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journal of modern research in english language studies
سال:2022 - دوره:9 - شماره:2
computer-mediated diagnostic assessment of mixed-ability efl learners’ performance on tiered tasks: differentiating mediation on google meet™
- صفحه:1-26
depth and breadth of vocabulary knowledge as predictors of narrative, descriptive and argumentative writing
- صفحه:27-50
examining efl teachers’ perceptions of technological pedagogical content knowledge and web 2.0 technologies using a structural equation modeling technique
- صفحه:51-76
exploring iranian efl learners’ cognitive styles and their listening comprehension
- صفحه:77-97
mixed methods research in an efl context: a quality assessment perspective
- صفحه:99-122
severity differences across proficiency levels among peer-assessors
- صفحه:173-196
the dynamic assessment of reading comprehension: an exploration of efl teacher’s perception and practice
- صفحه:123-148
the role of caring instructors in postgraduate education: perceptions and experiences of tefl postgraduate students and instructors
- صفحه:149-171
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