journal of english language pedagogy and practice سال:2021 - دوره:14

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journal of english language pedagogy and practice
سال:2021 - دوره:14 - شماره:28

a comparative study of covid-19-related native and nonnative news headlines in terms of rhetorical devices - صفحه:245-261 a two-phase evaluation of an elt textbook - صفحه:111-134 collaborative discussion circles:a path towards critical language teacher development - صفحه:157-179 dynamic assessment of efl learners’ reading strategies:introducing ‘sauce’-format mediation - صفحه:28-47 efl teachers’ and students’ perceptions about communication strategies teachability - صفحه:135-156 fostering speaking via integrated questioning: does itcount for transcontextual transferability? - صفحه:1-27 investigating the impacts of teacher metalinguistic feedback vs. collaborative peer feedback on iranian efl learners’ writing performance - صفحه:180-199 iranian efl learners’ and teachers’ attitudes towards high school english textbooks - صفحه:221-244 on the evaluation of fairclough’s interpretation stage through a goodness criterion: an iranian case - صفحه:48-66 the effect of concurrent and cumulative group dynamic assessment on homogeneous and heterogeneous efl learners’ auditory memory in listening tasks - صفحه:67-86 the effect of face-to-face verses online flip learning on the speaking skill of lower-intermediate iranian university efl learners - صفحه:200-220 the impact of vocabulary enrichment through the integration of reading and writing tasks on advanced efl learners’ motivation in esp courses - صفحه:87-110