international journal of foreign language teaching and research سال:2024 - دوره:12

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international journal of foreign language teaching and research
سال:2024 - دوره:12 - شماره:49

cognitive and sociolinguistic analysis of gendered communication patterns in iraqi tv talk shows - صفحه:201-215 cohesive devices across disciplines: a contrastive study of academic writing practices by native english and arab writers in education and medicine - صفحه:217-230 designing a multicultural curriculum model for english language teaching in iranian high schools - صفحه:97-112 effect of a teacher education course on pre-service efl teachers’ formative assessment self-efficacy: a mixed-methods research - صفحه:187-200 efl teachers’ perceptions of pluralistic teacher effectiveness: iranian teachers in focus - صفحه:11-22 enhancement of efl students’ english and persian argumentative performance: gender, topic, and age in focus - صفحه:79-96 enhancing language pragmatics instruction through artificial intelligence: a mixed-methods study - صفحه:151-161 evaluating the validity of socially-situated assessment: group dynamic assessment of intermediate efl listening comprehension - صفحه:129-150 framing peace and conflict: a critical analysis of linguistic strategies in arab media coverage of geopolitical issues - صفحه:25-38 relationship between via character strengths and iranian efl learners' general l2 proficiency - صفحه:163-186 the effect of explicit strategy training on efl learners’ attitudes about critical thinking and factors affecting its successful implementation - صفحه:113-128 the effect of scaffolding through presenting examples and pictures on efl learners’ vocabulary learning and retention - صفحه:23-41 the impact of positive psychology-based instruction on efl learners’ perceived use of anxiety reducing strategies - صفحه:61-78 the impact of spaced instruction versus massed instruction on iranian efl learners’ reading comprehension, and vocabulary gain - صفحه:43-59