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international journal of foreign language teaching and research
سال:2020 - دوره:8 - شماره:30
alleviating iranian efl students’ speaking anxiety: mobile-assisted instruction vs. traditional instruction
- صفحه:11-24
effect of storytelling instruction on developing iranian efl learners’ oral proficiency within zpd-activated proximal context
- صفحه:81-96
efl learners’ language aptitude, foreign language anxiety, and willingness to communicate
- صفحه:25-48
flourished or suppressed teachersʼ professional identities: a comparison between english teachers of institutes and schools in iran
- صفحه:97-114
motivational practice in high-schools in vietnam: efl teachers’ strategies from student perspective
- صفحه:49-60
recognizing stalactites and stalagmites of elt vodcasting in teacher education based on activity theory and visual thinking strategies
- صفحه:157-177
the effect of scaffolded written corrective feedback on iranian efl learners’ writing quality: an activity theory perspective
- صفحه:177-196
the impact of grammatical shifts on the quranic rhetorical questions translated into english: a comparative study
- صفحه:139-155
using foreign language learning factors in tourism development in iran
- صفحه:61-79
validation of a preliminary model of cultural identity for iranian advanced efl learners: a structural equation modeling approach
- صفحه:115-137
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