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international journal of research in english education
سال:2019 - دوره:4 - شماره:3
cultivating grammar knowledge of efl learners through informed peer-dynamic assessment
- صفحه:70-83
efl teachers’ emotional intelligence, emotional support, and their classroom leadership: a structural equation modeling approach
- صفحه:1-20
exploring university students’ politeness via vietnamese students’ emails of requests
- صفحه:84-99
iranian efl learners’ perceptions toward paper assessment in mid-term and final exams in an english language institute
- صفحه:21-41
iranian efl learners’ social intelligence (si) and willingness to communicate (wtc): the relationship and difference across gender
- صفحه:55-69
the effect of use of native-accent and non-native accent materials on the iranian efl learners’ listening comprehension: an eil perspective
- صفحه:42-54
the role of innovative concordnacing instruction method in improving iranian efl learners’ vocabulary
- صفحه:100-114
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