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journal of english language pedagogy and practice
سال:2016 - دوره:9 - شماره:2
ideational grammatical metaphor in merry shelly’s frankenstein and its cinematic adaptation
- صفحه:141-160
investigating lexico-grammaticality in academic abstracts and their full research papers from a diachronic perspective
- صفحه:178-197
investigating the possibilities of reading literary texts in light of a sociolinguistic perspective: applications on the case of alice walker’s selected short stories
- صفحه:62-83
the comparative effect of direct and indirect corrective feedback in process-based vs. product-based writing instruction on efl learners` writing performance
- صفحه:84-103
the comparison of typed and handwritten essays of iranian efl students in terms of length, spelling, and grammar
- صفحه:104-118
the effect of multimedia-based instruction on improving iranian efl learners’ grammar knowledge and their attitudes
- صفحه:161-177
the effect of self-regulated strategy instruction on iranian efl learners' writing ability
- صفحه:21-36
the impact of three feedback types on postgraduate tefl student teachers’ writing accuracy and organization
- صفحه:119-140
the relationship among university lecturers’ institutional identity, professional identity, and teaching efficacy
- صفحه:1-20
using critical discourse analysis based instruction to improve efl learners’ writing complexity, accuracy and fluency
- صفحه:37-61
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