journal of english language pedagogy and practice سال:2024 - دوره:17

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journal of english language pedagogy and practice
سال:2024 - دوره:17 - شماره:35

developing a diagnostic-oriented scale for efl academic writing: an empirical approach - صفحه:163-193 developing a scale to explore iranian efl learners’ attitudes toward clt: a validation study - صفحه:105-135 gender disparities in the influence of vocabulary size on reading comprehension among iranian male and female (efl) learners - صفحه:1-23 how has political and socio-economic status affected iranian efl learners’ motivation to learn english - صفحه:251-268 nominalization in applied linguistics and medical research articles: comparing native and non-native academic writers - صفحه:136-162 tefl ph.d. students' engagement with peer feedback and automated feedback on their dissertation proposals - صفحه:84-104 the effect of classroom-based assessment on iranian efl learners writing self-reflection strategies: scenario-based assessment model vs dialogue journal writing - صفحه:24-55 the effect of computer-assisted autonomous language learning (caall) on iranian efl learners’ self-efficacy and reading skill development - صفحه:56-83 the effectiveness of concordancing on vocabulary learning: efl intermediate-level learners in focus - صفحه:229-250 the effects of supplemental blended learning on listening comprehension in iranian efl learners - صفحه:194-201 the investigation of iranian efl learners’ retention of grammar knowledge and their course satisfaction based on flipped classroom strategies - صفحه:202-228 the role of classroom dictation activity as a kind of dictogloss on improving iranian male and female efl learners’ writing accuracy and complexity - صفحه:269-294