journal of english language teaching and learning سال:2023 - دوره:15

Fa | Ar | En


journal of english language teaching and learning
سال:2023 - دوره:15 - شماره:32

a feasibility study of implementing efl teachers’ individual development plans at iranian public schools: a mixed-methods study - صفحه:22-40 establishing and maintaining rapport with learners for classroom management: a qualitative inquiry into iranian efl teachers’ cognition - صفحه:41-57 examining the role of language, emotion, and culture as three basic needs in intercultural communication based on iranian language teachers’ viewpoints - صفحه:104-125 exploring the efficacy of process-based reflective teacher training: a focus on situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for efl teacher candidates - صفحه:79-103 input processing and grammar acquisition: evidence from efl learners of varying proficiency levels - صفحه:258-283 language assessment practices and training preferences of el teachers: iranian efl teachers in focus - صفحه:144-160 pragmatic failure in cross-cultural communication: scrutinizing the causes and challenges involved in iranian efl context - صفحه:58-78 test-wiseness, test anxiety, reading strategies metacognitive awareness, and reading comprehension test performance: a sem study - صفحه:1-21 the effect of recast on efl learners’ pragmatic development: patterns of reciprocity - صفحه:178-196 the effect of regulatory focus and reference of comparison feedback on efl learners’ achievement emotions and achievement goals - صفحه:161-177 the effects of immediate and delayed corrective feedback on the acquisition of english subject-verb agreement by efl learners - صفحه:197-214 the impact of pedagogical use of youtube channel “engvid” on speaking skills of iranian efl learners - صفحه:233-257 unveiling language teacher productive immunity: a lenz into the impacts on professional identity, teacher anger, grit tendencies, and psychological well-being - صفحه:215-232 unveiling the power of teacher concern: exploring efl institute students’ perceptions and its impact on motivation, anxiety, and language achievement - صفحه:126-143