Vol 3, No 1 (2013)

A Comparative Study of Self-Supervision and the Self-Efficacy of Iranian EFL Teachers and Those of Intermediate Adult Learners

• Hajar Khanmohammad*,
• Mandana Mottaghi,

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The Effects of Implementing Summative Assessment, Formative Assessment and Dynamic Assessment on Iranian EFL Learners’ Listening Ability and Listening Strategy Use

• Davood Ghahremani*,

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Norms of Translating Taboo Words and Concepts from English into Persian after the Islamic Revolution in Iran

• Hossein Vossoughi*,
• Zohre Etemad Hosseini,

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Textual Enhancement across Linguistic Structures: EFL Learners' Acquisition of English Forms

• Shadab Jabbarpoor*,
• Esmaeel Abdollahzadeh,

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No Negotiation, Limited Negotiation, and Extended Negotiation in Proactive Focus on Form in Vocabulary Acquisition

• Parviz Maftoon*,
• Bahram Bagheri,

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Washbacked Teacher-Learner’s Academic Behavior (the case of Iranian EFL MA Preparatory Course)

• Gholam-Reza Abbasian*,
• Ardalan Moghimeslam,

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Iranian Advanced EFL Learners’ Awareness and the Use of Marked Word Order: Discourse-pragmatically Motivated Variations

• Farzaneh Fotouhinia1*,
• Esmaeel Bagheridoost,

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