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journal of english language pedagogy and practice
سال:2012 - دوره:5 - شماره:2
an explication of vygotskian sociocultural theory as evidenced by ethomethodological findings
- صفحه:16-28
content validity and reliability of multiple intelligences developmental assessment scales (midas) translated into persian
- صفحه:116-133
culture and language education
- صفحه:85-101
effects of task complexity, task conditions, and task difficulty on the grammatical accuracy of efl learners in written discourse
- صفحه:1-15
enhancing reading comprehension via metacognitive strategy training: gender and discipline variation
- صفحه:134-157
investigating the use of paratactic and hypotactic conjunctions among iranian preuniversity students
- صفحه:158-170
iranian efl high school students’ perceptions regarding written grammar feedback
- صفحه:64-84
the effect of digital stories on enhancing iranian pre-intermediate efl learners’ listening comprehension
- صفحه:29-44
the effect of textual enhancement techniques on the acquisition of passive form
- صفحه:102-115
the system of engagement in a sample of prose fiction and the news
- صفحه:45-63
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