Academic-engagement
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Applied linguistics
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Autonomy-supportive teaching
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
B
Barriers. Online motivation
Students' and Instructors' Views of an Online Graduate Program of TEFL: Contribution of Motivation, Readiness, and Barriers to Satisfaction [Volume 9, Issue 1, 2022, Pages 73-95]
Bottom-up pre-listening
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
C
Caring Teacher
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Classroom Interactional Competence (CIC)
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Cognitive styles
Exploring Iranian EFL Learners’ Cognitive Styles and Their Listening Comprehension [Volume 9, Issue 2, 2022, Pages 77-97]
Computer-mediated
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Computer-mediated
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
Content-related support
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Corpus-Based Instruction
Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction [Volume 9, Issue 4, 2022, Pages 143-168]
Criterion
Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]
Critical thinking
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Cross-cultural pragmatic failure
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
Cultural Awareness-Raising Activities
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
D
Desired selves
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Diagnostic assessment
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Differentiated instructions
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Digital Multimodal Composition
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy [Volume 9, Issue 1, 2022, Pages 177-151]
Dimensions of engagement
The Mediating Role of Self-Regulation between Student Engagement and Motivation among Iranian EFL Learners: A Structural Equation Modeling Approach [Volume 9, Issue 1, 2022, Pages 179-200]
Direct Feedback
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
E
Effective Use of Gestures
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
EFL learners
Exploring Iranian EFL Learners’ Cognitive Styles and Their Listening Comprehension [Volume 9, Issue 2, 2022, Pages 77-97]
EFL learners
Examining the Effects of Raising Text Structure Awareness in Computer-Based Instruction through Moviemaker and Mind mapping software on EFL learners’ Reading Comprehension [Volume 9, Issue 4, 2022, Pages 51-74]
EFL setting
Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]
EFL Teacher Research
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
EFL teachers’ and learners’ perceptions
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
EFL Teachers’ Perception
The Dynamic Assessment of Reading Comprehension: An Exploration of EFL Teacher’s Perception and Practice [Volume 9, Issue 2, 2022, Pages 123-148]
EFL undergraduates
The Effect of Learning a CDA Model on Promoting EFL Undergraduates’ Reading Comprehension Ability across Different Proficiency Levels [Volume 9, Issue 4, 2022, Pages 75-92]
ELT
A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes [Volume 9, Issue 4, 2022, Pages 1-23]
English as lingua franca (ELF)
Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
English Collocations
Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction [Volume 9, Issue 4, 2022, Pages 143-168]
English Language
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
F
Feared selves
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Flipped
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
FLP
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
G
Global citizenship
Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
Global citizenship education (GCE)
Global Citizenship Education and English Language Teaching in Iran [Volume 9, Issue 3, 2022, Pages 159-186]
Google Meet
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Grammar
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
H
Hyland’s (2000) five-move model
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
I
Increased Awareness of UTP
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Input/Output Instruction
Differential Effects of Input/Output Tasks on Learning English Collocations by Iranian EFL Learners Through the Corpus-Based Instruction [Volume 9, Issue 4, 2022, Pages 143-168]
Instructional objectives
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Interpretive Phenomenological Analysis (IPA)
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Iranian Authors' Perception
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
Iranian EFL learners
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
L
L2 Argumentative Writing
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
L2 Descriptive Writing
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
L2 Narrative Writing
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
Language education
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Lesson Study (LS)
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Lesson Study Project Mentoring
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Linguistic Support
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
Listening Anxiety
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
Listening Strategy Instruction
The Effect of Prelistening Activity Types on Listening Comprehension and Listening Anxiety [Volume 9, Issue 4, 2022, Pages 93-118]
M
Maximizing Interactional Space
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Mixed-ability
Computer-mediated Diagnostic Assessment of Mixed-ability EFL Learners’ Performance on Tiered Tasks: Differentiating Mediation on Google Meet™ [Volume 9, Issue 2, 2022, Pages 1-26]
Mixed Methods Research
Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]
MMR Quality
Mixed Methods Research in an EFL Context: A Quality Assessment Perspective [Volume 9, Issue 2, 2022, Pages 99-122]
O
Online
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Online learning
Students' and Instructors' Views of an Online Graduate Program of TEFL: Contribution of Motivation, Readiness, and Barriers to Satisfaction [Volume 9, Issue 1, 2022, Pages 73-95]
P
Path analysis
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
PBTA
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
Peer-assessment
Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]
Perceived locus of control
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Perception
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
Postgraduate Education
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Pragmatic competence
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
Pragmatics
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions [Volume 9, Issue 3, 2022, Pages 49-72]
Problem solving
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
Professional development
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Professional self-image
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Q
Quantitative research
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
R
Readiness
Students' and Instructors' Views of an Online Graduate Program of TEFL: Contribution of Motivation, Readiness, and Barriers to Satisfaction [Volume 9, Issue 1, 2022, Pages 73-95]
Reflective Journals
The Dynamic Assessment of Reading Comprehension: An Exploration of EFL Teacher’s Perception and Practice [Volume 9, Issue 2, 2022, Pages 123-148]
Research approaches
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Research article abstracts
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
Rhetorical move analysis
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals [Volume 9, Issue 3, 2022, Pages 25-47]
S
Self-determination theory
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Self-efficacy
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy [Volume 9, Issue 1, 2022, Pages 177-151]
Senior High School Language Class
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Severity
Severity Differences across Proficiency Levels among Peer-assessors [Volume 9, Issue 2, 2022, Pages 173-196]
Sociopolitical Associations of ELT
A Historical Overview of English Language Teacher Preparation Programs in Iranian Private Language Institutes [Volume 9, Issue 4, 2022, Pages 1-23]
Student-teachers
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Study Quality
Study Quality in Quantitative L2 Research: A Path Analysis on the Perceptions of Iranian Published Authors [Volume 9, Issue 1, 2022, Pages 97-123]
T
Teacher education
Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images [Volume 9, Issue 1, 2022, Pages 1-28]
Teacher reflection
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Teacher Research Support Centre (TRSC) Plan Start-ups
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits [Volume 9, Issue 3, 2022, Pages 187-212]
Teachers’ Beliefs and Practices
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment [Volume 9, Issue 3, 2022, Pages 131-158]
Teaching
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language [Volume 9, Issue 3, 2022, Pages 73-100]
Teaching ineffectiveness
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Technological Pedagogical Content Knowledge (TPACK)
Examining EFL Teachers’ Perceptions of Technological Pedagogical Content Knowledge and Web 2.0 Technologies Using a Structural Equation Modeling Technique [Volume 9, Issue 2, 2022, Pages 51-76]
Technology-aided project-based learning
The Effect of Technology-aided Project-based English Learning on Critical Thinking and Problem Solving as Indices of 21st Century Learning [Volume 9, Issue 1, 2022, Pages 125-150]
TEFL
The Role of Caring Instructors in Postgraduate Education: Perceptions and Experiences of TEFL Postgraduate Students and Instructors [Volume 9, Issue 2, 2022, Pages 149-171]
Thinking for lesson planning
Pathology of Language Teaching Ineffectiveness: A Case Study Exposing Teacher Cognition Stepwise [Volume 9, Issue 1, 2022, Pages 29-51]
Top-down pre-listening
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
Traditional
Evaluating the Impact of a Flipped, a Traditional, and an Online Course on Grammar Knowledge Development and Content Coverage: Flipped Class’s Perception in Focus [Volume 9, Issue 3, 2022, Pages 101-129]
V
Vocabulary breadth
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
Vocabulary depth
Depth and Breadth of Vocabulary Knowledge as Predictors of Narrative, Descriptive and Argumentative Writing [Volume 9, Issue 2, 2022, Pages 27-50]
Vocabulary preparation
Role of Bottom-up and Top-down Pre-listening Activities on Iranian EFL Students’ Listening Comprehension [Volume 9, Issue 1, 2022, Pages 53-72]
W
Web 2.0 Technologies
Examining EFL Teachers’ Perceptions of Technological Pedagogical Content Knowledge and Web 2.0 Technologies Using a Structural Equation Modeling Technique [Volume 9, Issue 2, 2022, Pages 51-76]
Willingness to Communicate
A Path Analysis of Autonomy Supportive Teaching, EFL Learners’ Willingness to Communicate, Self-regulation, Academic Engagement, and Perceived Locus of Control [Volume 9, Issue 4, 2022, Pages 25-49]
Willingness-to-Write (WTW)
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
Writing ability
The Impact of Digital Multimodal Composition on Writing Ability of Iranian EFL Learners with Respect to Their Self-Efficacy [Volume 9, Issue 1, 2022, Pages 177-151]
Writing Ability (WA)
Comparative Effects of Direct and Metalinguistic Computer-Mediated Feedback on L2 Learners’ Writing Ability and Willingness-to-Write [Volume 9, Issue 4, 2022, Pages 119-142]
