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journal of english language pedagogy and practice
سال:2009 - دوره:2 - شماره:4
A Comparative Study of the Effect of Homogeneous and Heterogeneous Collaborative Interaction on the Development of EFL Learners’ Writing Skill
- صفحه:127-158
Different Learning Levels in Multiple-choice and Essay Tests: Immediate and Delayed Retention
- صفحه:194-215
ESP Instruction: Traditional vs. Eclectic Method in Relation to Reading Comprehension of Iranian Agriculture Students
- صفحه:159-193
Gender Differences in Students’ and Teachers’ Perceptions of the Role of Grammar Instruction and Corrective Feedback
- صفحه:28-56
On the Applicability of Oxford's Taxonomy of Learner Strategies to Translation Tasks
- صفحه:216-237
On the Consequential Validity of ESP Tests: A Qualitative Study in Iran
- صفحه:103-126
The Effect of Semantic Mapping as a Vocabulary Instruction Technique on EFL Learners with Different Perceptual Learning Styles
- صفحه:1-27
The Effect of Training and Task-Planning on the Complexity of Iranian Learners’ Oral Speech
- صفحه:57-80
The Impact of Task Type and Gender on Total Incidence of Negotiation for Meaning
- صفحه:238-272
The Impact of Task-based Activities on the Reading Skill of Iranian EFL Young Learners at the Beginner Leve
- صفحه:81-102
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