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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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