Journal of Modern Research in English Language Studies

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A

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 145-170]
Academic resilience Critical Thinking Skills, Academic Resilience, Grit and Argumentative Writing Performance of Iranian EFL Learners [Volume 11, Issue 2, 2024, Pages 100-130]
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 145-170]
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 145-170]
AI Literacy Exploring AI Literacy and Perception: Insights from Iranian EFL Researchers [(Articles in Press)]
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]
Appropriation Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]
Argumentative writing Critical Thinking Skills, Academic Resilience, Grit and Argumentative Writing Performance of Iranian EFL Learners [Volume 11, Issue 2, 2024, Pages 100-130]
Artificial Intelligence (AI) Exploring AI Literacy and Perception: Insights from Iranian EFL Researchers [(Articles in Press)]
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)]
Behavioral engagement Behavioral, Cognitive, and Emotional Engagement across Differing Levels of Language Proficiency in an EFL Speaking Class: A Stimulated Recall Design [(Articles in Press)]
Being perceived as an uncommitted teacher Willingness to learn teaching 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]
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 1-19]
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]
Chatbots "Chatbots and Speaking Performance of EFL Learners with High and Low Levels of Learning Adaptability: Effects and Percepts" [(Articles in Press)]
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 199-220]
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 1-20]
Cognitive Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Cognitive engagement Behavioral, Cognitive, and Emotional Engagement across Differing Levels of Language Proficiency in an EFL Speaking Class: A Stimulated Recall Design [(Articles in Press)]
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 1-20]
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 73-92]
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 and language integrated learning (CLIL) Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
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 Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]
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]
Critical thinking Critical Thinking Skills, Academic Resilience, Grit and Argumentative Writing Performance of Iranian EFL Learners [Volume 11, Issue 2, 2024, Pages 100-130]
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 171-198]
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]
Demographic Factors Predicting EFL Teacher’s Perceived Self-Disclosure Practice: Demographic Factors in Focus [Volume 11, Issue 2, 2024, Pages 24-48]
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 Instruction Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context [Volume 4, Issue 1, 2017, Pages 87-69]
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 21-51]
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 The Impacts of Direct, Indirect, and Metalinguistic Feedback Strategies on Iraqi Students’ Writing Performance in EGP Courses [(Articles in Press)]
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 73-92]
Dynamic System of Multilingualism. Third Language Acquisition 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 171-198]

E

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 Researchers Exploring AI Literacy and Perception: Insights from Iranian EFL Researchers [(Articles in Press)]
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 speaking "Chatbots and Speaking Performance of EFL Learners with High and Low Levels of Learning Adaptability: Effects and Percepts" [(Articles in Press)]
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 Predicting EFL Teacher’s Perceived Self-Disclosure Practice: Demographic Factors in Focus [Volume 11, Issue 2, 2024, Pages 24-48]
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 59-90]
EFL teachers Developing and Validating an EFL Teacher Imposed Identity Inventory: A Mixed Methods Study [Volume 8, Issue 2, 2021, Pages 91-116]
EFL teachers The types of scaffolding used by EFL Teachers in Isfahan [Volume 8, Issue 2, 2021, Pages 199-220]
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’ 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 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 1-23]
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 engagement Behavioral, Cognitive, and Emotional Engagement across Differing Levels of Language Proficiency in an EFL Speaking Class: A Stimulated Recall Design [(Articles in Press)]
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 1-20]
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 a foreign or second language (EFL/ESL) learners Cross-Cultural Study of EFL/ESL Learners’ Request Strategies [Volume 4, Issue 2, 2017, Pages 45-33]
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 First Additional Language Teaching Methods Exploring assessment methods used by Grade Four English First Additional Language Teachers [Volume 11, Issue 3, 2024, Pages 155-180]
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 145-170]
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]
Enhancers of well-being EFL Teachers’ Conceptualizations of Well-Being: Enhancers and Threats Across Educational Contexts in Iran [(Articles in Press)]
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 Interaction The Effects of Synchronous Computer-Mediated Interaction and Face-to-Face Interaction on Iranian EFL Learners’ Speaking and Listening Anxiety [(Articles in Press)]
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 21-51]
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]
Foreign Language Enjoyment (FLE) Growth Language Mindset and Language Classroom Engagement among Iranian EFL learners: The Mediating Roles of Foreign Language Self-Efficacy and Foreign Language Enjoyment [(Articles in Press)]
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]
Grit Critical Thinking Skills, Academic Resilience, Grit and Argumentative Writing Performance of Iranian EFL Learners [Volume 11, Issue 2, 2024, Pages 100-130]
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 117-144]
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 reading test The Effect of Source-Use Strategies on Summary Completion in IELTS Academic Reading [(Articles in Press)]
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 24-58]
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]
Indirect The Impacts of Direct, Indirect, and Metalinguistic Feedback Strategies on Iraqi Students’ Writing Performance in EGP Courses [(Articles in Press)]
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 24-58]
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]
Interactures Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]
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 24-58]
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 EFL learners The Impact of Vlogging and Podcasting on Iraqi EFL Learners’ Oral Proficiency and Willingness to Communicate [(Articles in Press)]
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]
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]
Learners’ perceptions Development and Validation of Iranian EFL Learners’ Preference for Anxiety Reducing Strategies Questionnaire [Volume 11, Issue 3, 2024, Pages 51-78]
Learning adaptability "Chatbots and Speaking Performance of EFL Learners with High and Low Levels of Learning Adaptability: Effects and Percepts" [(Articles in Press)]
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 Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context [Volume 4, Issue 1, 2017, Pages 87-69]
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 Anxiety The Effects of Synchronous Computer-Mediated Interaction and Face-to-Face Interaction on Iranian EFL Learners’ Speaking and Listening Anxiety [(Articles in Press)]
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]
Metacultural Competence Improving EFL Learners’ Reading Comprehension Through Raising Metacultural Competence: Comparing Teacher- Generated and Teacher/Learner-Generated Materials [Volume 11, Issue 4, 2024, Pages 149-169]
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]
Metadiscourse Metadiscourse in Multimodal Discourse: The Case of About-us Pages of Chinese and American Companies [(Articles in Press)]
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]
Metalinguistic Feedback Strategies The Impacts of Direct, Indirect, and Metalinguistic Feedback Strategies on Iraqi Students’ Writing Performance in EGP Courses [(Articles in Press)]
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-Ability classroom Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context [Volume 4, Issue 1, 2017, Pages 87-69]
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 1-19]
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 1-19]
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]
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 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 1-20]
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 145-170]
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]
Positive Psychology Critical Thinking Skills, Academic Resilience, Grit and Argumentative Writing Performance of Iranian EFL Learners [Volume 11, Issue 2, 2024, Pages 100-130]
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 59-90]

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 73-92]
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-Disclosure Predicting EFL Teacher’s Perceived Self-Disclosure Practice: Demographic Factors in Focus [Volume 11, Issue 2, 2024, Pages 24-48]
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 1-23]
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 Anxiety The Effects of Synchronous Computer-Mediated Interaction and Face-to-Face Interaction on Iranian EFL Learners’ Speaking and Listening Anxiety [(Articles in Press)]
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]
Stimulated recall design Behavioral, Cognitive, and Emotional Engagement across Differing Levels of Language Proficiency in an EFL Speaking Class: A Stimulated Recall Design [(Articles in Press)]
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]
Synchronous Computer-Mediated Interaction The Effects of Synchronous Computer-Mediated Interaction and Face-to-Face Interaction on Iranian EFL Learners’ Speaking and Listening Anxiety [(Articles in Press)]
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 171-198]

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 1-19]
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 1-24]
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 Education universities programmes Evaluation of Iranian Teacher Education Programs for EFL Student-Teachers [Volume 6, Issue 1, 2019, Pages 131-105]
Teacher Educators An Evaluation of English Textbook “Prospect 2”: Teachers and Teacher Educators’ Perceptions in the Spotlight [Volume 8, Issue 2, 2021, Pages 59-90]
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- Generated materials Improving EFL Learners’ Reading Comprehension Through Raising Metacultural Competence: Comparing Teacher- Generated and Teacher/Learner-Generated Materials [Volume 11, Issue 4, 2024, Pages 149-169]
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 language awareness Classroom Interactional Teacher Language Awareness: Expert Talk Contextualizing Pedagogical Content Knowledge [Volume 6, Issue 4, 2019, Pages 29-1]
Teacher/Learner-Generated Materials Improving EFL Learners’ Reading Comprehension Through Raising Metacultural Competence: Comparing Teacher- Generated and Teacher/Learner-Generated Materials [Volume 11, Issue 4, 2024, Pages 149-169]
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’ emotional lives EFL Teachers’ Conceptualizations of Well-Being: Enhancers and Threats Across Educational Contexts in Iran [(Articles in Press)]
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 "Chatbots and Speaking Performance of EFL Learners with High and Low Levels of Learning Adaptability: Effects and Percepts" [(Articles in Press)]
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]
Threats to well-being EFL Teachers’ Conceptualizations of Well-Being: Enhancers and Threats Across Educational Contexts in Iran [(Articles in Press)]
Tiered Tasks Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context [Volume 4, Issue 1, 2017, Pages 87-69]
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 199-220]

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 Communicate The Impact of Vlogging and Podcasting on Iraqi EFL Learners’ Oral Proficiency and Willingness to Communicate [(Articles in Press)]
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]

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