journal of english language teaching and learning سال:2024 - دوره:16

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journal of english language teaching and learning
سال:2024 - دوره:16 - شماره:33

a comparative study of the teaching challenges faced by newly-hired and experienced teachers teaching at different age levels - صفحه:74-96 a study of quality and quantity of nominal groups in the vision and interchange series - صفحه:359-372 a systematic review of instagram as a mobile assisted language learning tool in english as a second/foreign language - صفحه:316-340 adapting english language education to the eil framework: a case study of expanding circle countries - صفحه:116-135 cognitive amplification: exploring the impact of multimodal input enhancement on working memory and collocation acquisition in iranian efl learners across age groups - صفحه:243-259 contributions of the keyword method, thematic clustering and developing morphological awareness to the iranian efl learners’ mastery of low frequency english words - صفحه:151-171 evaluation of english language teacher professional development programs in an efl context: a mixed method study - صفحه:194-213 examining the roles of sapioemotionality-angloemotionality and sensory motivation in english language achievement - صفحه:228-242 gamification and the duality of extrinsic and intrinsic motivation - صفحه:135-150 global citizenship education (gce): a study on the philosophical foundations and educational norms of the iranian national and educational documents with respect to the promotion of the gce goals in formal english language education - صفحه:23-45 implementing group dynamic assessment to enhance iranian high school students’ grammar ability - صفحه:341-358 iranian efl academics’ and phd candidates’ perceptions toward the infusion of critical thinking into efl curriculum - صفحه:298-315 on the effectiveness of involvement load components on l2 vocabulary learning - صفحه:373-390 overrepresentation and underrepresentation of cohesive devices in iraqi efl learners’ translated and free narrative writings - صفحه:214-227 syntactic complexity and lexical diversity in l1/l2 writing of efl learners - صفحه:97-115 teacher corrective feedback on learners’ pragmatic failure: types of feedback in online pragmatics instruction - صفحه:172-193 the effect of web 2.0 technology on language achievement and self-regulated learning of efl learners: a case of whatsapp - صفحه:46-73 the impact of using multimedia glosses on vocabulary acquisition: the case of iranian intermediate efl learners - صفحه:260-277 the relationship between efl learners’ self-efficacy, strategy use and their performance on a grammar test: is there any difference between high and low self-efficacious learners? - صفحه:391-414 the relationships between efl students’ cultural intelligence, emo-sensory intelligence, language learning strategies, and english language achievement - صفحه:1-22 the utility of lexical bundle teaching for improving esp learners’ writing ability on ielts - صفحه:278-297