Keyword Index

A

  • Academic vocabulary Vocabulary Lists for EAP and Conversation Students [Volume 8, Issue 29, 2020, Pages 131-163]
  • Accuracy Task Condition and L2 oral Performance: Investigating the Combined Effects of Online Planning and Immediacy [Volume 8, Issue 32, 2020, Pages 35-48]
  • Action Research Projects From Importer of Knowledge to Researcher of the Self: Exploring the Utility of Collaborative Action Research in Distance Second Language Professional Development [Volume 8, Issue 32, 2020, Pages 63-78]
  • Activity Theory Recognizing Stalactites and Stalagmites of ELT Vodcasting in Teacher Education Based on Activity Theory and Visual Thinking Strategies [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 157-177]
  • Activity Theory The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 177-196]
  • Agentic engagement The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners [Volume 8, Issue 31, 2020, Pages 43-57]
  • Assessment for learning Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size [Volume 8, Issue 29, 2020, Pages 75-90]
  • Attitude Effect of Storytelling Instruction on Developing Iranian EFL Learners’ Oral Proficiency within ZPD-activated Proximal Context [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 81-96]
  • AWL Vocabulary Lists for EAP and Conversation Students [Volume 8, Issue 29, 2020, Pages 131-163]

B

  • Behavioral engagement The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners [Volume 8, Issue 31, 2020, Pages 43-57]
  • Bloom's Revised Taxonomy Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • Bloom's taxonomy A Qualitative Investigation of Students' Perceptions of Flipped learning [Volume 8, Issue 33, 2020, Pages 29-38]

C

  • Cake and Sandwich Formats Effect of Interventionist Computerized Dynamic Assessment on Learners’ Grammatical English Tenses: Analysis of Cake and Sandwich Formats [Volume 8, Issue 32, 2020, Pages 79-91]
  • Chinese secondary teachers of English Task-based Language Teaching in L2 English Writing Classrooms: Insights from Chinese Senior Secondary Schools [Volume 8, Issue 33, 2020, Pages 11-28]
  • Cognition Induction of Emotions from TOEFL iBT Reading Tests as a Construct-irrelevant Factor and its Interference with Emotional Intelligence [Volume 8, Issue 32, 2020, Pages 93-105]
  • Cognitive dependency Exploratory-cumulative vs. Disputational Talk on Cognitive Dependency of Translation Studies: Intermediate level students in focus [Volume 8, Issue 33, 2020, Pages 39-57]
  • Cognitive domain Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • Cognitive engagement The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners [Volume 8, Issue 31, 2020, Pages 43-57]
  • Collaborative Writing Collaborative Writing Practice through Online Learning: Insights from Iranian EFL Learners’ Perceptions [Volume 8, Issue 29, 2020, Pages 165-184]
  • Community of Inquiry (Co I) Pros and Cons of Dancing in the Dark: Enhancing EFL learners' oral proficiency in an unplugged learning community [Volume 8, Issue 31, 2020, Pages 75-97]
  • Community of Shared Knowledge From Importer of Knowledge to Researcher of the Self: Exploring the Utility of Collaborative Action Research in Distance Second Language Professional Development [Volume 8, Issue 32, 2020, Pages 63-78]
  • Complexity Task Condition and L2 oral Performance: Investigating the Combined Effects of Online Planning and Immediacy [Volume 8, Issue 32, 2020, Pages 35-48]
  • Computerized dynamic assessment Effect of Interventionist Computerized Dynamic Assessment on Learners’ Grammatical English Tenses: Analysis of Cake and Sandwich Formats [Volume 8, Issue 32, 2020, Pages 79-91]
  • Content Analysis Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • Conversational Analysis Tag Questions in Persian: Investigating the Conversational Functions [Volume 8, Issue 29, 2020, Pages 25-43]
  • Conversational Function Tag Questions in Persian: Investigating the Conversational Functions [Volume 8, Issue 29, 2020, Pages 25-43]
  • Conversation vocabulary Vocabulary Lists for EAP and Conversation Students [Volume 8, Issue 29, 2020, Pages 131-163]
  • Corpus analysis Vocabulary Lists for EAP and Conversation Students [Volume 8, Issue 29, 2020, Pages 131-163]
  • Corpus Builder Software Hedges in English for Academic Purposes: A Corpus-based study of Iranian EFL learners [Volume 8, Issue 33, 2020, Pages 115-129]
  • Critical appraisal The Impact of Implementing Critical Appraisal on EFL Teachers’ Data Analysis Knowledge [Volume 8, Issue 29, 2020, Pages 59-74]
  • Critical Discourse Analysis Reacting to “Failure and Triumph” among Iranian Soccer Coaches: A CDA outlook of the sports media language [Volume 8, Issue 31, 2020, Pages 99-111]
  • Cultural Identity Interrelationships of Willingness to Speak and Cultural Identity with English L2 Speaking Proficiency [Volume 8, Issue 29, 2020, Pages 45-58]
  • Cultural invasion Hidden Ideologies within Imported Language Teaching Series: This time the case of Four Corners and Impact Values Series [Volume 8, Issue 29, 2020, Pages 107-129]

D

  • Dynamic Flourished or Suppressed Teachersʼ Professional Identities: A Comparison between English Teachers of Institutes and Schools in Iran [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 97-114]

E

  • E-collaborative Writing Collaborative Writing Practice through Online Learning: Insights from Iranian EFL Learners’ Perceptions [Volume 8, Issue 29, 2020, Pages 165-184]
  • EFL Motivational Practice in High-Schools in Vietnam: EFL Teachers’ Strategies from Student Perspective [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 49-60]
  • EFL learners Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 115-137]
  • EFL speaking anxiety Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 11-24]
  • EFL teachers attitude Junior High School EFL Teachers’ Attitudes Towards Collaborative Action Research [Volume 8, Issue 32, 2020, Pages 21-34]
  • EFL Teachers’ Awareness Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Skill: A Post-method Perspectivization [Volume 8, Issue 29, 2020, Pages 91-105]
  • ELT materials Hidden Ideologies within Imported Language Teaching Series: This time the case of Four Corners and Impact Values Series [Volume 8, Issue 29, 2020, Pages 107-129]
  • Emotional engagement The Relationship between Dimensions of Student Engagement and Language Learning Motivation Among Iranian EFL Learners [Volume 8, Issue 31, 2020, Pages 43-57]
  • English as a Foreign Language (EFL) Pros and Cons of Dancing in the Dark: Enhancing EFL learners' oral proficiency in an unplugged learning community [Volume 8, Issue 31, 2020, Pages 75-97]
  • English L2 speaking proficiency Interrelationships of Willingness to Speak and Cultural Identity with English L2 Speaking Proficiency [Volume 8, Issue 29, 2020, Pages 45-58]
  • English Language Using Foreign Language Learning Factors in Tourism Development in Iran [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 61-79]
  • English language teachers Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size [Volume 8, Issue 29, 2020, Pages 75-90]
  • English textbooks Deconstruction of Cultural, Racial and Gender Dominance in Iranian Senior High School EFL Textbooks [Volume 8, Issue 32, 2020, Pages 11-20]
  • Error analysis The Most Common Challenges Facing Iranian English Majors in the Translation Process from English into Persian [Volume 8, Issue 33, 2020, Pages 81-97]
  • ESLE app A Comparison of ESLE Web-based English Vocabulary Learning Application with Traditional Desktop English Vocabulary Learning Application: Exceptional learner parents’ point of view [Volume 8, Issue 33, 2020, Pages 131-146]
  • Evaluation of textbook Evaluation of High School English Course Books in Iran: Task Types in Focus [Volume 8, Issue 32, 2020, Pages 107-124]
  • Exploratory-cumulative talk Exploratory-cumulative vs. Disputational Talk on Cognitive Dependency of Translation Studies: Intermediate level students in focus [Volume 8, Issue 33, 2020, Pages 39-57]

F

  • Failure Reacting to “Failure and Triumph” among Iranian Soccer Coaches: A CDA outlook of the sports media language [Volume 8, Issue 31, 2020, Pages 99-111]
  • Fluency Task Condition and L2 oral Performance: Investigating the Combined Effects of Online Planning and Immediacy [Volume 8, Issue 32, 2020, Pages 35-48]
  • Focus on Form Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice [Volume 8, Issue 31, 2020, Pages 59-74]
  • Four Corners Hidden Ideologies within Imported Language Teaching Series: This time the case of Four Corners and Impact Values Series [Volume 8, Issue 29, 2020, Pages 107-129]

G

  • GSL Vocabulary Lists for EAP and Conversation Students [Volume 8, Issue 29, 2020, Pages 131-163]

H

  • Hedges Hedges in English for Academic Purposes: A Corpus-based study of Iranian EFL learners [Volume 8, Issue 33, 2020, Pages 115-129]

I

  • ICT Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 11-24]
  • Identity Flourished or Suppressed Teachersʼ Professional Identities: A Comparison between English Teachers of Institutes and Schools in Iran [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 97-114]
  • Identity Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 115-137]
  • Impact Values Hidden Ideologies within Imported Language Teaching Series: This time the case of Four Corners and Impact Values Series [Volume 8, Issue 29, 2020, Pages 107-129]
  • Institute Flourished or Suppressed Teachersʼ Professional Identities: A Comparison between English Teachers of Institutes and Schools in Iran [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 97-114]
  • Internet Reading Exploring Effects and Learner Attitudes of Gadget-Based Internet Multimedia Reading [Volume 8, Issue 33, 2020, Pages 59-79]
  • Interventionist Approach Effect of Interventionist Computerized Dynamic Assessment on Learners’ Grammatical English Tenses: Analysis of Cake and Sandwich Formats [Volume 8, Issue 32, 2020, Pages 79-91]
  • Iranian corpus of learner English Hedges in English for Academic Purposes: A Corpus-based study of Iranian EFL learners [Volume 8, Issue 33, 2020, Pages 115-129]
  • Iranian EFL context Interrelationships of Willingness to Speak and Cultural Identity with English L2 Speaking Proficiency [Volume 8, Issue 29, 2020, Pages 45-58]
  • Iranian EFL Students A Qualitative Investigation of Students' Perceptions of Flipped learning [Volume 8, Issue 33, 2020, Pages 29-38]

J

  • Job satisfaction Exploring EFL Teachers’ Self-Efficacy, Reflective Thinking, and Job Satisfaction: Structural Equation Modeling [Volume 8, Issue 31, 2020, Pages 113-127]
  • Journal Writing Collaborative Writing Practice through Online Learning: Insights from Iranian EFL Learners’ Perceptions [Volume 8, Issue 29, 2020, Pages 165-184]

L

  • L1 transfer L1 Transfer in L2 Acquisition of the There-Insertion Construction by Mandarin EFL Learners [Volume 8, Issue 31, 2020, Pages 11-24]
  • L2 writing teaching approach Task-based Language Teaching in L2 English Writing Classrooms: Insights from Chinese Senior Secondary Schools [Volume 8, Issue 33, 2020, Pages 11-28]
  • Language aptitude EFL Learners’ Language Aptitude, Foreign Language Anxiety, and Willingness to Communicate [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 25-48]
  • Language Skills Using Foreign Language Learning Factors in Tourism Development in Iran [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 61-79]
  • Linear Text Exploring Effects and Learner Attitudes of Gadget-Based Internet Multimedia Reading [Volume 8, Issue 33, 2020, Pages 59-79]

M

  • MALL Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 11-24]
  • MALL A Comparison of ESLE Web-based English Vocabulary Learning Application with Traditional Desktop English Vocabulary Learning Application: Exceptional learner parents’ point of view [Volume 8, Issue 33, 2020, Pages 131-146]
  • Mandarin EFL learners L1 Transfer in L2 Acquisition of the There-Insertion Construction by Mandarin EFL Learners [Volume 8, Issue 31, 2020, Pages 11-24]
  • Meta-discourse markers How Does Explicit and Implicit Instruction of Formal Meta-discourse Markers Affect Learners’ Oral Proficiency? [Volume 8, Issue 33, 2020, Pages 99-113]
  • Monitoring Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size [Volume 8, Issue 29, 2020, Pages 75-90]
  • Multimedia text Exploring Effects and Learner Attitudes of Gadget-Based Internet Multimedia Reading [Volume 8, Issue 33, 2020, Pages 59-79]

N

  • Nunan’s (1999) taxonomy Evaluation of High School English Course Books in Iran: Task Types in Focus [Volume 8, Issue 32, 2020, Pages 107-124]

O

  • Oral Proficiency Effect of Storytelling Instruction on Developing Iranian EFL Learners’ Oral Proficiency within ZPD-activated Proximal Context [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 81-96]
  • Oral Proficiency Pros and Cons of Dancing in the Dark: Enhancing EFL learners' oral proficiency in an unplugged learning community [Volume 8, Issue 31, 2020, Pages 75-97]
  • Oral Proficiency How Does Explicit and Implicit Instruction of Formal Meta-discourse Markers Affect Learners’ Oral Proficiency? [Volume 8, Issue 33, 2020, Pages 99-113]

P

  • Perception Collaborative Writing Practice through Online Learning: Insights from Iranian EFL Learners’ Perceptions [Volume 8, Issue 29, 2020, Pages 165-184]
  • Persian TQs Tag Questions in Persian: Investigating the Conversational Functions [Volume 8, Issue 29, 2020, Pages 25-43]
  • Planned focus-on-form Planned Focus-on-form Instruction in Task-based Language Teaching: The case of EFL learners’ oral grammatical accuracy performance [Volume 8, Issue 32, 2020, Pages 49-62]
  • Postmethod Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Skill: A Post-method Perspectivization [Volume 8, Issue 29, 2020, Pages 91-105]
  • Process Writing Collaborative Writing Practice through Online Learning: Insights from Iranian EFL Learners’ Perceptions [Volume 8, Issue 29, 2020, Pages 165-184]
  • Professional Development From Importer of Knowledge to Researcher of the Self: Exploring the Utility of Collaborative Action Research in Distance Second Language Professional Development [Volume 8, Issue 32, 2020, Pages 63-78]
  • Professional Skill (PS) Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Skill: A Post-method Perspectivization [Volume 8, Issue 29, 2020, Pages 91-105]

R

  • Receptive Skills Exploring Effects and Learner Attitudes of Gadget-Based Internet Multimedia Reading [Volume 8, Issue 33, 2020, Pages 59-79]
  • Reflective Inquiry From Importer of Knowledge to Researcher of the Self: Exploring the Utility of Collaborative Action Research in Distance Second Language Professional Development [Volume 8, Issue 32, 2020, Pages 63-78]

S

  • Scaffolded Feedback The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 177-196]
  • Second Language Acquisition The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 177-196]
  • Self-efficacy Exploring EFL Teachers’ Self-Efficacy, Reflective Thinking, and Job Satisfaction: Structural Equation Modeling [Volume 8, Issue 31, 2020, Pages 113-127]
  • Soccer coaches Reacting to “Failure and Triumph” among Iranian Soccer Coaches: A CDA outlook of the sports media language [Volume 8, Issue 31, 2020, Pages 99-111]
  • Speaking Skill Effect of Storytelling Instruction on Developing Iranian EFL Learners’ Oral Proficiency within ZPD-activated Proximal Context [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 81-96]
  • Style awareness Identifying Style Awareness, Indirect Strategy Use and Preferences of Turkish Student Teachers of English [Volume 8, Issue 31, 2020, Pages 25-41]
  • Syntax The Impact of Grammatical Shifts on the Quranic Rhetorical Questions Translated into English: A Comparative Study [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 139-155]

T

  • Tag questions Tag Questions in Persian: Investigating the Conversational Functions [Volume 8, Issue 29, 2020, Pages 25-43]
  • Task-based language teaching Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice [Volume 8, Issue 31, 2020, Pages 59-74]
  • Task-based language teaching Planned Focus-on-form Instruction in Task-based Language Teaching: The case of EFL learners’ oral grammatical accuracy performance [Volume 8, Issue 32, 2020, Pages 49-62]
  • Task-based language teaching Evaluation of High School English Course Books in Iran: Task Types in Focus [Volume 8, Issue 32, 2020, Pages 107-124]
  • Task-Based Language Teaching (TBLT) Task-based Language Teaching in L2 English Writing Classrooms: Insights from Chinese Senior Secondary Schools [Volume 8, Issue 33, 2020, Pages 11-28]
  • Teacher Awareness Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Skill: A Post-method Perspectivization [Volume 8, Issue 29, 2020, Pages 91-105]
  • Teacher Education Philosophy (TEP) Effect of Awareness of Teacher Education Philosophy on EFL Teachers’ Professional Skill: A Post-method Perspectivization [Volume 8, Issue 29, 2020, Pages 91-105]
  • Textbook Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • Textbook evaluation Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • The Quran The Impact of Grammatical Shifts on the Quranic Rhetorical Questions Translated into English: A Comparative Study [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 139-155]
  • Thinking skills Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • TOEFL iBT reading tests Induction of Emotions from TOEFL iBT Reading Tests as a Construct-irrelevant Factor and its Interference with Emotional Intelligence [Volume 8, Issue 32, 2020, Pages 93-105]
  • TQ Classifications Tag Questions in Persian: Investigating the Conversational Functions [Volume 8, Issue 29, 2020, Pages 25-43]
  • Translation strategies The Most Common Challenges Facing Iranian English Majors in the Translation Process from English into Persian [Volume 8, Issue 33, 2020, Pages 81-97]

U

  • Unplugged Classroom Model (UCM) Pros and Cons of Dancing in the Dark: Enhancing EFL learners' oral proficiency in an unplugged learning community [Volume 8, Issue 31, 2020, Pages 75-97]

V

  • Validation Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 115-137]
  • Vision 1 Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain [Volume 8, Issue 29, 2020, Pages 11-24]
  • Visual Thinking Strategies Recognizing Stalactites and Stalagmites of ELT Vodcasting in Teacher Education Based on Activity Theory and Visual Thinking Strategies [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 157-177]
  • Vodcasting Recognizing Stalactites and Stalagmites of ELT Vodcasting in Teacher Education Based on Activity Theory and Visual Thinking Strategies [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 157-177]
  • VT Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 11-24]
  • VTS Recognizing Stalactites and Stalagmites of ELT Vodcasting in Teacher Education Based on Activity Theory and Visual Thinking Strategies [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 157-177]

W

  • Willingness to communicate EFL Learners’ Language Aptitude, Foreign Language Anxiety, and Willingness to Communicate [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 25-48]
  • Willingness to speak Interrelationships of Willingness to Speak and Cultural Identity with English L2 Speaking Proficiency [Volume 8, Issue 29, 2020, Pages 45-58]
  • Written corrective feedback The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 177-196]

Z

  • ZPD-activated proximal context Effect of Storytelling Instruction on Developing Iranian EFL Learners’ Oral Proficiency within ZPD-activated Proximal Context [Volume 8, Issue 30 (Spring 2020-No.2), 2020, Pages 81-96]