international journal of foreign language teaching and research سال:2022 - دوره:10

Fa | Ar | En


international journal of foreign language teaching and research
سال:2022 - دوره:10 - شماره:40

development of efl learners’ referential and expressive writing performance: task-based instruction vs. project-based instruction - صفحه:31-40 effect of asynchronous computer-mediated condition on efl learners’ social and emotional engagement with speaking tasks - صفحه:171-187 effects of collaborative and prescriptive models of observation on iranian novice vs. experienced efl teachers’ perception of their self-efficacy - صفحه:103-121 effects of yoga, visualization, and rosetta stone software on english achievement of iranian senior citizen efl learners - صفحه:53-65 evaluation of visual literacy of high school english textbooks in iran: an intercultural perspective - صفحه:41-52 impact of personal response system (prs) on iranian efl learners’ performance, class communication and comfort level - صفحه:189-198 integration of flipped classroom model for a hotel english course in china - صفحه:11-29 iranian efl teachers’ perceptions of obstacles to implementing student-centered learning: a mixed-methods study - صفحه:133-152 reconsidering the global criteria of teacher effectiveness in the light of learners’ perceptions and experts’ observations - صفحه:153-169 relationship between iranian efl teachers’ job satisfaction, job burnout, and reflective thinking: structural equation modeling - صفحه:67-84 task-based language teaching vs. conventional language teaching: the case of news story writing in efl context - صفحه:123-132 the interplay between oral communication strategies and willingness to communicate in impulsive and reflective efl learners - صفحه:85-101