journal of english language teaching and learning سال:2025 - دوره:17

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journal of english language teaching and learning
سال:2025 - دوره:17 - شماره:35

a comparison of preservice teachers and stakeholders’ perception of elt practicum at farhangian university - صفحه:371-396 a meta-analytic study of computerized dynamic assessment in english language learning: trends, effectiveness, and implications - صفحه:117-136 an innovative standards-based post-graduate computer-assisted-language-learning program in a women’s university in iran - صفحه:301-324 an introspective analysis of appropriacy indices in elt curriculum policy and practice - صفحه:397-420 appraisal of multiple intelligence-based instruction: the case of learners’ perceptions - صفحه:161-174 beyond tradition: proposing a new framework for speech act classifications - صفحه:175-194 blended courses in the english-as-a-foreign-language context of iraq: examining university students’ attitudes and gender effect - صفحه:99-116 combined effects of task sequencing and corrective feedback on efl learners’ writing: a comparison between human raters and chatgpt - صفحه:439-452 developing and validating an assessment scale for foreign language teacher agency - صفحه:283-300 effects of ai-driven written direct and indirect feedback on iranian intermediate efl learners’ writing complexity - صفحه:39-60 evaluating the influence of formative and suative assessments on efl learners’ listening and reading comprehension - صفحه:15-38 exploring the components of online classroom observation: insights from document analysis and efl teacher observers’ perspectives - صفحه:137-160 exploring the effects of chatbot-assisted language learning on learners’ language achievement and sense of metavolvement - صفحه:245-266 investigating the impact of flipped classroom instruction on esp students’ reading comprehension: students’ attitudes in the spotlight - صفحه:209-226 investigating the relationships between regulatory foci, l2 grit, and l2 writing enjoyment among iranian efl learners - صفحه:195-208 investigating the reliability of the reading module of the iranian ministry of science, research, and technology’s english proficiency test - صفحه:1-14 predicting critical thinking tendencies of university efl teachers through problem-solving skills: differences in gender and teaching experience - صفحه:227-244 the effect of corrective feedback on iranian english as a foreign language learners’ interlanguage pragmatics development - صفحه:267-282 the effect of low-tech response systems on students’ engagement in learning and attitude in under-resourced efl classrooms: mini white-boards in focus - صفحه:421-438 the effects of models of dynamic assessment on efl learners’ writing apprehension and writing self-efficacy - صفحه:351-370 the effects of output-based podcasts, corrective feedback, and funds of identity on speaking ability and willingness to communicate - صفحه:325-350 the impact of grammarly software on enhancing writing skills among efl learners - صفحه:61-98