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journal of modern research in english language studies
سال:2024 - دوره:11 - شماره:2
critical thinking skills, academic resilience, grit and argumentative writing performance of iranian efl learners
- صفحه:100-130
designing and validating a professional identity model for iranian efl experienced and novice teachers: a sequential exploratory mixed-methods research (mmr)
- صفحه:49-75
examining english teachers’ reading efficacy and perceived reading skill proficiency in secondary schools
- صفحه:154-176
iranian efl teachers’ cognition of corrective feedback as an element of classroom management: a qualitative study
- صفحه:2-24
on the effect of diagnostic self-, and peer- assessment on reading comprehension: examining efl learners’ diagnostic rating accuracy across various genres
- صفحه:177-202
predicting efl teacher’s perceived self-disclosure practice: demographic factors in focus
- صفحه:24-48
the impact of an in-service professional development course on teachers` language assessment knowledge
- صفحه:131-153
the relationship between iranian efl learners’ vocabulary learning strategies and their breadth and depth of vocabulary knowledge
- صفحه:76-99
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