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جستارهای زبانی
سال:2023 - دوره:14 - شماره:3
a conceptual review on efl teachers’ motivation and engagement in flipped classrooms: a social networking platform
- صفحه:239-264
a sociocultural analysis of novice efl teachers’ professional development activities
- صفحه:97-121
a structural equation modeling of the dynamic interplay among efl teachers’ classroom management approaches, self-efficacy dimensions, and personality types
- صفحه:213-237
exploitation de la gamification de moodle pour enseigner le vocabulaire: le cas des étudiants en licence de langue et littérature françaises à l’université de téhéran
- صفحه:321-350
modeling the association between efl students’ boredom and enjoyment: the mediating role of teacher humor style
- صفحه:1-34
researching the effects of e-book on children’s emergent reading conducted from 1999 to 2022: a bibliometric review
- صفحه:289-320
task repetition from efl learners’ perspectives: a longitudinal multiple-case analysis
- صفحه:123-144
teacher power and student behaviors: insights from vietnamese higher education classrooms
- صفحه:35-67
teaching writing to young learners: vietnamese primary school teachers’ beliefs
- صفحه:191-211
the impact of the look, say, cover, write, check method on the english spelling performance of iranian students
- صفحه:163-190
the need for dyadic data analysis as an emerging method to explore emotional factors
- صفحه:145-161
the representation of learning-oriented assessment (loa) practice in efl contexts: a case study of teacher questioning strategies
- صفحه:69-95
toward the implications of technology-based education and efl learners’ anxiety for instructions
- صفحه:265-287
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