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International Journal Of Research In English Education
  
سال:2020 - دوره:5 - شماره:4
  
 
Hermeneutics Of Teacher Education: An Inclusion-Based Model
- صفحه:101-112
  
 
Obstacles Inhibiting Iranian Efl Teachers’ Implementation Of Task-Based Instruction
- صفحه:41-60
  
 
Positive Assessment: Iranian Pre-Intermediate Efl Learners' Speaking Skill And Their Self-Efficacy
- صفحه:113-125
  
 
Social Presence, Synchronous Tool Usage And Learning Performance In The E-Learning Classroom: What Is The Bottom Line?
- صفحه:80-100
  
 
The Effect Of Computer-Assisted Language Learning Project (Callp) On Yemeni Efl Student Teachers’ Perceived Tpack Self-Efficacy
- صفحه:14-40
  
 
The Effect Of Teaching Discourse Markers (Dms) On Speaking Achievement Among Iranian Intermediate Efl Learners
- صفحه:1-13
  
 
The Relationship Among Anxiety, Motivation, And Burnout: A Study Of Iranian Efl Teachers
- صفحه:61-79
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