journal of english language teaching and learning سال:2019 - دوره:11

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journal of english language teaching and learning
سال:2019 - دوره:11 - شماره:23

a change without a change!!: national curriculum reform and efl teachers’ motivation in iran - صفحه:293-325 a comparative study of writing assessment using activity theory-based assessment model (atbam) and a traditional approach - صفحه:1-25 augmented reality and virtual reality scaffoldings in improving the abstract genre structure in a collaborative learning environment: a call study - صفحه:327-357 cognitively complex tasks and individual differences: two influential factors in iranian efl learners’ written text quality - صفحه:95-126 contributions of kards to iranian efl university teachers’ professional identity - صفحه:127-156 definitional clarifications in the introductions of phd theses: a genre-based analysis - صفحه:57-93 exploring english language literacy as a form of narrative by tracing life and resistance stories in curriculum - صفحه:253-275 iranian efl learners' beliefs towards teaching and learning of pronunciation - صفحه:221-251 on the relationship between teacher resilience and self efficacy: the case of iranian efl teachers - صفحه:277-292 on the relationship between test-taking strategies and efl reading performance - صفحه:189-219 relationship between classroom environment, teacher behavior, cognitive and emotional engagement, and state motivation - صفحه:27-56 visual representation of culture in a locally developed efl series - صفحه:157-187