations [Volume 11, Issue 4, 2024, Pages 171-194]
Ministry of Education (MoE)
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]
Mishra and Koehler’s model
Efficacy of In-Service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK) [Volume 8, Issue 1, 2021, Pages 31-54]
Mixed-ability
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Mixed Methods Research
Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]
MMR Quality
Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]
Mobile Apps
Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners [Volume 8, Issue 1, 2021, Pages 119-139]
Mobile- based Technology
Investigating Technological Innovation in English Language Teaching: Iranian EFL Instructors in Focus [Volume 11, Issue 1, 2024, Pages 53-77]
Mobile learning
Exploring the Impact of Mobile-Flipped Classrooms on Iranian EFL Learners’ Writing Proficiency [Volume 10, Issue 2, 2023, Pages 91-117]
Monolingual speaker
Disparity in terms of Recruitment and Salary between Monolinguals and Bilingual EFL Teachers in the Sultanate of Oman [Volume 10, Issue 3, 2023, Pages 19-1]
Monologic Discourse
Appraising Discourse Content of EFL Classrooms Through the Lens of Bakhtin’s Dialogic Discourse Pattern [Volume 6, Issue 1, 2019, Pages 78-51]
Morpheme Recognition Task
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]
Motion event
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
Motivational Self-System
The Interplay among EFL Students' Epistemic Beliefs, Language Learning Strategies, and L2 Motivational Self-System: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 169-195]
Motivational Strategies
The Role of Motivational Strategies on Young EFL Learners’ Basic Psychological Needs: A Self-Determination Theory Perspective [Volume 10, Issue 1, 2023, Pages 1-23]
Motivation for EFL reading
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]
Multifaceted Rasch measurement (MFRM)
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]
Multi-flow
The Effect of Teaching Through Three Types of Mind Maps (Bubble, Double-Bubble, and Multi-Flow) on Iranian EFL Learners' Comprehension and Production of English Collocations [Volume 11, Issue 4, 2024, Pages 171-194]
Multilingualism
Sociolinguistic Factors Influencing the Acquisition of English Vocabulary in Multilingual Contexts: Insights from Selected Secondary School Teachers in Dodoma, Tanzania [Volume 11, Issue 4, 2024, Pages 51-78]
Multilingual speaker
Disparity in terms of Recruitment and Salary between Monolinguals and Bilingual EFL Teachers in the Sultanate of Oman [Volume 10, Issue 3, 2023, Pages 19-1]
Multimedia
Investigating Technological Innovation in English Language Teaching: Iranian EFL Instructors in Focus [Volume 11, Issue 1, 2024, Pages 53-77]
Multimedia text
Effects of Multimedia-Based Instruction on Promoting Reading Motivation [Volume 8, Issue 1, 2021, Pages 75-95]
Multiple-choice Items
Attitudes of Language Teachers toward Multiple-Choice Item Writing Guidelines: An Exploratory Factor Analysis [Volume 7, Issue 3, 2020, Pages 115-140]
N
Narratives
An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]
Narrative writing
Genric Differentiation in the Relationship between L2 Vocabulary Knowledge and Writing Performance [Volume 8, Issue 1, 2021, Pages 97-117]
Needs analysis
Assessing the English Language Needs of Persian Literature University Students from Teachers’ Perspective [Volume 4, Issue 1, 2017, Pages 68-33]
Needs analysis
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]
Needs analysis
Conducting an EOP Needs Analysis: A Case of Pre-service Cabin Crew [Volume 7, Issue 1, 2020, Pages 1-28]
Neoliberalism
Pedagogical Strategies of Positive Psychology Conforming to Neoliberal Ideologies in EFL Context [Volume 8, Issue 4, 2021, Pages 137-158]
Networked Community of Shared Knowledge
From Sociocultural Epistemology to Transformative Pedagogy: Contributions of Collaborative Action Research through Dialogic Mediation in Teacher Professional Development [Volume 7, Issue 2, 2020, Pages 51-75]
Neuroeducation
The Impact of Brain-Based Teaching on Iranian EFL Learners' Vocabulary Retention and Recall [Volume 12, Issue 1, 2025, Pages 173-196]
Newly developed SAMT EAP textbooks
Evaluation of Newly Developed EAP Textbooks for the Students of Medicine Published by SAMT [Volume 4, Issue 4, 2017, Pages 47-65]
Norm-referenced tests (NRTs)
English Proficiency Homogenization Using Norm-referenced and Criterion-referenced Tests: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 55-74]
O
Online
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Online Classes
Instructional Scaffolding in Online Content-based Instruction: Intentions of Teachers’ Scaffolding [Volume 10, Issue 1, 2023, Pages 73-99]
Online collaboration
The Impact of Dropbox Paper as an Online Collaborative Tool on the Academic Writing Skills of Iranian EFL Learners [(Articles in Press)]
Online informal learning
Accuracy and Fluency Development of Spoken English through Online Informal Activities: A Microgenetic Analysis [Volume 10, Issue 2, 2023, Pages 1-25]
Online learning
Effect of Online Strategies-Based Instruction on Iranian EFL Learners’ Speaking Scores: A Case of Affective and Social Strategies Instruction [Volume 8, Issue 3, 2021, Pages 51-71]
Online learning
Students' and Instructors' Views of an Online Graduate Program of TEFL: Contribution of Motivation, Readiness, and Barriers to Satisfaction [Volume 9, Issue 1, 2022, Pages 73-95]
Online learning
ELT Students’ Perceptions and Attitudes about the Online Listening Courses During the Covid-19 Period [Volume 10, Issue 1, 2023, Pages 133-159]
Online Teaching
Investigating English Language Teaching Policies for Online Courses at an Iranian Language Institute [Volume 11, Issue 4, 2024, Pages 97-120]
Oral CF
Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]
Oral Feedback Modes
The Effect of Oral Feedback on Iranian EFL Learners’ Complexity and Accuracy in Speaking [Volume 7, Issue 1, 2020, Pages 105-131]
Oral Performance
The Effect of Oral Feedback on Iranian EFL Learners’ Complexity and Accuracy in Speaking [Volume 7, Issue 1, 2020, Pages 105-131]
Oral proficiency task
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]
Overqualification
Navigating Challenges and Unveiling Resilience: A Mixed-Methods Study among Iranian EFL Teachers [Volume 12, Issue 2, 2025, Pages 121-142]
P
Paired Speaking Tasks
Iranian EFL Learners’ Interactional Competence in Paired Speaking Tasks: An Account of Task Type Variability [Volume 8, Issue 4, 2021, Pages 111-136]
Paired Teaching
Challenges of English Teaching in Engineering Courses [Volume 8, Issue 4, 2021, Pages 20-1]
Partial knowledge of vocabulary
The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]
Passive voice
A Comparative Study of the Effect of Explicit, Implicit, and Discovery Learning Methods on EFL Learners’ Comprehension of English Passive Voice [Volume 11, Issue 1, 2024, Pages 1-27]
Patchwriting
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/ [Volume 3, Issue 2, 2016, Pages 96-81]
Path analysis
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
PBTA
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
Pedagogical knowledge
Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior [Volume 10, Issue 1, 2023, Pages 47-72]
Pedagogic task types
Self-efficacy, Text Difficulty and EFL Learners’ Pedagogic Task Performance [Volume 6, Issue 1, 2019, Pages 155-133]
Pedagogy
Pedagogical Strategies of Positive Psychology Conforming to Neoliberal Ideologies in EFL Context [Volume 8, Issue 4, 2021, Pages 137-158]
Peer-assessment
Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]
Peer corrective feedback
The Impact of Peer Corrective Feedback on Extroverted and Introverted Iranian Elementary L2 Learners’ Reading Comprehension [Volume 10, Issue 4, 2023, Pages 87-111]
Peer-peer feedback
The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners [Volume 7, Issue 3, 2020, Pages 92-113]
Peer revision
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]
Perceived locus of control
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Perception
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
Perception
Postgraduate TEFL Students' Performance and Perception on Research Article Writing and their Challenges in Conducting Research [Volume 8, Issue 3, 2021, Pages 125-151]
Perception
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Perception
ELT Students’ Perceptions and Attitudes about the Online Listening Courses During the Covid-19 Period [Volume 10, Issue 1, 2023, Pages 133-159]
Perception
Iranian EAP Teachers and Students’ Perceptions of Critical English for Academic Purposes [Volume 11, Issue 1, 2024, Pages 77-100]
Persian literature
Transacting with Comparative English-Persian Literature in EFL Classrooms: A Reader-Response Approach [Volume 7, Issue 4, 2020, Pages 133-158]
Persian literature students
Assessing the English Language Needs of Persian Literature University Students from Teachers’ Perspective [Volume 4, Issue 1, 2017, Pages 68-33]
Personality Traits
How Predictable Ratings are: The Role of Personality Traits [Volume 6, Issue 3, 2019, Pages 55-33]
PhD Entrance Exam
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]
Phrasal Verb
Investigating Pedagogical Digital Game-Based Phrasal Verb Learning Formally vs. Informally Among Iranian EFL Learners [Volume 8, Issue 1, 2021, Pages 119-139]
Plagiarism
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/ [Volume 3, Issue 2, 2016, Pages 96-81]
Plagiarism
Plagiarism and Academic Literacies: The Case of Iranian Graduate Students of Agricultural Sciences [Volume 8, Issue 2, 2021, Pages 170-145]
Pluralism
Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]
Pluralistic Curriculum (PC)
Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]
Pluralistic Curriculum (PC) Model
Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]
Pluralistic Education
Developing and Validating a Pluralistic Curriculum (PC) Model for English Teaching in Iranian High Schools [Volume 6, Issue 1, 2019, Pages 49-31]
Politeness Strategies
Cultural Intelligence, Cultural Identity and Iranian EFL learners' use of Politeness Strategies [Volume 4, Issue 4, 2017, Pages 27-45]
Political Sciences
A High Frequency Word List for Political Sciences [Volume 10, Issue 4, 2023, Pages 21-43]
Portfolio-based writing
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]
Positive Organizational Behavior
Navigating Challenges and Unveiling Resilience: A Mixed-Methods Study among Iranian EFL Teachers [Volume 12, Issue 2, 2025, Pages 121-142]
Positive Psychology
Pedagogical Strategies of Positive Psychology Conforming to Neoliberal Ideologies in EFL Context [Volume 8, Issue 4, 2021, Pages 137-158]
Postgraduate Education
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Post-method
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 1, 2016, Pages 109-89]
Post-method
The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study [Volume 3, Issue 3, 2016, Pages 103-83]
Practitioner inquiry
Transacting with Comparative English-Persian Literature in EFL Classrooms: A Reader-Response Approach [Volume 7, Issue 4, 2020, Pages 133-158]
Pragmatic competence
Face-Threatening Aspect of Refusal Speech Acts: A Contrastive Study [Volume 2, Issue 1, 2015, Pages 84-73]
Pragmatic competence
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
Pragmatics
Process of EFL Learners’ Politeness Markers Development: A Sociocultural Perspective [Volume 4, Issue 2, 2017, Pages 129-109]
Pragmatics
Evaluating Speech Acts in English Language Teaching Software: The Case of Tell Me More [Volume 7, Issue 2, 2020, Pages 29-50]
Pragmatics
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
Pragmatics assessment
The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development [Volume 6, Issue 4, 2019, Pages 165-139]
Preference
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
Pre-Reading and Post-Reading Activities
Exploring the Effectiveness of Pre- and Post-Reading Activities on the Development of Reading Motivation and Self-Regulation as Essentials for Reading Comprehension [Volume 11, Issue 3, 2024, Pages 25-49]
Prior knowledge
The Effects of Using K.W.L Chart on Iranian High School Learners’ Reading Comprehension [Volume 2, Issue 2, 2015, Pages 63-75]
Problem solving
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Processing instruction
Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]
Productive coping strategies
Analysis of Iranian EFL Teachers’ Narrated Critical Incidents and their Productive Coping Strategies [Volume 7, Issue 2, 2020, Pages 1-27]
Productive tasks
The Effect of Diagnostic Assessment on EFL Learners’ Performance on Selective and Productive Reading Tasks [Volume 7, Issue 1, 2020, Pages 79-104]
Productive testing
The effects of receptive and productive testing on L2 active vocabulary knowledge [Volume 11, Issue 1, 2024, Pages 125-146]
Professional development
Investigating the Barriers to Teachers’ Professional Development in an EFL Context [Volume 7, Issue 2, 2020, Pages 101-122]
Professional development
From Sociocultural Epistemology to Transformative Pedagogy: Contributions of Collaborative Action Research through Dialogic Mediation in Teacher Professional Development [Volume 7, Issue 2, 2020, Pages 51-75]
Professional development
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Professional development
Conceptualization of Iranian EFL Teachers’ Perceptions of Their Professional Learning Practices: Implications for Teacher Development [Volume 11, Issue 3, 2024, Pages 101-124]
Professional development activities
Investigating the Barriers to Teachers’ Professional Development in an EFL Context [Volume 7, Issue 2, 2020, Pages 101-122]
Professional Experience
Exploring the Relationship among EFL Teachers' Critical Thinking, Autonomy and Experience in Public and Private Schools [Volume 10, Issue 1, 2023, Pages 101-131]
Professionalization
Alignment of Iranian EAP Programs With Critical Principles: An Exploration of Educator Perspectives [Volume 12, Issue 2, 2025, Pages 173-197]
Professional role identity
Practicum and Professional Role Identity (Re)construction: A Longitudinal Mixed Methods Study on Iranian EFL Student Teachers [Volume 10, Issue 3, 2023, Pages 39-69]
Professional self-image
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Proficiency
Relative Clause Attachment Ambiguity Resolution in L1-Persian Learners of L2 English: The Effects of Semantic Priming and Proficiency [Volume 8, Issue 3, 2021, Pages 153-185]
Proficiency
The Impact of Dropbox Paper as an Online Collaborative Tool on the Academic Writing Skills of Iranian EFL Learners [(Articles in Press)]
Prospect 2
An Evaluation of English Textbook “Prospect 2”: Teachers and Teacher Educators’ Perceptions in the Spotlight [Volume 8, Issue 2, 2021, Pages 90-59]
Q
Quality
Development and Validation of an EFL Teachers’ Quality Assurance Questionnaire [Volume 12, Issue 1, 2025, Pages 57-83]
Quality Teacher
The Future of Teacher Education Making: EFL Pre-Service Teachers and Teacher Educators' Perceptions of Professional Preparation [Volume 8, Issue 1, 2021, Pages 141-167]
Quantitative research
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
R
Rapport
Validating a Qualitatively-Developed Model of Classroom Management Strategies in Iranian context [Volume 6, Issue 3, 2019, Pages 148-131]
Rater
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Rating accuracy
On the Effect of Diagnostic Self-, and Peer- assessment on Reading Comprehension: Examining EFL Learners’ Diagnostic Rating Accuracy across Various Genres [Volume 11, Issue 2, 2024, Pages 177-202]
Ratings
How Predictable Ratings are: The Role of Personality Traits [Volume 6, Issue 3, 2019, Pages 55-33]
RC Attachment
Relative Clause Attachment Ambiguity Resolution in L1-Persian Learners of L2 English: The Effects of Semantic Priming and Proficiency [Volume 8, Issue 3, 2021, Pages 153-185]
Reader-response theory
Transacting with Comparative English-Persian Literature in EFL Classrooms: A Reader-Response Approach [Volume 7, Issue 4, 2020, Pages 133-158]
Readiness
Students' and Instructors' Views of an Online Graduate Program of TEFL: Contribution of Motivation, Readiness, and Barriers to Satisfaction [Volume 9, Issue 1, 2022, Pages 73-95]
Reading Difficulties
Dynamic Assessment: A Diagnostic Tool to Capture Academic Second Language Reading Difficulties in the IELTS Context [Volume 7, Issue 4, 2020, Pages 55-87]
Reading Genres
On the Effect of Diagnostic Self-, and Peer- assessment on Reading Comprehension: Examining EFL Learners’ Diagnostic Rating Accuracy across Various Genres [Volume 11, Issue 2, 2024, Pages 177-202]
Reading Motivation
Exploring the Effectiveness of Pre- and Post-Reading Activities on the Development of Reading Motivation and Self-Regulation as Essentials for Reading Comprehension [Volume 11, Issue 3, 2024, Pages 25-49]
Reading Skill Course
Digital Flow: Insights from English Teacher Educators [Volume 12, Issue 2, 2025, Pages 143-171]
Reading Subskills
On the Effect of Diagnostic Self-, and Peer- assessment on Reading Comprehension: Examining EFL Learners’ Diagnostic Rating Accuracy across Various Genres [Volume 11, Issue 2, 2024, Pages 177-202]
Reducing anxiety strategies
Development and Validation of Iranian EFL Learners’ Preference for Anxiety Reducing Strategies Questionnaire [Volume 11, Issue 3, 2024, Pages 51-78]
Reflective Journals
The Dynamic Assessment of Reading Comprehension: An Exploration of EFL Teacher’s Perception and Practice [Volume 9, Issue 2, 2022, Pages 123-148]
Regression Analysis
The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers [Volume 11, Issue 4, 2024, Pages 25-49]
Relatedness
The Role of Motivational Strategies on Young EFL Learners’ Basic Psychological Needs: A Self-Determination Theory Perspective [Volume 10, Issue 1, 2023, Pages 1-23]
Relative clause
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]
Request strategies
Cross-Cultural Study of EFL/ESL Learners’ Request Strategies [Volume 4, Issue 2, 2017, Pages 45-33]
Research approaches
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Research areas
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]
Research article abstracts
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Research article abstracts
Syntactic Complexity and Communicative Moves of Applied Linguistics Research Article Abstracts: A Function-first Approach [Volume 10, Issue 3, 2023, Pages 95-117]
Resilience
Analysis of Iranian EFL Teachers’ Narrated Critical Incidents and their Productive Coping Strategies [Volume 7, Issue 2, 2020, Pages 1-27]
Rhetorical move analysis
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Rhetorical moves
Syntactic Complexity and Communicative Moves of Applied Linguistics Research Article Abstracts: A Function-first Approach [Volume 10, Issue 3, 2023, Pages 95-117]
S
Scaffolded Feedback
The effects of Scaffolded and Unscaffolded Feedback on EFL Learners' Speaking Anxiety and Speaking Self-Efficacy [Volume 7, Issue 4, 2020, Pages 111-132]
Scaffolding Intentions
Instructional Scaffolding in Online Content-based Instruction: Intentions of Teachers’ Scaffolding [Volume 10, Issue 1, 2023, Pages 73-99]
Schema for Complete Orienting Basis of Action (SCOBA)
Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom [Volume 8, Issue 3, 2021, Pages 92-73]
School Climate
The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers [Volume 11, Issue 4, 2024, Pages 25-49]
School Organizational Climate
Detrimental Effects of School Organizational Climate on Teacher Job Motivation in EFL Context of Iran: A Phenomenological Approach [Volume 11, Issue 3, 2024, Pages 1-24]
Second language
A Case Study of Iranian Students Learning English Interrogative Structures [Volume 2, Issue 4, 2015, Pages 116-91]
Second language
A Linguistic Error Analysis of ESL Written Essays by Indian Tamil University Students [Volume 10, Issue 4, 2023, Pages 45-59]
Second Language Learning
The Interplay among EFL Students' Epistemic Beliefs, Language Learning Strategies, and L2 Motivational Self-System: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 169-195]
Second language teacher education
Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]
Second Language Writing
Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study [Volume 8, Issue 4, 2021, Pages 53-84]
Selective tasks
The Effect of Diagnostic Assessment on EFL Learners’ Performance on Selective and Productive Reading Tasks [Volume 7, Issue 1, 2020, Pages 79-104]
Self-assessment
IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation [Volume 12, Issue 2, 2025, Pages 75-98]
Self-determination theory
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Self-efficacy
The Interplay among Self-efficacy, Perceptions of Instructional Supervision, and Teaching Performance: A Case of Iranian EFL Teachers [Volume 3, Issue 1, 2016, Pages 130-111]
Self-efficacy
Self-efficacy, Text Difficulty and EFL Learners’ Pedagogic Task Performance [Volume 6, Issue 1, 2019, Pages 155-133]
Self-efficacy
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy [Volume 9, Issue 1, 2022, Pages 177-151]
Self-efficacy
Face-to-Face or Flipped Learning Classroom: Which Method Enhances Iranian EFL Sixth Grade Students’ Self-Efficacy in Virtual Learning Environment? [Volume 12, Issue 1, 2025, Pages 109-124]
Self-Regulated Learning (SRL)
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]
Self-Regulated Online Learning
An Emphasis on the Critical Roles of Academic Simplified Material and its Influences on Learners' Boredom in Online Instruction, Attitudes to Electronic Learning, Self-regulated Online Learning, and Language Achievement [Volume 12, Issue 2, 2025, Pages 51-73]
Self-reliance
Collaborative Assessment in Reading Class: Skill Development and Students’ Reliance Reduction [Volume 10, Issue 2, 2023, Pages 27-44]
Semantic Elaboration
Comparative effects of Semantic vs Structural Elaboration on Iranian EFL Learners' Vocabulary Learning Process [Volume 10, Issue 2, 2023, Pages 45-67]
Semantic priming
Relative Clause Attachment Ambiguity Resolution in L1-Persian Learners of L2 English: The Effects of Semantic Priming and Proficiency [Volume 8, Issue 3, 2021, Pages 153-185]
Senior High School Language Class
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Severity
Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]
Severity/leniency
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]
Simplified Materials
An Emphasis on the Critical Roles of Academic Simplified Material and its Influences on Learners' Boredom in Online Instruction, Attitudes to Electronic Learning, Self-regulated Online Learning, and Language Achievement [Volume 12, Issue 2, 2025, Pages 51-73]
Skill Development
Collaborative Assessment in Reading Class: Skill Development and Students’ Reliance Reduction [Volume 10, Issue 2, 2023, Pages 27-44]
SLA
On the Effects of Task Load Involvement on Iranian Intermediate EFL Learners Word Learning: Reading and writing Tasks vs. Translation Tasks [Volume 3, Issue 4, 2016, Pages 73-63]
Social Networks
Getting Connected with Facebook Messenger: Exploring Meaningful Interactions through Online Chats in the ESL Context [Volume 7, Issue 3, 2020, Pages 23-44]
Sociocultural theory
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]
Sociocultural theory
Systemic-Theoretical Instruction Vs. Discovery Learning: The Case of Iranian EFL Learners’ Acquisition of Grammar [Volume 7, Issue 1, 2020, Pages 45-78]
Sociocultural theory
Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study [Volume 8, Issue 4, 2021, Pages 53-84]
Sociolinguistics
Sociolinguistic Factors Influencing the Acquisition of English Vocabulary in Multilingual Contexts: Insights from Selected Secondary School Teachers in Dodoma, Tanzania [Volume 11, Issue 4, 2024, Pages 51-78]
Sociopolitical Associations of ELT
A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes [Volume 9, Issue 4, 2022, Pages 23-1]
SORS
A Triangulated Approach to Reading Strategy Use: Do General and Academic Reading Materials Make a Difference? [Volume 2, Issue 1, 2015, Pages 20-1]
Source
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
Sources of anxiety
Development and Validation of Iranian EFL Learners’ Preference for Anxiety Reducing Strategies Questionnaire [Volume 11, Issue 3, 2024, Pages 51-78]
South Africa
Exploring assessment methods used by Grade Four English First Additional Language Teachers [Volume 11, Issue 3, 2024, Pages 155-180]
Speaking
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]
Speaking ability
Effect of Online Strategies-Based Instruction on Iranian EFL Learners’ Speaking Scores: A Case of Affective and Social Strategies Instruction [Volume 8, Issue 3, 2021, Pages 51-71]
Speaking Anxiety
The effects of Scaffolded and Unscaffolded Feedback on EFL Learners' Speaking Anxiety and Speaking Self-Efficacy [Volume 7, Issue 4, 2020, Pages 111-132]
Speaking Self-efficacy
The effects of Scaffolded and Unscaffolded Feedback on EFL Learners' Speaking Anxiety and Speaking Self-Efficacy [Volume 7, Issue 4, 2020, Pages 111-132]
Speaking Task
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Speech acts
Evaluating Speech Acts in English Language Teaching Software: The Case of Tell Me More [Volume 7, Issue 2, 2020, Pages 29-50]
Stance
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]
Strata Sampling
Demotivating Factors in EFL Context: Examining Nature and the Role of Socio-demographic Variables [Volume 8, Issue 3, 2021, Pages 25-50]
Strategic mediation
The Influence of Strategic Mediation on Novice EFL Teachers’ Pedagogical Knowledge [Volume 4, Issue 2, 2017, Pages 107-89]
Strategy-based Instruction
The Effectiveness of Metacognitive Awareness Raising on Reading Comprehension and Self-regulation of Iranian EFL Learners [Volume 10, Issue 2, 2023, Pages 119-141]
Strategy instruction
Effect of Online Strategies-Based Instruction on Iranian EFL Learners’ Speaking Scores: A Case of Affective and Social Strategies Instruction [Volume 8, Issue 3, 2021, Pages 51-71]
Structural Elaboration
Comparative effects of Semantic vs Structural Elaboration on Iranian EFL Learners' Vocabulary Learning Process [Volume 10, Issue 2, 2023, Pages 45-67]
Structural Modeling Approach
The Interplay among EFL Students' Epistemic Beliefs, Language Learning Strategies, and L2 Motivational Self-System: A Structural Equation Modeling Approach [Volume 8, Issue 1, 2021, Pages 169-195]
Students’ Reliance
Collaborative Assessment in Reading Class: Skill Development and Students’ Reliance Reduction [Volume 10, Issue 2, 2023, Pages 27-44]
Student-teachers
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Study Quality
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
Syllabus design
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]
Syntactic Complexity
The Relationship Between Emotional Intelligence, Lexical Diversity And The Syntactic Complexity Of EFl Learners’ Written Productions [Volume 7, Issue 1, 2020, Pages 133-161]
Syntactic Complexity
Syntactic Complexity and Communicative Moves of Applied Linguistics Research Article Abstracts: A Function-first Approach [Volume 10, Issue 3, 2023, Pages 95-117]
Syntactic Transfer
The Role of the Cognitive Status of Structures in CLI in Acquisition of English as the Third Language by Persian Bilinguals [Volume 8, Issue 2, 2021, Pages 198-171]
T
Tails
Spoken Grammar Features: Does the Way of Teaching Make a Difference? [Volume 6, Issue 4, 2019, Pages 106-83]
Tanzania
“You must be crazy!” Teacher Corrective Feedback and Student Uptake in Two Tanzanian Secondary Schools [Volume 10, Issue 4, 2023, Pages 1-20]
Tanzania
Sociolinguistic Factors Influencing the Acquisition of English Vocabulary in Multilingual Contexts: Insights from Selected Secondary School Teachers in Dodoma, Tanzania [Volume 11, Issue 4, 2024, Pages 51-78]
Teacher Corrective Feedback
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Teacher discrimination
Disparity in terms of Recruitment and Salary between Monolinguals and Bilingual EFL Teachers in the Sultanate of Oman [Volume 10, Issue 3, 2023, Pages 19-1]
Teacher education
Evaluation of Iranian Teacher Education Programs for EFL Student-Teachers [Volume 6, Issue 1, 2019, Pages 131-105]
Teacher education
Analysis of Iranian EFL Teachers’ Narrated Critical Incidents and their Productive Coping Strategies [Volume 7, Issue 2, 2020, Pages 1-27]
Teacher education
A Mixed-Method Study of Teacher Diary as a Reflective Instrument for the English Language Teacher Development [Volume 8, Issue 2, 2021, Pages 24-1]
Teacher education
Cross-examining e-mentoring vs. face-to-face mentoring: The performance and attitudes of the Iranian EFL teachers in focus [Volume 8, Issue 1, 2021, Pages 1-30]
Teacher education
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Teacher education
Practicum and Professional Role Identity (Re)construction: A Longitudinal Mixed Methods Study on Iranian EFL Student Teachers [Volume 10, Issue 3, 2023, Pages 39-69]
Teacher education
Iranian EFL Teachers’ Cognition of Corrective Feedback as an Element of Classroom Management: A Qualitative Study [Volume 11, Issue 2, 2024, Pages 2-24]
Teacher Education Program
The Future of Teacher Education Making: EFL Pre-Service Teachers and Teacher Educators' Perceptions of Professional Preparation [Volume 8, Issue 1, 2021, Pages 141-167]
Teacher Educators
An Evaluation of English Textbook “Prospect 2”: Teachers and Teacher Educators’ Perceptions in the Spotlight [Volume 8, Issue 2, 2021, Pages 90-59]
Teacher Educators
Digital Flow: Insights from English Teacher Educators [Volume 12, Issue 2, 2025, Pages 143-171]
Teacher Educators
The Relationship Between Teaching Skills of Teacher Educators and Teacher Trainees’ Teaching Performance [(Articles in Press)]
Teacher Job Motivation
Detrimental Effects of School Organizational Climate on Teacher Job Motivation in EFL Context of Iran: A Phenomenological Approach [Volume 11, Issue 3, 2024, Pages 1-24]
Teacher motivation
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]
Teacher reflection
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Teacher Research Support Centre (TRSC) Plan Start-ups
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Teacher Resilience
Navigating Challenges and Unveiling Resilience: A Mixed-Methods Study among Iranian EFL Teachers [Volume 12, Issue 2, 2025, Pages 121-142]
Teacher revision
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]
Teachers’ Beliefs and Practices
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Teachers’ experiences
Teachers’ Emotions and Experiences as influential Factors in Using Technology in EFL Classes [(Articles in Press)]
Teachers’ Identity
A Study on the Development and Validation of an EAP Teachers Identity Questionnaire in the Iranian Context [Volume 10, Issue 4, 2023, Pages 61-86]
Teachers’ knowledge base
Efficacy of In-Service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK) [Volume 8, Issue 1, 2021, Pages 31-54]
Teachers’ sense of classroom management
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]
Teacher’s sense of plausibility
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]
Teacher variables
Adversity Quotient and Classroom Management among Iranian EFL Teachers: An Analysis of Personality Styles [Volume 7, Issue 4, 2020, Pages 1-23]
Teaching
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
Teaching Experience
The Contribution of Gender and Teaching Experience to Iranian EFL Teachers’ Perceptions of Critical Pedagogy [Volume 6, Issue 2, 2019, Pages 101-79]
Teaching Experience
Comparative Analysis of Novice, Moderately Experienced, and Highly Experienced Iranian EFL Teachers’ Self-Efficacy Focusing on Their Cognition, Metacognition, Affection, and Behavior [Volume 10, Issue 1, 2023, Pages 47-72]
Teaching Experience
EFL Teachers' Creativity and L2 Learners' Academic Attainment: The Moderating Role of Teaching Experience [Volume 12, Issue 2, 2025, Pages 1-22]
Teaching ineffectiveness
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Teaching mixed ability EFL classes
Investigating English as a Foreign Language Teachers’ Beliefs and Instructional Challenges of Teaching Mixed-ability Classrooms [(Articles in Press)]
Technological Innovation
Investigating Technological Innovation in English Language Teaching: Iranian EFL Instructors in Focus [Volume 11, Issue 1, 2024, Pages 53-77]
Technological Pedagogical Content Knowledge (TPACK)
Examining EFL Teachers’ Perceptions of Technological Pedagogical Content Knowledge and Web 2.0 Technologies Using a Structural Equation Modeling Technique [Volume 9, Issue 2, 2022, Pages 51-76]
Technology
Developing a Technology-Mediated EFL Teacher Program Based on Critical Pedagogy: The Context of Iran in Focus [Volume 12, Issue 1, 2025, Pages 27-56]
Technology-aided project-based learning
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Technology-mediated Task-based language teaching
The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners [Volume 7, Issue 3, 2020, Pages 45-69]
TEFL
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
TEFL prospective teachers
Constructing and Validating Professional Attitude Scale for Iranian TEFL Prospective Teachers [Volume 10, Issue 1, 2023, Pages 25-46]
Tell Me More
Evaluating Speech Acts in English Language Teaching Software: The Case of Tell Me More [Volume 7, Issue 2, 2020, Pages 29-50]
Textbooks evaluation
Evaluation of Newly Developed EAP Textbooks for the Students of Medicine Published by SAMT [Volume 4, Issue 4, 2017, Pages 47-65]
Text Difficulty
Self-efficacy, Text Difficulty and EFL Learners’ Pedagogic Task Performance [Volume 6, Issue 1, 2019, Pages 155-133]
Text editing
Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]
Textual Enhancement
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]
Textual Enhancement
Depth of Processing in Different Instructional Conditions and Iranian Learners’ Interpretation of English Inversion Structures [Volume 6, Issue 3, 2019, Pages 32-1]
The MoodleReader Module
The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]
Thinking for lesson planning
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
TOEFL
IELTS and TOEFL Applicants’ Self-assessment and Actual Test Performance: A Mixed-Methods Study of Relationship and Variation [Volume 12, Issue 2, 2025, Pages 75-98]
Top-down pre-listening
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Traditional
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Traditional Mentoring
Cross-examining e-mentoring vs. face-to-face mentoring: The performance and attitudes of the Iranian EFL teachers in focus [Volume 8, Issue 1, 2021, Pages 1-30]
Transfer Appropriate Processing (TAP) theory
Comparative effects of Semantic vs Structural Elaboration on Iranian EFL Learners' Vocabulary Learning Process [Volume 10, Issue 2, 2023, Pages 45-67]
Translation Studies
The Effects of Cooperative Learning on Iranian University Students’ Class-engagement, Self-esteem, and Self-confidence [Volume 7, Issue 4, 2020, Pages 89-109]
Types of scaffolding
The types of scaffolding used by EFL Teachers in Isfahan [Volume 8, Issue 2, 2021, Pages 220-199]
U
University Major
Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]
Un-scaffolded Feedback
The effects of Scaffolded and Unscaffolded Feedback on EFL Learners' Speaking Anxiety and Speaking Self-Efficacy [Volume 7, Issue 4, 2020, Pages 111-132]
V
Validation
Validating a Continuing Professional Development Scale among Iranian EFL Teachers [Volume 6, Issue 3, 2019, Pages 129-105]
Virtual environment
Digital Flow: Insights from English Teacher Educators [Volume 12, Issue 2, 2025, Pages 143-171]
Virtual Reality
Augmented Reality and Virtual Reality in a collective scaffolding platform: Abstract genre structure in a Mobile-Assisted Language Learning Study [Volume 7, Issue 3, 2020, Pages 1-22]
Vision
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate Utilizing Johari Window Model in Foreign Language Context [Volume 11, Issue 1, 2024, Pages 29-52]
Vocabulary breadth
The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]
Vocabulary breadth
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
Vocabulary depth
The Effect of Using the MoodleReader Module on Iranian EFL Learners’ Vocabulary Depth and Breadth [Volume 6, Issue 2, 2019, Pages 128-103]
Vocabulary depth
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
Vocabulary knowledge
Investigating the Effects of Using Dynamic Assessment Procedures on the EFL Learners’ Vocabulary Knowledge Development [Volume 4, Issue 3, 2017, Pages 49-72]
Vocabulary knowledge
Genric Differentiation in the Relationship between L2 Vocabulary Knowledge and Writing Performance [Volume 8, Issue 1, 2021, Pages 97-117]
Vocabulary preparation
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Vocabulary Recall
The Impact of Brain-Based Teaching on Iranian EFL Learners' Vocabulary Retention and Recall [Volume 12, Issue 1, 2025, Pages 173-196]
Vocabulary Retention
The Impact of Brain-Based Teaching on Iranian EFL Learners' Vocabulary Retention and Recall [Volume 12, Issue 1, 2025, Pages 173-196]
W
Washback
Aspects of the Impact of Language Tests on Students’ Lifeworld: An Analysis of the Iranian B.A. University Entrance Exam Based on Habermas’s Social Theory [Volume 4, Issue 2, 2017, Pages 31-1]
Web 2.0 Technologies
Examining EFL Teachers’ Perceptions of Technological Pedagogical Content Knowledge and Web 2.0 Technologies Using a Structural Equation Modeling Technique [Volume 9, Issue 2, 2022, Pages 51-76]
Web- based Technology
Investigating Technological Innovation in English Language Teaching: Iranian EFL Instructors in Focus [Volume 11, Issue 1, 2024, Pages 53-77]
WGCTA-FA
Assessing Teachers’ Perceptions of Using Criticality-Enhancing English Language Materials inside EFL Classes [Volume 4, Issue 4, 2017, Pages 85-102]
Willingness to Communicate
The Effect of Code-Switching on Iranian Elementary EFL Learners’ Oral Fluency, Accuracy, and Willingness to Communicate [Volume 3, Issue 4, 2016, Pages 103-75]
Willingness to Communicate
Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form [Volume 6, Issue 2, 2019, Pages 52-27]
Willingness to Communicate
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Willingness to Communicate
Developing Techniques to Improve L2 Learning Motivation and Willingness to Communicate Utilizing Johari Window Model in Foreign Language Context [Volume 11, Issue 1, 2024, Pages 29-52]
Willingness-to-Write (WTW)
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
Word Families
A High Frequency Word List for Political Sciences [Volume 10, Issue 4, 2023, Pages 21-43]
Work Alienation
Navigating Challenges and Unveiling Resilience: A Mixed-Methods Study among Iranian EFL Teachers [Volume 12, Issue 2, 2025, Pages 121-142]
Working Memory
Literal and Inferential Listening Comprehension: The Role of L1 vs. L2 Auditory Working Memory Capacity [Volume 4, Issue 4, 2017, Pages 67-84]
Writing ability
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Writing ability
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy [Volume 9, Issue 1, 2022, Pages 177-151]
Writing ability
Scrutinizing the Utility of Flipped and Online Instructions for Ameliorating EFL Learners’ Writing Ability [Volume 10, Issue 3, 2023, Pages 71-94]
Writing Ability (WA)
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
Writing components
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]
Writing Motivation
The Role of Strategy Use Instruction in Improving EFL Learners’ Integrated Writing Ability and Their Affective State: A Mixed-Methods Study [Volume 10, Issue 3, 2023, Pages 117-143]
Writing performance
The effect of Computer-Mediated Collaborative Learning on Iranian Advanced Female EFL Learners' Critical Thinking and Writing Performance [Volume 2, Issue 2, 2015, Pages 23-40]
Writing performance
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]
Writing proficiency
Exploring the Impact of Mobile-Flipped Classrooms on Iranian EFL Learners’ Writing Proficiency [Volume 10, Issue 2, 2023, Pages 91-117]
Writing Skills
Using a Process-Based approach to Teaching Paragraph Development: Composing Strategies and L1/L2 Transferability in Focus [Volume 10, Issue 4, 2023, Pages 163-182]
Y
Young Learners
The Role of Motivational Strategies on Young EFL Learners’ Basic Psychological Needs: A Self-Determination Theory Perspective [Volume 10, Issue 1, 2023, Pages 1-23]
Z
Zimmerman and Moylan’s SRL model
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]
Zone of Proximal Development
Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study [Volume 8, Issue 4, 2021, Pages 53-84]
ZPD
The Effects of Symmetrical and Asymmetrical Scaffolding on University Students’ Grammar Learning [Volume 2, Issue 3, 2015, Pages 103-87]
ZPD
Investigating the Effects of Using Dynamic Assessment Procedures on the EFL Learners’ Vocabulary Knowledge Development [Volume 4, Issue 3, 2017, Pages 49-72]
