تعداد مقالات: 12

Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success

صفحه 1-28

Ali Derakhshan، Christine Coombe، Ali Arabmofrad، Mohammadsadegh Taghizadeh

The Role of Emotioncy in Cognitive Load and Sentence Comprehension of Language Learners

صفحه 29-55

Nazanin Azamnouri، Reza Pishghadam، Elham Naji Meidani

On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners

صفحه 57-91

Musa Nushi، Kourosh Shahhosseini

An Investigation into Iranian EAP Teachers’ Burnout and its Variations in Relation to Their Demographic and Organizational Characteristics

صفحه 93-116

Ogholgol Nazari، Mahmood Reza Atai، Parviz Birjandi

Diagnosing EFL Learners Development of Pragmatic Competence Implementing Computerized Dynamic Assessment

صفحه 117-149

Seyyed Mohammad Alavi، Mahboube Shahsavar، Mohammad Hossein Norouzi

Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study

صفحه 151-182

Kobra Marboot، Ali Roohani، Azizullah Mirzaei

A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?

صفحه 183-211

Shahab Moradkhani، Ahmad Goodarzi

The Influence of Learning Styles and Input Modalities on the Simultaneous Attention to Form and Meaning

صفحه 213-243

Mastaneh Haghani

Towards More Effective App-Assisted Language Learning: The Essential Content and Design Features of Educational Applications

صفحه 245-278

Fatemeh Nami

The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on L2 Learners’ Pragmatic Comprehension Accuracy and Speed

صفحه 279-320

Ali Malmir

Holistic Identity of Language Teachers: A Grounded Theory Study

صفحه 321-356

Mina Tasouji Azari، Saeideh Ahangari، Zohreh Seifoori

The Generic Structure of Book Acknowledgements

صفحه 357-381

Rasoul Mohammad Hosseinpur، Mohammadreza Pirooz، Reza Jafari Harandi، Gohar Mohammadpour