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

  • 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]

  • 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]

  • 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]

B

  • 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]

  • 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]

C

  • 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]

  • 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]

  • Cognitive styles Exploring Iranian EFL Learners’ Cognitive Styles and Their Listening Comprehension [Volume 9, Issue 2, 2022, Pages 77-97]

  • 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]

  • Content and language integrated learning (CLIL) Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]

  • 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]

  • 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]

  • Criterion Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]

  • 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]

  • 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]

  • Cultural Awareness-Raising Activities The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]

D

  • Desired selves Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]

  • 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]

  • 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 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]

  • 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]

E

  • 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 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 setting Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]

  • 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’ and learners’ perceptions 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 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 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]

  • ELT A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes [Volume 9, Issue 4, 2022, Pages 1-23]

  • 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 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]

F

  • Feared selves Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, 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]

  • 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]

G

  • 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]

  • 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]

  • 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]

H

  • 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

  • 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]

  • 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]

  • Instructional objectives Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]

  • 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]

  • 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 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]

L

  • 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 Narrative Writing Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]

  • 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]

  • 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]

  • Linguistic Support The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]

  • Listening Anxiety The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]

  • Listening Strategy Instruction The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]

M

  • 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]

  • 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]

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 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]

P

  • 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]

  • Peer-assessment Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]

  • 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 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]

  • 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]

  • 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 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]

  • 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]

  • Professional development Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]

  • Professional self-image Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]

Q

  • 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

  • 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]

  • 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]

  • 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 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]

  • 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]

S

  • 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 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]

  • 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]

  • Sociopolitical Associations of ELT A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes [Volume 9, Issue 4, 2022, Pages 1-23]

  • 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]

T

  • Teacher education Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]

  • 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]

  • 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]

  • 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 ineffectiveness Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]

  • 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-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]

  • 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]

  • Thinking for lesson planning Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]

  • 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]

V

  • 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 Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]

  • 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]

W

  • 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]

  • 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-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]

  • 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 (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]