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journal of english language pedagogy and practice
سال:2018 - دوره:11 - شماره:1
Professional Success among Iranian University Professors of TEFL: A Study on the Basis of Goffman's Footing Theory
- صفحه:168-185
a contrastive study of stance-markers in opinion columns of english vs. farsi newspapers
- صفحه:23-53
directed reading-thinking activity and reading comprehension
- صفحه:111-126
exploring the potential of a mobile messaging application for self-initiated language learning
- صفحه:91-110
iranian efl teachers' and students' perceptions towards the first grade high school english textbook (vision1)
- صفحه:141-167
the comparative effect of using listening strategies on reflective and impulsive visually impaired learners’ listening comprehension
- صفحه:54-73
the dual meaning potential of prepositional grammatical metaphor in prose fiction
- صفحه:127-140
the effect of input-based and output-based focus on form instruction on learning grammar by iranian efl learners
- صفحه:74-90
the effect of story-based, l1 translation, and whatsapp emoticon puzzle-solving techniques on iranian intermediate efl learners’ proverb learning
- صفحه:1-22
the impact of linear process versus genre-based approach on intermediate efl learners’ accuracy in written task performance
- صفحه:186-202
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