| The Impact of Syntactic Priming on Intermediate EFL Learners’ Overall Tendency to Use Full/Reduced Relative Clauses in Writing Tasks |
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1-9 |
Ali Akbar Khomeijani Farahani & Farzaneh Padami
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| The Effect of Grammar-Oriented Assignments as an Extra-Curricular Activity on Intermediate EFL Learners’ Writing Performances |
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10-18 |
Nasrin Mohammadi & Mohammad Reza Oroji
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| Reflective Teaching: Tools for Professional Development |
|
19-34 |
Scott Smith
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| Extensive Listening: Pedagogy, Resources, and Tools |
|
35-49 |
Edward Povey
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| Investigating the Scope of Source Use and Discourse Features in Integrated Academic Writing among Iranian Intermediate EFL Learners |
|
50-69 |
Mahdiyeh Mirshahvalad, Keivan Mahmoodi & Faramarz Azizmalayeri
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| A Study of the Bond between EFL Learners' Learning Styles, Self-Regulation, and Language Achievement |
|
70-84 |
Aida Akhavan Khaleghi, Omid Akbari & Afsane Ghanizade
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| The Relationship of Code-Switching Strategy Use with Anxiety and Speaking Fluency of Learners |
|
85-95 |
Masoome Maleki & Omid Varzandeh
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| The Relationship between Iranian EFL Learners Autonomy, Commitment and Writing Ability |
|
96-105 |
Elnaz Masoumzadeh
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| Towards Embedding Graphics in the Teaching of Reading and Literature in Nigeria |
|
106-119 |
Emmanuel Uba, Emmanuel Oteiku & Eugenia Abiodun-Eniayekan
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| An Exploration of EFL Learners' Declarative Knowledge, Procedural Knowledge, and Monitoring |
|
120-128 |
Ghazaleh Arab Ahmadi, Behzad Ghonsooly & Afsaneh Ghanizadeh
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| Investigating the Differences between Male and Female Iranian EFL Professors' Critical Thinking |
|
129-138 |
Elham Bayati & Narjes Ghafournia
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| The Effect of Teaching Vocabulary through Text Messaging by Social Networks on Vocabulary Comprehension of Iranian Upper-Intermediate EFL Learners |
|
139-152 |
Parisa Malmir & Peyman Rajabi
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| The Impact of Reflective Journal Writing on Vocabulary Achievement |
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153-161 |
Mahboubeh Mohammadzadeh Tehrani & Farid Ghaemi
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