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journal of modern research in english language studies
سال:2026 - دوره:13 - شماره:1
a systematic review of challenges, benefits, and pedagogical strategies of multilevel efl classrooms
- صفحه:83-114
developing and validating a multi-faceted l2 learner agency questionnaire: enacted complexity theory in iranian efl context
- صفحه:197-225
integrating self-regulated learning in flipped learning to enhance argumentative writing with digital tools
- صفحه:171-195
learners' perspectives on the interplay of grit and achievement emotions in l2 learning: insights from q-methodology
- صفحه:53-81
meaningful work: a paradigm model for iranian efl faculty
- صفحه:1-26
speech act strategy use: the case of iranian l2 and l3 learners of english
- صفحه:27-51
the relationship between iranian efl teachers' personality traits and motivational trends in the first five years of career
- صفحه:115-139
working memory as a predictor of syntactic complexity in iranian efl learners' argumentative writing: considering different planning conditions
- صفحه:141-169
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