1.

EFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive study

صفحه 11-22
Maria Lourdes Lira Gonzales؛ Martha Lira de Tejeda؛ Janna Tolentino Krous؛ Dora Vasquez

2.

The Relationship among Learning Strategy, Autonomy and Language Proficiency of Chinese EFL Learners

صفحه 23-34
Jianfeng Cheng؛ Gerard Sagaya Raj؛ Joanna Tan Tjin Ai

3.

Investigating English Teachers' Awareness of Pedagogical Competence and its Effect on Students' Language Learning

صفحه 35-49
Ghasem Aghajanzadeh Kiasi؛ Parviz Maftoon؛ Parviz Birjandi

4.

Greeting Speech Act Forms in Iranian Junior High School Textbooks: Prospect Series vs Four Corners Series

صفحه 51-68
Neda Sanie؛ Hossein Vahid Dastjerdi

5.

A Critical Comparative Study of Junior High School EFL Textbooks in Iran and Turkey: Iranian EFL Teachers' Perception in Focus

صفحه 69-82
Zahra Sarraf Bank؛ Marzieh Sharifi Haratmeh

6.

Exploring the Role of Cognitive and Procedural Task Complexity in EFL Learners' Attention to L2 System and Form-focused Self-repairs

صفحه 83-97
Ahmad Reza Jafari؛ Akbar Afghari؛ Mansour Koosha

7.

The Potential Role of Tasks in Iranian Pre-university Textbooks

صفحه 99-114
Sanaz Jafari؛ saeed taki

8.

Integrating Interactive Whiteboards in EFL Learners' Learning and Retention of Non-congruent Collocations

صفحه 115-128
Reza Khakzadan؛ Ma‘ssoumeh Bemani Naeini

9.

Students’ Perceived Classroom Climate and Their Achievement Goal Orientations in an Iranian EFL Context

صفحه 129-145
Saeedeh Mohammadi؛ Mohammad Aliakbari


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب