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:34

a comparison of the impact of simplified and authentic literary texts on high school learners’ reading - صفحه:427-442 a systematic review of technology-mediated feedback research: insights and future directions - صفحه:37-54 ai-assisted eap testing: a case of academic ielts writing by iranian efl learners - صفحه:307-330 assessing the effects of funds of identity on l2 learners’ willingness to read e-books - صفحه:369-386 constructing a local rubric for iranian efl high school learners’ speaking skill: high school teachers and university professors’ voices - صفحه:343-366 developing the intercultural communicative competence of iranian medical esp students through explicit instruction - صفحه:221-240 differential effects of non-linguistic feedback types on complexity, accuracy and fluency of efl learners’ speaking performance in online education - صفحه:241-256 efl learners’ perceptions of interaction-based learning and their willingness to communicate - صفحه:257-280 enhancing efl students’ essay writing proficiency through input flooding strategies for parallel structure: an examination of flipped online versus flipped face-to-face instructional models - صفحه:113-134 impact of flipped classroom integrated with moocs on intermediate efl learners’ self-regulated writing strategies - صفحه:79-96 integrating positive psychology in language testing: fostering growth, motivation, and well-being in assessment practices - صفحه:409-426 interplay between professional identity and emotional quotient of iranian female efl university teachers in the habitual burnout phase - صفحه:97-112 multifaceted challenges in english language education: perspectives from secondary school teachers and students in baluchistan, iran - صفحه:443-462 on the importance of learning vocabulary in academic materials: a mixed- methods study to probe into the state of language progress, willingness to communicate and academic engagement from the voices of efl learners - صفحه:281-306 online and face-to-face instructions interplay and language learning: instructors’ and learners’ perspective - صفحه:1-18 pragmatic instruction and speaking ability of iraqi efl learners in virtual vs. face-to-face classroom contexts: expressive, declarative, and directive speech acts in focus - صفحه:19-36 research into iranian efl teachers’ knowledge of educational ethical codes: development of a synergistic model - صفحه:135-168 the effect of feedback scope through digital modality (synchronous vs. asynchronous) on complexity, accuracy and fluency of iranian efl learners’ written productions - صفحه:385-408 the impact of critical thinking skills in tbsir approach on the computer-based english expository essay writing of iranian university students - صفحه:331-342 the role of construct validity in designing english language assessment tasks - صفحه:55-78 the role of persian l1 and english l2 on the acquisition of l3 indefinite frequency adverbs - صفحه:169-196 young learners of english (yle) teachers’ vision of an ideal classroom environment: factors and variables - صفحه:197-220