journal of english language teaching and learning سال:2022 - دوره:14

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journal of english language teaching and learning
سال:2022 - دوره:14 - شماره:29

a critical examination of western and islamic orientations to english language education in iran: a call for dialogue across various perspectives in a non-native context - صفحه:118-132 a symbiosis of contingent models to scaffold efl learners towards self-regulation and willingness to communicate - صفحه:61-78 an evaluation of iranian tenth-grade english textbook: with a focus on language skills, activities and teachers’ perceptions - صفحه:171-197 applying a two-parameter item response model to explore the psychometric properties: the case of the ministry of science, research and technology (msrt) high-stakes english language proficiency test - صفحه:1-26 customized oral corrective feedback: learners’ preferences and personality traits - صفحه:155-170 effect of using smart learning pen (ipen) on young iranian male and female efl learners’ speaking accuracy and fluency - صفحه:228-244 ethical challenges of designing on application for reading instruction management system (rims): a phenomenological study - صفحه:198-213 learners’ accurate meaning inferencing and vocabulary gain: does concordance length play a role? - صفحه:44-60 metadiscursive features in research articles: the role of stimulated recall - صفحه:245-263 research into iranian efl learners’ perceptions of culture management: a questionnaire development and validation study - صفحه:133-154 teacher education and multiple intelligences: foreign language teaching anxiety of iranian efl teachers - صفحه:214-227 the contribution of various dimensions of l2 identity to l1 national identity: a case of the iranian efl context - صفحه:27-43 the impact of genre-based instruction on academic writing & selfefficacy:the case of graduate students’ thesis proposal - صفحه:99-117 working memory capacity and semantic-morphosyntactic competition: a comparison of l1 and l2 sentence processing - صفحه:79-98