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]
Apprenticeship
Perspectives of L2 graduate students and their professors about students' academic writing practices: Patchwriting or plagiarism?/ [Volume 3, Issue 2, 2016, Pages 96-81]
Asian background English learners
Language Learning Strategy Preferences of Asian EFL Learners [Volume 3, Issue 1, 2016, Pages 47-31]
C
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]
Corrective Feedback
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
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]
D
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]
E
EFL
Language Learning Strategy Preferences of Asian EFL Learners [Volume 3, Issue 1, 2016, Pages 47-31]
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 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 undergraduates
The Effects of Pre-Task Planning on Iranian EFL Undergraduates’ Argumentative Writing Task Performance [Volume 3, Issue 2, 2016, Pages 116-97]
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]
Error
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
ESAP
Iranian Domestically Designed ESAP Textbooks and Students: A Critical Thinking Perspective [Volume 3, Issue 4, 2016, Pages 61-47]
F
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]
Figure
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
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]
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]
G
Goal
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
Grammaticalization
Emergence and affordance in language learning: Using Grammaticalization to teach grammar to Iranian EFL learners [Volume 3, Issue 3, 2016, Pages 38-19]
I
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]
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 students/teachers
School Mentors and Iranian EFL Student Teachers’ Expectations during Practicum Experiences [Volume 3, Issue 3, 2016, Pages 58-39]
K
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]
L
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]
Learning strategies
Language Learning Strategy Preferences of Asian EFL Learners [Volume 3, Issue 1, 2016, Pages 47-31]
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]
M
Manner, Path
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
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]
Motion event
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
P
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]
Perception
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
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]
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]
Preference
The effects of corrective feedback on Iranian EFL students' writing [Volume 3, Issue 2, 2016, Pages 1-19]
S
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]
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]
Source
Analysis of Lexical Patterning and Semantic Elements in Reading Comprehension Sections of EFL Textbooks [Volume 3, Issue 4, 2016, Pages 25-1]
W
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]
