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journal of english language pedagogy and practice
سال:2020 - دوره:13 - شماره:1
a comparative study on iranian efl teachers’ awareness of code of ethics in research: the role of gender and years of teaching experience
- صفحه:140-159
a mixed method study of interventionist da: a case of introvert vs. extrovert efl learners’ academic essay writing
- صفحه:118-139
gendered language: men’s vs women’s uses of address terms within new interchange series
- صفحه:182-204
improving iranian intermediate efl learners’ oral narrative task performance in terms of accuracy, fluency and complexity by awareness raising through semantic fields
- صفحه:75-95
linguistic devices of identity representation in english political discourse with a focus on personal pronouns: power and solidarity
- صفحه:205-229
multiple pathways to the student’s brain: an appropriate tool to impact on efl learners’ stress, anxiety, depression, and perceived supportive learning climate
- صفحه:96-117
promoting dialogic talk in a speaking classroom: rethinking bakhtinian pedagogy
- صفحه:160-181
the effect of employing critical needs analysis on iranian intermediate learners’ speaking skills improvement
- صفحه:49-74
the effect of one teachone assist model of coteaching on iranian efl learners’ reading comprehension
- صفحه:24-48
the effects of heart rate variability on reading performance among iranian efl learners
- صفحه:1-23
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