Research in English Language Pedagogy

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A B C D E F G H I J K L M N O P Q R S T U V W X Y Z ALL

A

  • Accuracy The Effect of Functional-based Approach vs. Structural-based Approach on the Accuracy of Certain Grammatical Structures on Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 122-145]

  • Agile Methodology The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 29-52]

B

  • Boldface A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing [Volume 10, Issue 1, 2022, Pages 96-121]

C

  • Classical Test Theory Psychometrics Revisited: Recapitulation of the Major Trends in TESOL [Volume 10, Issue 1, 2022, Pages 1-28]

  • Complaint speech act The Effect of Dynamic Assessment on the EFL Learners’ Complaint Speech Act Developmental Trajectories: The Application of Rasch Model [Volume 10, Issue 1, 2022, Pages 76-95]

  • Contemplative approach The Role of Contemplative Teaching in EFL Learners' Speaking Development and Self-Regulation: Learners’ Attitudes [Volume 10, Issue 2, 2022, Pages 346-368]

D

  • Developmental Trajectories The Effect of Dynamic Assessment on the EFL Learners’ Complaint Speech Act Developmental Trajectories: The Application of Rasch Model [Volume 10, Issue 1, 2022, Pages 76-95]

  • Differential item functioning Psychometrics Revisited: Recapitulation of the Major Trends in TESOL [Volume 10, Issue 1, 2022, Pages 1-28]

  • Differential Item Functioning (DIF) Examining Differential Item Functioning (DIF) For Iranian EFL Test Takers with Different Fields of Study [Volume 10, Issue 1, 2022, Pages 169-190]

  • Dynamic Assessment The Effect of Dynamic Assessment on the EFL Learners’ Complaint Speech Act Developmental Trajectories: The Application of Rasch Model [Volume 10, Issue 1, 2022, Pages 76-95]

E

  • Education Programme Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses [Volume 10, Issue 2, 2022, Pages 231-255]

  • EFL The Role of Contemplative Teaching in EFL Learners' Speaking Development and Self-Regulation: Learners’ Attitudes [Volume 10, Issue 2, 2022, Pages 346-368]

  • EFL learning Mediating Role of E-mind Mapping in Adopting a Self-Regulated Language Learning Strategy Among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 301-320]

  • EFL teachers A Phenomenological Study of EFL Teachers' Job Burnout: The Case of Private Language Institutes in Iran [Volume 10, Issue 2, 2022, Pages 191-214]

  • E-mind mapping Mediating Role of E-mind Mapping in Adopting a Self-Regulated Language Learning Strategy Among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 301-320]

  • Emoji A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing [Volume 10, Issue 1, 2022, Pages 96-121]

  • Experienced teacher Early Career vs. Long Career Iranian EFL Teacher’s Identity Perception [Volume 10, Issue 1, 2022, Pages 146-168]

F

  • Field Dependence/ Independence The Contributions of Input Enhancement of Collocations to the Reading Comprehension Performance of Iranian Field-Dependent and Field-Independent Learners [Volume 10, Issue 1, 2022, Pages 53-75]

  • Fields of Study Examining Differential Item Functioning (DIF) For Iranian EFL Test Takers with Different Fields of Study [Volume 10, Issue 1, 2022, Pages 169-190]

  • Foreign Language Classroom Anxiety Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 321-345]

  • Formative Assessment Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment [Volume 10, Issue 2, 2022, Pages 256-276]

  • Functional-based Approach The Effect of Functional-based Approach vs. Structural-based Approach on the Accuracy of Certain Grammatical Structures on Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 122-145]

G

  • Geralizability Theory Psychometrics Revisited: Recapitulation of the Major Trends in TESOL [Volume 10, Issue 1, 2022, Pages 1-28]

  • Grammatical Structure The Effect of Functional-based Approach vs. Structural-based Approach on the Accuracy of Certain Grammatical Structures on Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 122-145]

I

  • Ideal L2 The Relationship between EFL Learners’ L2 Motivational Self System and Academic Resilience [Volume 10, Issue 2, 2022, Pages 277-300]

  • Incentives The Role of Contemplative Teaching in EFL Learners' Speaking Development and Self-Regulation: Learners’ Attitudes [Volume 10, Issue 2, 2022, Pages 346-368]

  • Item Response Theory (IRT) Examining Differential Item Functioning (DIF) For Iranian EFL Test Takers with Different Fields of Study [Volume 10, Issue 1, 2022, Pages 169-190]

L

  • L2 The Relationship between EFL Learners’ L2 Motivational Self System and Academic Resilience [Volume 10, Issue 2, 2022, Pages 277-300]

  • Language learning strategy Mediating Role of E-mind Mapping in Adopting a Self-Regulated Language Learning Strategy Among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 301-320]

  • Likelihood Ratio Approach (LR) Examining Differential Item Functioning (DIF) For Iranian EFL Test Takers with Different Fields of Study [Volume 10, Issue 1, 2022, Pages 169-190]

M

  • Measurement Psychometrics Revisited: Recapitulation of the Major Trends in TESOL [Volume 10, Issue 1, 2022, Pages 1-28]

  • Mobile Assisted Language Learning The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 29-52]

  • MSRT (MCHE) Proficiency Test Examining Differential Item Functioning (DIF) For Iranian EFL Test Takers with Different Fields of Study [Volume 10, Issue 1, 2022, Pages 169-190]

N

  • Needs analysis The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 29-52]

  • Novice teacher Early Career vs. Long Career Iranian EFL Teacher’s Identity Perception [Volume 10, Issue 1, 2022, Pages 146-168]

O

  • Ought to L2 Self The Relationship between EFL Learners’ L2 Motivational Self System and Academic Resilience [Volume 10, Issue 2, 2022, Pages 277-300]

P

  • Peer Support Groups A Phenomenological Study of EFL Teachers' Job Burnout: The Case of Private Language Institutes in Iran [Volume 10, Issue 2, 2022, Pages 191-214]

  • Positive Orientation Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 321-345]

  • Pragmatic The Effect of Dynamic Assessment on the EFL Learners’ Complaint Speech Act Developmental Trajectories: The Application of Rasch Model [Volume 10, Issue 1, 2022, Pages 76-95]

  • Pronunciation Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment [Volume 10, Issue 2, 2022, Pages 256-276]

R

  • Range Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment [Volume 10, Issue 2, 2022, Pages 256-276]

  • Rasch model The Effect of Dynamic Assessment on the EFL Learners’ Complaint Speech Act Developmental Trajectories: The Application of Rasch Model [Volume 10, Issue 1, 2022, Pages 76-95]

  • Reading activities Iranian EFL Young Learners’ Responses to the Implementation of Collaborative and Individual Reading Activities in Reading Sessions [Volume 10, Issue 2, 2022, Pages 215-230]

  • Reflective journals Iranian EFL Young Learners’ Responses to the Implementation of Collaborative and Individual Reading Activities in Reading Sessions [Volume 10, Issue 2, 2022, Pages 215-230]

S

  • Self The Relationship between EFL Learners’ L2 Motivational Self System and Academic Resilience [Volume 10, Issue 2, 2022, Pages 277-300]

  • Self-regulation The Role of Contemplative Teaching in EFL Learners' Speaking Development and Self-Regulation: Learners’ Attitudes [Volume 10, Issue 2, 2022, Pages 346-368]

  • Structural-based Approach The Effect of Functional-based Approach vs. Structural-based Approach on the Accuracy of Certain Grammatical Structures on Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 122-145]

  • Student Emotional Support Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 321-345]

  • Summative assessment Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment [Volume 10, Issue 2, 2022, Pages 256-276]

T

  • Task implementation Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses [Volume 10, Issue 2, 2022, Pages 231-255]

  • Task Model The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 29-52]

  • Teacher Emotional Support Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners [Volume 10, Issue 2, 2022, Pages 321-345]

  • Teacher identity Early Career vs. Long Career Iranian EFL Teacher’s Identity Perception [Volume 10, Issue 1, 2022, Pages 146-168]

  • Teachers' beliefs Is task-based language teaching in evidence in tertiary level English as an additional language? An exploration into teachers’ practices related to task uses [Volume 10, Issue 2, 2022, Pages 231-255]

V

  • Vocabulary Guru The Impact of a Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners [Volume 10, Issue 1, 2022, Pages 29-52]

  • Vocabulary Noticing A Study of Comparative Effects of Textual Enhancement Techniques on Iranian EFL Learners’ Vocabulary Noticing [Volume 10, Issue 1, 2022, Pages 96-121]