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international journal of research in english education
سال:2020 - دوره:5 - شماره:3
classroom climate, academic self-concept, learning self-regulation, and academic identity status among efl students: a structural equation modeling approach
- صفحه:90-105
efl teachers’ familiarity with post-method: considering demographic variables
- صفحه:61-77
etymological vs. literal teaching of idiomatic expressions in an efl context: no difference in retention of idioms constituents
- صفحه:1-11
investigating the relationship between iranian undergraduate tefl learners’ self-regulation and self-efficacy
- صفحه:12-23
online oral negotiated interaction: a study of brazilian beginners using whatapp
- صفحه:40-60
the effect of self-directed learning on efl learners’ writing performance
- صفحه:78-89
various corrective feedback types in collaborative vs. individual writing conditions
- صفحه:24-39
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