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iranian journal of applied language studies
سال:2022 - دوره:14 - شماره:2
a comparative analysis of the main elements of sentences semantically and syntactically in persian and arabic
- صفحه:153-168
anxiety reduction and rall implementation in english grammar acquisition among efl learners
- صفحه:1-16
effect of animated infographics on vocabulary gain and retention of iranian intermediate efl learners
- صفحه:17-30
implicit theories of intelligence and corrective feedback preferences
- صفحه:131-152
investigating the translation of genderism from persian to english: a case study of i’ll turn off the lights
- صفحه:193-202
iranian efl teachers’ perception of teaching reading comprehension and reading comprehension strategies across gender and experience
- صفحه:169-192
l2 and l3 syntactic development in the light of generative models: an educational perspective
- صفحه:81-106
language teacher professional identity: the mediator role of l2 grit, critical thinking, resilience, and self-efficacy beliefs
- صفحه:107-130
markers of prominence in persian general practitioners’ books and online medical journals
- صفحه:45-64
polysemy comprehension in persian-speaking children
- صفحه:31-44
the effect of strategy-based methods vs. translation-based method on general english and esp reading comprehension of iranian university students
- صفحه:65-80
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