Volume 10 (2022)
Volume 9 (2021)
Volume 8 (2020)
Volume 7 (2019)
Volume 6 (2018)
Volume 5 (2017)
Volume 4 (2016)
Volume 3 (2015)
Volume 2 (2014)
Volume 1 (2013)
Keywords = Gender
Number of Articles: 12
1. Early Career vs. Long Career Iranian EFL Teacher’s Identity Perception
Volume 10, Issue 1, March 2022, Pages 146-168
2. An Account of Iranian EFL Learners’ Reading Comprehension in a Culture-Based Instructional Environment: Does Gender Play a Role?
Volume 9, Special Issue of NTLL Conference, December 2021, Pages 21-43
3. Politeness in Instagram: The Employment of Gratitude Speech Act by Male and Female English and Persian Users
Volume 9, Issue 1, January 2021, Pages 1-23
4. Impact of Critical Thinking Instruction Through Argument Mapping Techniques on Iranian Male and Female EFL Learners’ Critical Thinking Ability and Reading Skill
Volume 9, Issue 1, January 2021, Pages 70-89
5. The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement
Volume 7, Issue 1, February 2019, Pages 71-90
6. Exploring the Role of Self-Regulatory Capacity in Vocabulary Learning of Iranian EFL Learners
Volume 6, Issue 2, September 2018, Pages 241-256
7. Differences in EFL Learners’ Requests to Faculty in Synchronous Computer-Mediated Communication: Case of Gender and Proficiency
Volume 5, Issue 2, November 2017, Pages 181-202
8. On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience
Volume 4, Issue 1, August 2016, Pages 7-25
9. The relationship between the use of vocabulary learning strategies and gender of Iranian EFL learners
Volume 4, Issue 1, August 2016, Pages 88-100
10. Iranian EFL Teachers’ Beliefs and Practices on Effective Teaching: The Case of Gender and Level of Experience
Volume 3, Issue 2, March 2016, Pages 30-43
11. Male and Female Social Actor Representation in Four Corners 4: A Critical Discourse Perspective
Volume 2, Issue 2, March 2015, Pages 23-35
12. The Relationship between Language Learning Strategies, Field of Study, Gender, and Language Proficiency
Volume 2, Issue 2, March 2015, Pages 46-61