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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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