| The Effects of Word-Map Technique on Iranian EFL Learners' Vocabulary Acquisition: A Response to Help-seeking Strategy (A Study in Azad University, Malayer, Iran) |
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1-9 |
Ashraf Ronaghi, Abbas Bayat & Keivan Mahmoodi
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| Revisiting the Conceptual Ambiguity of Learning Styles |
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10-24 |
Asghar Salimi & Babak Huseynpur
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| The Effect of Textual Input Enhancement on Learning Verbals in High-School EFL Male Students |
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25-35 |
Nika Tahmouresi, Seyyed Dariush Ahmadi & Ali Gholami Mehrdad
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| Can EFL Learners' Emotional Intelligence Predict their Verbal Intelligence? |
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36-42 |
| Mahsa Salehzade & Anita Lashkarian |
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| The Effects of Technology on Idioms: with a Focus on Law Terms (A Study in Payame Noor University, Tehran, Iran) |
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43-53 |
Ali Badri
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| The Impact of Planning Condition and Age on EFL Learners’ Accuracy in Argumentative Writing |
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54-70 |
| Hossein Ahmadi & Karim Vafaeeseresht |
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| Scaffolding Reading Strategies of EFL Learners |
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71-77 |
| Masoud Rahimi |
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| The Effect of Task Input Formats on Task Outcomes in Writing Performance |
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78-85 |
| Abbas Souri & Abbas Bayat |
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| Contributions of Cloze Test Varieties and Procedures in Reading Instruction: A Washback Study |
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86-107 |
| Gholam-Reza Abbasian & Kowsar Ghasemi |
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| The Relationship between Neuro-Linguistic Programming and Anxiety and Self-Esteem among Iranian Intermediate EFL Learners |
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108-130 |
| Fatemeh Sadat Alamdar & Alireza Karbalaei |
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| Willingness to Communicate: Students’ and Teachers’ Perspectives |
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131-137 |
| Mohammad Reza Mozayan & Marzieh Mozayan |
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| The Relationship between Background Knowledge and Reading Comprehension |
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138-145 |
| Razieh Hosseini & Keyvan Mahmoodi |
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| The Relationship between Emotional Intelligence and Emotional Empathy of EFL Teachers Regarding to Gender |
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146-154 |
| Mansoureh Salem & Omid Tabatabaei |
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| On the Relationship between Literary Intelligence and Literary Translation: A Study on non-Translation Students |
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155-170 |
| Mojtaba Javandoust, Zargham Ghapanchi & Rajab A. Askarzadehi |
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| Genres as Authentic Sources of Communication by which we Interact can Improve Learners' Success |
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171-177 |
| Zahra Jamaleddin & Anita Lashkarian |
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