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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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