Iranian Journal Of Applied Language Studies سال:2021 - دوره:13

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Iranian Journal Of Applied Language Studies
سال:2021 - دوره:13 - شماره:2

A Swot Analysis Of Farhangian University Tefl Program - صفحه:19-32 Evaluating The Iranian Senior Elt High School Vision Series In Terms Of Bloom’S Revised Taxonomy - صفحه:181-196 Examining The Predictive Power Of Pedagogical Style In Determining The Young Learners’ Efl Instructors’ Perception Of Dynamic Assessment - صفحه:87-106 Exploring Metadiscourse Markers In Master Thesis Abstracts Of Tefl Students: A Case Of The University Of Mazandaran - صفحه:69-86 Listening Assessment Task Types, Time-On-Task, And The Use Of Listening Strategies Among Iranian Efl Learners - صفحه:53-68 Negotiated Syllabus And Undergraduate Students Reading Comprehension And Oral Production Ability: Teachers’ And Learners’ Perspectives - صفحه:1-18 On The Effectiveness Of Flipped Instruction On Iranian Efl Learners’ Appropriate Use Of Request And Refusal - صفحه:147-158 Poverty Discourse Analysis In The Qur’An Within The Framework Of Laclau And Mouffe’S Theory - صفحه:33-52 Teacher Autonomy For Professional Development: A Longitudinal Case Study Of Novice Efl Teachers - صفحه:159-180 Teacher Gestures: An Action Research On Iranian Efl Learners’ Long-Term Retention Of Idiomatic Expressions - صفحه:125-146 The Analysis Of The Conceptual Metaphor Of Anger In The Quoranic Verses And Islamic Traditions On The Basis Of Kovecses’S Cognitive Model - صفحه:107-125 The Effect Of Choice Of Prompts On Syntactic Complexity, Grammatical Accuracy, And Lexical Diversity In L2 Argumentative Writing Essays - صفحه:197-218