Abbasian, Gholam-Reza
Developing and Validating a Pedagogical Content Knowledge (PCK) Questionnaire for Iranian EFL Teacher Education Programs: A Glocal Approach [Volume 12, Issue 2, 2024, Pages 195-220]
Aghazadeh, Zahra
Dynamic Interplay of Critical Thinking and Vocabulary Learning Strategies Among Iranian EFL Learners with the Moderating Role of Gender [Volume 12, Issue 1, 2024, Pages 87-106]
Ahour, Touran
Iranian TEFL Students’ Perceptions and Challenges in Collaborative Content Learning Across Gender [Volume 12, Issue 1, 2024, Pages 63-86]
Ajideh, Parviz
The Effect of Global Digital Citizenship Education on Intercultural Communicative Competence and Learners’ Perceptions [Volume 12, Issue 2, 2024, Pages 59-86]
Alizadeh, Ali
Structural and Functional Differences of Lexical Bundles Between Hard Science and Soft Science Researchers: A Comparative Corpus-Driven Study [Volume 12, Issue 2, 2024, Pages 87-114]
Ansarin, Ali Akbar
Syntactic Priming: Is Shared Semantic Content an Obligation? [Volume 12, Issue 1, 2024, Pages 51-62]
Azabdaftari, Behrooz
The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks [Volume 12, Issue 2, 2024, Pages 31-58]
Azizian, Yunes
Book Review: "Intercultural Competence and Pragmatics" [Volume 12, Issue 2, 2024, Pages 294-297]
B
Bagheri Nevisi, Reza
Mastering the “Term of Art”: Linguistic Avoidance in David Mamet’s Oleanna [Volume 12, Issue 2, 2024, Pages 249-266]
Bahadori Moghaddam, Arezoo
Mastering the “Term of Art”: Linguistic Avoidance in David Mamet’s Oleanna [Volume 12, Issue 2, 2024, Pages 249-266]
Baleghizadeh, Sasan
Sense of Self-Efficacy and Emotional Intelligence as Predictors of Job Satisfaction among Iranian EFL Teachers [Volume 12, Issue 2, 2024, Pages 161-194]
Behnam, Biook
A Comparative Study of the Impact of Explicit Instruction, Input Enhancement, and Guided Discovery on Iranian EFL Learners’ Passive Voice Production: A Computer-Assisted Language Learning Approach [Volume 12, Issue 1, 2024, Pages 129-153]
Bolourchi, Amin
Dynamic Interplay of Critical Thinking and Vocabulary Learning Strategies Among Iranian EFL Learners with the Moderating Role of Gender [Volume 12, Issue 1, 2024, Pages 87-106]
D
Davari, Hossein
A Dialectical Reading of David Hare’s Plenty [Volume 12, Issue 2, 2024, Pages 221-236]
Deliery Moghadam, Farzane
Text Shapers in English for Research Publication Purposes: An Overview of Their Practices and Services [Volume 12, Issue 2, 2024, Pages 139-160]
E
Esfandiari, Rajab
Structural and Functional Characterization of Citation Practices in Academic Research Writing: A Concordance-Informed Analysis [Volume 12, Issue 1, 2024, Pages 1-23]
Eslami, Roghaiyeh
Iranian TEFL Students’ Perceptions and Challenges in Collaborative Content Learning Across Gender [Volume 12, Issue 1, 2024, Pages 63-86]
Esmaili Kordlar, Maghsoud
A Study of Ecological Ethics in Ursula Le Guin's The Word for the World is Forest [Volume 12, Issue 2, 2024, Pages 237-248]
G
Ghaffary, Mohammad
“Nothing Worth Making, Nothing Worth Knowing”: A Deleuzeoguattarian Reading of Science and Morality in Kurt Vonnegut’s Cat’s Cradle [Volume 12, Issue 2, 2024, Pages 267-280]
Gholami, Javad
Text Shapers in English for Research Publication Purposes: An Overview of Their Practices and Services [Volume 12, Issue 2, 2024, Pages 139-160]
H
Hadidi, Yaser
Structural and Functional Differences of Lexical Bundles Between Hard Science and Soft Science Researchers: A Comparative Corpus-Driven Study [Volume 12, Issue 2, 2024, Pages 87-114]
Heydarnejad, Tahereh
Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context [Volume 12, Issue 2, 2024, Pages 1-29]
Hosseini, Maryam
Ethical Recuperation vs. Ontological Trauma in Bessie Head’s A Question of Power [Volume 12, Issue 1, 2024, Pages 207-225]
J
Javadi, shalaleh
Syntactic Priming: Is Shared Semantic Content an Obligation? [Volume 12, Issue 1, 2024, Pages 51-62]
Javidshad, Mahdi
The Inhabitants of the Camp: Homo Sacer and Biopolitical Regimes in V. S. Naipaul’s A House for Mr. Biswas [Volume 12, Issue 1, 2024, Pages 155-174]
Jula, Arman
Sense of Self-Efficacy and Emotional Intelligence as Predictors of Job Satisfaction among Iranian EFL Teachers [Volume 12, Issue 2, 2024, Pages 161-194]
K
Karimi, Sara
“Nothing Worth Making, Nothing Worth Knowing”: A Deleuzeoguattarian Reading of Science and Morality in Kurt Vonnegut’s Cat’s Cradle [Volume 12, Issue 2, 2024, Pages 267-280]
Khaghaninejad, Mohammad Saber
Investigating the Effects of Syntactic and Semantic Awareness in the Sentence Comprehension of EFL Learners [Volume 12, Issue 1, 2024, Pages 107-128]
Khaksar, Mohammad Reza
Investigating the Effects of Syntactic and Semantic Awareness in the Sentence Comprehension of EFL Learners [Volume 12, Issue 1, 2024, Pages 107-128]
Kuhi, Davud
Structural and Functional Differences of Lexical Bundles Between Hard Science and Soft Science Researchers: A Comparative Corpus-Driven Study [Volume 12, Issue 2, 2024, Pages 87-114]
L
Lotfi Matanaq, Roghayeh
Object Relations Theory in Morrison’s God Help the Child: A Psychoanalytic Reading [Volume 12, Issue 1, 2024, Pages 227-244]
M
Mahdavi Nejhad, Mohammad Hossein
Mastering the “Term of Art”: Linguistic Avoidance in David Mamet’s Oleanna [Volume 12, Issue 2, 2024, Pages 249-266]
Mehrbakhsh, Abbas
Developing and Validating a Pedagogical Content Knowledge (PCK) Questionnaire for Iranian EFL Teacher Education Programs: A Glocal Approach [Volume 12, Issue 2, 2024, Pages 195-220]
Mohammadi, Mojtaba
Developing and Validating a Pedagogical Content Knowledge (PCK) Questionnaire for Iranian EFL Teacher Education Programs: A Glocal Approach [Volume 12, Issue 2, 2024, Pages 195-220]
Mohammad Pour, Roqayeh
The Effect of Global Digital Citizenship Education on Intercultural Communicative Competence and Learners’ Perceptions [Volume 12, Issue 2, 2024, Pages 59-86]
Montazerzadeh, Ali
Effect of Hierarchies on the Corporeal Alternations in the Novel Under the Skin [Volume 12, Issue 1, 2024, Pages 193-206]
Moradkhani, Shahab
The Call to Teacher Aegis: Investigating the Relationship Between Iranian EFL Teachers’ Engagement in Reflective Practices and Their Immunity [Volume 12, Issue 2, 2024, Pages 115-138]
N
Namaziandost, Ehsan
Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context [Volume 12, Issue 2, 2024, Pages 1-29]
Nemati Ziarati, Amirhossein
The Inhabitants of the Camp: Homo Sacer and Biopolitical Regimes in V. S. Naipaul’s A House for Mr. Biswas [Volume 12, Issue 1, 2024, Pages 155-174]
O
Ostad, Omid
Unveiling the Invisible Gem: Identifying the Obstacles on the Path of Critical Literacy Practices in EFL Digital Classes in Iran [Volume 12, Issue 1, 2024, Pages 25-50]
P
Pirnajmuddin, Hossein
Ethical Recuperation vs. Ontological Trauma in Bessie Head’s A Question of Power [Volume 12, Issue 1, 2024, Pages 207-225]
R
Rafiei Sakhaei, Sepideh
A Comparative Study of the Impact of Explicit Instruction, Input Enhancement, and Guided Discovery on Iranian EFL Learners’ Passive Voice Production: A Computer-Assisted Language Learning Approach [Volume 12, Issue 1, 2024, Pages 129-153]
Ramazani, Abolfazl
Object Relations Theory in Morrison’s God Help the Child: A Psychoanalytic Reading [Volume 12, Issue 1, 2024, Pages 227-244]
Rezai, Afsheen
Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context [Volume 12, Issue 2, 2024, Pages 1-29]
S
Sabermoghaddam Roudsari, Sanaz
The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks [Volume 12, Issue 2, 2024, Pages 31-58]
Sabouri, Hossein
Object Relations Theory in Morrison’s God Help the Child: A Psychoanalytic Reading [Volume 12, Issue 1, 2024, Pages 227-244]
Saeidi, Mahnaz
Iranian TEFL Students’ Perceptions and Challenges in Collaborative Content Learning Across Gender [Volume 12, Issue 1, 2024, Pages 63-86]
Salari, Maryam
The Call to Teacher Aegis: Investigating the Relationship Between Iranian EFL Teachers’ Engagement in Reflective Practices and Their Immunity [Volume 12, Issue 2, 2024, Pages 115-138]
Saleh, Sahar
Structural and Functional Characterization of Citation Practices in Academic Research Writing: A Concordance-Informed Analysis [Volume 12, Issue 1, 2024, Pages 1-23]
Salimi, Esmaeel Ali
Unveiling the Invisible Gem: Identifying the Obstacles on the Path of Critical Literacy Practices in EFL Digital Classes in Iran [Volume 12, Issue 1, 2024, Pages 25-50]
Salmani, Bahloul
A Study of Ecological Ethics in Ursula Le Guin's The Word for the World is Forest [Volume 12, Issue 2, 2024, Pages 237-248]
Sasani, Samira
A Dialectical Reading of David Hare’s Plenty [Volume 12, Issue 2, 2024, Pages 221-236]
Seifoori, Zohreh
The Intervention of Criteria-Referenced Self-Assessment in Developing the Accuracy, Lexical Resource, and Coherence of Advanced Iranian EFL Learners’ Writing: Shared vs. Independent Tasks [Volume 12, Issue 2, 2024, Pages 31-58]
Seifoori, Zohreh
A Comparative Study of the Impact of Explicit Instruction, Input Enhancement, and Guided Discovery on Iranian EFL Learners’ Passive Voice Production: A Computer-Assisted Language Learning Approach [Volume 12, Issue 1, 2024, Pages 129-153]
Soleimani, Alireza
A Study of Ecological Ethics in Ursula Le Guin's The Word for the World is Forest [Volume 12, Issue 2, 2024, Pages 237-248]
Soleimani, Maryam
Dynamic Interplay of Critical Thinking and Vocabulary Learning Strategies Among Iranian EFL Learners with the Moderating Role of Gender [Volume 12, Issue 1, 2024, Pages 87-106]
Y
Yaghoubi Notash, Masoud
Syntactic Priming: Is Shared Semantic Content an Obligation? [Volume 12, Issue 1, 2024, Pages 51-62]
Z
Zare Zadeh, Ali
Object Relations Theory in Morrison’s God Help the Child: A Psychoanalytic Reading [Volume 12, Issue 1, 2024, Pages 227-244]
Zohrabi, Mohammad
The Effect of Global Digital Citizenship Education on Intercultural Communicative Competence and Learners’ Perceptions [Volume 12, Issue 2, 2024, Pages 59-86]
