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Journal Of English Language Pedagogy And Practice
  
سال:2017 - دوره:10 - شماره:1
  
 
Contextualizing Grammar Instruction Through Meaningcentered Planned Pre-Emptive Treatment And Enhanced Input In An Efl Context
- صفحه:72-91
  
 
Do Critical Thinking Skills Lead To Success In Language Teaching? A Case Of Iranian Efl Teachers Based On Their Gender And Degree Of Education
- صفحه:17-28
  
 
Investigating The Reliability And Factor Structure Of The Selfregulating Capacity In Vocabulary Learning (Srcvoc) In Iranian Efl Context
- صفحه:169-186
  
 
Iranian Efl Learners’ Willingness To Communicate, Self-Perceived Communication Competence, And Communication Apprehension In L1 And L2: A Comparative Study
- صفحه:50-71
  
 
Learning Style Preferences In Male And Female Professional Translators
- صفحه:1-16
  
 
Navigating The Hindrances Arising At Macro And Microlevel From Practicality Of Transformative Pedagogy
- صفحه:29-49
  
 
On The Differential Effects Of Computermediated And Metalinguistic Corrective Feedback On Iranian Efl Learners’ Writing Accuracy
- صفحه:151-168
  
 
The Comparative Effect Of Visual Vs. Auditory Input Enhancement On Learning Non-Congruent Phrasal Verbs By Iranian Efl Learners
- صفحه:130-150
  
 
The Relationship Between Iranian Male And Female Efl Learners’ Motivation And Their Identity: Perfectionism And Hardiness
- صفحه:187-207
  
 
Towards The Development Of A Socially-Informed, Process-Oriented Model Of Research In Metadiscourse
- صفحه:92-129
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