آموزش زبان انگلیسی سال:1400 - دوره:6 - ششمین کنفرانس آموزش زبان انگلیسی

Fa | Ar | En


آموزش زبان انگلیسی
سال:1400 - دوره:6 - ششمین کنفرانس آموزش زبان انگلیسی - کد همایش: 00210-80943

a bichronous application of the lms, interactive content and web conferencing:inspecting the relationship with teachers’ burnout- DOR:20.1001.2.0021080943.1400.6.1.32.6 a contrastive genre analysis of academic papers in english languagestudies based on lore and swales’ modelsa contrastive genre analysis of academic papers in english languagestudies based on lore and swales’ models- DOR:20.1001.2.0021080943.1400.6.1.69.3 a critical discourse analysis of esp textbooks in gender representation: a comparison of market leader and business result- DOR:20.1001.2.0021080943.1400.6.1.18.2 a meta-analysis of (quasi)experimental studies on the effect of metacognitiveawareness raising in l2 reading- DOR:20.1001.2.0021080943.1400.6.1.19.3 a metamodernist analysis of instructors’ assessment decision making in anonline platform: a case study in islamic azad university- DOR:20.1001.2.0021080943.1400.6.1.12.6 a multimodal analysis of efl learners willingness to participate in collaborative tasks:a conversation analysis approach- DOR:20.1001.2.0021080943.1400.6.1.25.9 an exploration of iranian english tutors’ pedagogical decision-makings while dealing with a newcomer english learner- DOR:20.1001.2.0021080943.1400.6.1.38.2 assessment fundamentals: a needs-based analysis of the assessment literate efl teachers- DOR:20.1001.2.0021080943.1400.6.1.51.5 childhood and adulthood efl learners’ fluency variations regarding stress and thought groups- DOR:20.1001.2.0021080943.1400.6.1.64.8 combined and differential effects of synchronous and asynchronous online teaching ondeveloping ielts listening techniques in the age of covid-19 and beyond:the case of advanced turkish efl learners- DOR:20.1001.2.0021080943.1400.6.1.58.2 conceptualization of interactional competence components and task-based languageassessment: effects of task types on interaction performance- DOR:20.1001.2.0021080943.1400.6.1.45.9 contributing factors to language teachers’ effectiveness:a questionnaire validation study- DOR:20.1001.2.0021080943.1400.6.1.39.3 contributions of edmodo social learning network to iranian efl learners’ writing accuracy- DOR:20.1001.2.0021080943.1400.6.1.42.6 demystifying the impact of synchronous/asynchronous computer-mediated written corrective feedback on efl learners’ verb pattern development in l2 writing- DOR:20.1001.2.0021080943.1400.6.1.40.4 demystifying the relationship among intercultural sensitivity, critical thinking ability, self-efficacy, and efl teachers’ professional development- DOR:20.1001.2.0021080943.1400.6.1.8.2 design and validation of a model and questionnaire to assess quantitative research literacy- DOR:20.1001.2.0021080943.1400.6.1.1.5 did you post that? a study on iranian english languageteachers’ practices on instagram- DOR:20.1001.2.0021080943.1400.6.1.57.1 discourse coherence-oriented strategic-based instruction (sbi) in teaching reading skill: teach or not to teach- DOR:20.1001.2.0021080943.1400.6.1.23.7 draft-specific scoring and learners’ use of subordination clauses- DOR:20.1001.2.0021080943.1400.6.1.33.7 e-learning of english language in high schools during corona-virus pandemic:views, attitudes, and challenges- DOR:20.1001.2.0021080943.1400.6.1.35.9 educational needs satisfaction questionnaire for esp students: development and initial validation- DOR:20.1001.2.0021080943.1400.6.1.15.9 elicitation of experienced and novice esl teachers’ beliefs about their roles through metaphor- DOR:20.1001.2.0021080943.1400.6.1.13.7 english for academic purposes (eap) teachers’ roles and responsibilities:woodrow’s (2018) model revisited- DOR:20.1001.2.0021080943.1400.6.1.55.9 examining turkish prep school students’ engagement during the covid-19 pandemic- DOR:20.1001.2.0021080943.1400.6.1.60.4 exploring efl learners’ inferential reading comprehension skills through a webquest-based flipped classroom- DOR:20.1001.2.0021080943.1400.6.1.46.0 exploring the effects of multimodal delivery of online feedback on efl learners’ writing skills- DOR:20.1001.2.0021080943.1400.6.1.54.8 exploring the relationship among self-efficacy, collective efficacy, and psychological well-being among iranian efl teachers- DOR:20.1001.2.0021080943.1400.6.1.66.0 fostering self-regulation in an online esp class: a longitudinalcase study of contract learning- DOR:20.1001.2.0021080943.1400.6.1.11.5 global, local, or glocal? students’ preferences for topics in b.a. english discussion classes- DOR:20.1001.2.0021080943.1400.6.1.28.2 implementation and applications of building teacher resiliencein efl classrooms- DOR:20.1001.2.0021080943.1400.6.1.53.7 improving the rhetorical structure of comparison and contrast paragraphs through moodle- DOR:20.1001.2.0021080943.1400.6.1.56.0 investigating iranian efl learners perceptions toward m-learning and perceived mobiletechnology usefulness: an exploration of gender and experience effect- DOR:20.1001.2.0021080943.1400.6.1.22.6 investigating problems and challenges of persianophone writers in writing english research article abstracts for publication in the english-medium physical educationinternational journals- DOR:20.1001.2.0021080943.1400.6.1.20.4 investigating the impacts of mobile assisted reading on efl learners’vocabulary knowledge development- DOR:20.1001.2.0021080943.1400.6.1.44.8 iranian efl teachers’ perceptions toward technology integration and tpack: do teachingexperience and academic degree make a difference?- DOR:20.1001.2.0021080943.1400.6.1.43.7 language assessment literacy: future directions- DOR:20.1001.2.0021080943.1400.6.1.62.6 metadiscourse in l2 writing: how do high-and low-rated essays differ?- DOR:20.1001.2.0021080943.1400.6.1.59.3 on the application and applicability of dynamic and summative assessment in efl classrooms: the case of iranian efl teachers- DOR:20.1001.2.0021080943.1400.6.1.61.5 on the contribution of zpd scenarios to writingcomplexity and accuracy- DOR:20.1001.2.0021080943.1400.6.1.63.7 on the importance of building strategic competence in l1 reading in a multilingual mind- DOR:20.1001.2.0021080943.1400.6.1.48.2 online courses and student engagement: exploring the possible impact of task modality and type- DOR:20.1001.2.0021080943.1400.6.1.21.5 online teacher professional development: efl pre-service teachers’ conceptions and strategy use in online classroom management- DOR:20.1001.2.0021080943.1400.6.1.36.0 representations of phrasal structures in the introduction section of medical sciences researcharticles developed by english and persian authors: a corpus-driven approach- DOR:20.1001.2.0021080943.1400.6.1.67.1 self-determination theory and efl teachers/students motivational parameters: the role of instructional styles and psychological needs- DOR:20.1001.2.0021080943.1400.6.1.10.4 slave narrative elements in twelve years a slave and its movie adaptation- DOR:20.1001.2.0021080943.1400.6.1.26.0 students’ needs in a course on translation of journalistic texts unraveling sub-disciplinary variations- DOR:20.1001.2.0021080943.1400.6.1.52.6 teachers’ empowerment with a growth mindset and learners’ self-regulated learning- DOR:20.1001.2.0021080943.1400.6.1.24.8 teaching idiomatic expressions: an efficacy juxtaposition of four techniques- DOR:20.1001.2.0021080943.1400.6.1.14.8 technostress, online learning, and language learning- DOR:20.1001.2.0021080943.1400.6.1.49.3 textbook evaluation from a pragmatics perspective: evidence from iranian senior high school textbooks- DOR:20.1001.2.0021080943.1400.6.1.17.1 the association between iranian efl learners’ brain dominance and their reading comprehension strategies- DOR:20.1001.2.0021080943.1400.6.1.6.0 the differential effects of video-based vs. community-based flipped instructionon iranian efl learners’ oral performance- DOR:20.1001.2.0021080943.1400.6.1.34.8 the effect of class size on l2 teachers’ beliefsabout action research- DOR:20.1001.2.0021080943.1400.6.1.50.4 the effect of concordancing as a data-driven learning approach on trait emotional intelligence- DOR:20.1001.2.0021080943.1400.6.1.27.1 the effect of teacher gestures on iranian efl learners’ long-term retention of idiomatic expressions; an action research- DOR:20.1001.2.0021080943.1400.6.1.2.6 the effects of computerized immediate and delayed l1 glosses on vocabulary learningand reading comprehension performance of esp learners- DOR:20.1001.2.0021080943.1400.6.1.47.1 the effects of nlp techniques on iranian undergraduate efl learners’ efficacy,self‐concept and academic achievement- DOR:20.1001.2.0021080943.1400.6.1.5.9 the effects of video, audio, and printed aids on efl students’ acquisition and retention of english idiomatic and colloquial expressions- DOR:20.1001.2.0021080943.1400.6.1.31.5 the entrepreneurial behaviour of efl teachers in the new elt era and their professional commitment- DOR:20.1001.2.0021080943.1400.6.1.29.3 the impact of vls instruction with pedagogically authentic materials onvocabulary learning and vls use- DOR:20.1001.2.0021080943.1400.6.1.30.4 the impacts of covid-19 pandemic on language teacher education: challenges and opportunities- DOR:20.1001.2.0021080943.1400.6.1.4.8 the instruction of second language pragmatics for the speech act of request: a meta-analysis- DOR:20.1001.2.0021080943.1400.6.1.65.9 the nature of peer-peer dialogue during collaborative writing: a comparison of iranian and malaysian-chinese learners- DOR:20.1001.2.0021080943.1400.6.1.3.7 the relationship between english language learning app use and educational achievement of efl learners- DOR:20.1001.2.0021080943.1400.6.1.9.3 the role of call teacher education in efl teachers’ professionalidentity development: a qualitative inquiry- DOR:20.1001.2.0021080943.1400.6.1.41.5 the state of e-learning during covid-19 outbreak: a look intoiranian official documents- DOR:20.1001.2.0021080943.1400.6.1.37.1 trends of replication studies in applied linguistics journals: a systematicreview over half a century- DOR:20.1001.2.0021080943.1400.6.1.68.2 what happened to us during the outbreak: an account of teaching english to students at tehran university of medical sciences during the covid-19 pandemic- DOR:20.1001.2.0021080943.1400.6.1.16.0 writing performance of cognitively more and less active efl learners under the engage model: a mixed methods study- DOR:20.1001.2.0021080943.1400.6.1.7.1