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journal of modern research in english language studies
سال:2022 - دوره:9 - شماره:3
classroom metatalk: uncovering the role of elaborate vs. limited engagement in fostering iranian l2 learners’ writing accuracy
- صفحه:1-24
comparative rhetorical move analysis of qualitative, quantitative, and mixed methods research article abstracts in iranian vs. international applied linguistics journals
- صفحه:25-47
cross-cultural pragmatic failure in english language classrooms: development of a multi-dimensional model based on efl teachers’ and learners’ perceptions
- صفحه:49-72
designing and validating a flipped learning pattern to enhance problem-based teaching in higher education instructors for teaching the english language
- صفحه:73-100
evaluating the impact of a flipped, a traditional, and an online course on grammar knowledge development and content coverage: flipped class’s perception in focus
- صفحه:101-129
exploring novice and experienced iranian efl teachers’ beliefs and practices regarding classroom interactional competence and uncovering reasons behind their belief-practice misalignment
- صفحه:131-158
global citizenship education and english language teaching in iran
- صفحه:159-186
iranian senior high school efl teachers’ perspectives of lesson study: perceiving challenges, hindrances, and benefits
- صفحه:187-212
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