1.

Factors Determining the Technological Pedagogical Content Knowledge (TPACK) of the Iranian Preservice English Teachers

صفحه 1-30
Mojtaba Maghsoudi

2.

Navigating the Mediating Role of Immunity, Buoyancy, and Emotion Regulation to L2 Grit and Mindfulness Among EFL Teachers

صفحه 31-65
Ehsan Namaziandost؛ Tahereh Heydarnejad؛ Afsheen Rezai

3.

A Philosophical Problematisation of Research on EFL/ESL Teachers’ Cognition vs. Action: A Critical Interpretive Synthesis

صفحه 67-118
Seyed Behrouz Behzadi؛ Nasser Rashidi

4.

An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment

صفحه 119-150
Saba . Bashiri؛ Saman . Ebadi

5.

Impact of the Neurolinguistic Approach on English Language Learners’ Implicit and Explicit Knowledge of English Articles

صفحه 151-180
Marzieh Bagherkazemi

6.

The Effect of Task Familiarity Ordering on Listening Task Complexity

صفحه 181-215
Bahman Amini؛ Abbas Bayat؛ Keyvan Mahmoodi

7.

Developing Learner Autonomy: Novice and Experienced EFL Teachers’ Beliefs and Strategies

صفحه 217-242
Shiva Kaivanpanah؛ Awat Mohammed

8.

Contributions of Achievement Emotions to Male and Female EFL Learners’ Language Achievement

صفحه 243-277
Forough Hosseinian Ahanghar Nezhad؛ Touran Ahour؛ Nasrin Hadidi Tamjid

9.

Pre and Post-Islamic Revolution Obituaries in Iran: Did Ideology change the Move?

صفحه 279-299
Saba Bashiri؛ Hiwa Weisi

10.

Predicting Technology Use in EFL Instruction: The Roles of Teacher Self-Efficacy and Technology Self-Efficacy

صفحه 301-341
Milad Naderi؛ Jalil Fathi؛ Habib Soleimani

11.

EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study

صفحه 343-370
Mahnaz Mostafaei Alaei؛ Mahya Alaei

12.

Cross-linguistic and intra-linguistic influence in the use of L3 French prepositions: A stimulated recall content analysis

صفحه 371-400
Farhang Daneshfard؛ Mahboobeh Saadat


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