Advertisement
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]
App learning
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]
Attitudes towards Teaching/ Learning English
Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]
AWL
Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]
B
BA projects
Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]
Bias
Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis [Volume 5, Issue 4, 2018, Pages 27-53]
C
Citation
Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]
Cognitive
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Collocations
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
Concurrent Group Dynamic Assessment
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
Corrective Feedback
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]
Corrective Feedback
Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]
Coverage
Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]
Cumulative Group Dynamic Assessment
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
D
Demotivation
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]
Discursive Strategies
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]
Draft Specific Scoring (DSS)
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Dynamic Assessment (DA)
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
E
EFL setting
Mapping Past, Current and Future TEFL Research Trends in Iran: A Synthetic Review of Topics and Paradigms in Three Decades [Volume 5, Issue 4, 2018, Pages 81-108]
EFL teacher
An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]
EFL writing
Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment [Volume 5, Issue 1, 2018, Pages 47-72]
EFL writing
Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]
Emotional intelligence
The Difference between Predictability of Iranian EFL Teachers’ Emotional Intelligence and Sense of plausibility with their Sense of Classroom Management [Volume 5, Issue 1, 2018, Pages 73-94]
Emotional intelligence
Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences [Volume 5, Issue 4, 2018, Pages 109-130]
Expertise
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
F
Face
Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]
G
Group Dynamic Assessment (G-DA)
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions [Volume 5, Issue 3, 2018, Pages 118-99]
GSL
Do university students need to master the GSL and AWL words: A psychology word list [Volume 5, Issue 2, 2018, Pages 101-122]
I
Identity
An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]
IELTS
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Interactionist Dynamic Assessment
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Intercultural interaction
Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]
Interrater consistency
Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis [Volume 5, Issue 4, 2018, Pages 27-53]
Intertextuality
Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]
Interventionist Dynamic Assessment
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Iranian EFLs
Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]
L
Language Awareness
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Learners’ perception
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
M
MALL
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]
Manipulation
Exploring Discursive Features and Techniques of Manipulating Consumers in Printed Advertisements [Volume 5, Issue 1, 2018, Pages 95-115]
MA theses
Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared [Volume 5, Issue 3, 2018, Pages 54-31]
Memrise
Enhancing Vocabulary Learning and Self-regulation via a Mobile Application: An Investigation of the Memrise App [Volume 5, Issue 1, 2018, Pages 27-46]
Metacognitive Strategy Use
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes [Volume 5, Issue 4, 2018, Pages 55-79]
Meta-ُsynthesis
Face in Intercultural Communication: A Meta-synthesis [Volume 5, Issue 2, 2018, Pages 1-18]
Ministry of Education (MoE)
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]
Motivation for EFL reading
The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model [Volume 5, Issue 4, 2018, Pages 131-155]
Multifaceted Rasch measurement (MFRM)
Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis [Volume 5, Issue 4, 2018, Pages 27-53]
N
Narratives
An English Teacher’s Professional Identity Development: The Effect of Educational Policies [Volume 5, Issue 2, 2018, Pages 19-40]
Needs analysis
Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment [Volume 5, Issue 1, 2018, Pages 47-72]
O
Oral proficiency task
Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis [Volume 5, Issue 4, 2018, Pages 27-53]
P
Peer revision
A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance [Volume 5, Issue 3, 2018, Pages 29-1]
Portfolio-based writing
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]
R
Rater
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Relative clause
A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance [Volume 5, Issue 3, 2018, Pages 29-1]
S
Self-Regulated Learning (SRL)
The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model [Volume 5, Issue 4, 2018, Pages 131-155]
Severity/leniency
Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis [Volume 5, Issue 4, 2018, Pages 27-53]
Sociocultural theory
Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment [Volume 5, Issue 1, 2018, Pages 47-72]
Speaking Task
Iranian EFL Raters’ Cognitive Processes in Rating IELTS Speaking Tasks: The Effect of Expertise [Volume 5, Issue 2, 2018, Pages 41-76]
Syllabus design
Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment [Volume 5, Issue 1, 2018, Pages 47-72]
T
Teacher Corrective Feedback
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Teacher motivation
Investigating Factors Underlying Iranian High School English Teachers’ (De)motivation [Volume 5, Issue 2, 2018, Pages 77-100]
Teacher revision
A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance [Volume 5, Issue 3, 2018, Pages 29-1]
Teachers’ sense of classroom management
The Difference between Predictability of Iranian EFL Teachers’ Emotional Intelligence and Sense of plausibility with their Sense of Classroom Management [Volume 5, Issue 1, 2018, Pages 73-94]
Teacher’s sense of plausibility
The Difference between Predictability of Iranian EFL Teachers’ Emotional Intelligence and Sense of plausibility with their Sense of Classroom Management [Volume 5, Issue 1, 2018, Pages 73-94]
U
University Major
Iranian Language Learners’ Attitudes towards Teaching/Learning English: The Role of University Major, Gender, and Age [Volume 5, Issue 1, 2018, Pages 1-26]
W
Writing ability
Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice [Volume 5, Issue 4, 2018, Pages 1-26]
Writing components
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance [Volume 5, Issue 3, 2018, Pages 136-119]
Writing performance
A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance [Volume 5, Issue 3, 2018, Pages 29-1]
Z
Zimmerman and Moylan’s SRL model
The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model [Volume 5, Issue 4, 2018, Pages 131-155]
