Journal of Modern Research in English Language Studies

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

A

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

  • 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]

  • 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]

  • 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]

  • 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]

C

  • 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]

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

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

  • 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]

  • 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]

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

  • 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]

D

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

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

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

  • 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]

E

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

  • 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]

  • 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]

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

F

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

G

  • 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]

I

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

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

  • 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]

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

  • 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 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]

  • 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]

L

  • 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]

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

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

M

  • 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]

  • 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]

  • 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 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]

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

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

  • 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]

N

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

  • Need-based Teacher Motivation Inventory (NTMI) Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]

  • 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]

O

  • 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]

P

  • 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]

  • 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]

R

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

  • 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]

S

  • 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]

  • 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]

  • 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]

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

  • 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]

T

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

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

  • 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’ 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]

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]

W

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

  • 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 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]

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]