journal of english language pedagogy and practice سال:2023 - دوره:16

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journal of english language pedagogy and practice
سال:2023 - دوره:16 - شماره:33

A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners - صفحه:225-245 Apology Variations among Persian EFL Learners in Iranian, Iranian-Americans and American English Speakers - صفحه:83-105 Design and Implementation of a Blended ESP Course for Iranian Vocational School Students of Photography: A TBLT Approach - صفحه:175-199 Designing an Intercultural Development Inventory to Assess EFL Learners’ Intercultural Competence: A Mokken Scale Analysis - صفحه:148-173 Dynamic Assessment and Iranian EFL Learners’ Knowledge of Passive Voice in Speaking Tasks - صفحه:127-149 Examining Indicators of Validity in Online Formative Assessment: Insights from Iranian EFL Teachers - صفحه:175-223 Investigating the Effects of Scaffolding Genre Knowledge and Metacognitive Strategy Use on EFL Learners’ Academic Writing Skills: A Mixed-Methods Study - صفحه:43-65 Iranian Advanced EFL Learners’ Perception of Criteria-Referenced Self- and peer- Assessment: Benefits and Challenges - صفحه:107-126 Reading to Write or Discussing to Write: Which One Works Better? - صفحه:25-42 The Effect of 4/3/2 Technique on Iranian EFL Learners' Speaking Fluency: The Moderating Role of Working Memory - صفحه:1-24 The Effect of Teaching Lexical Cohesion on Improving IELTS Academic Writing Task 2 - صفحه:67-81 The Role of Participatory Structure and Output Modality in Enhancing Iranian EFL Learners’ Speaking and their Perceptions: A Mixed-Method Study - صفحه:247-266