Adel, Seyyed Mohammad Reza Iranian EFL Teachers’ and Learners’ Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study [Volume 8, Issue 2, 2020, Pages 63-81]
Akbarian, Is'haaq BOOK REVIEW: Doing Replication Research in Applied Linguistics [Volume 8, Issue 1, 2020, Pages 150-153]
Alemi, Minoo Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction [Volume 8, 3 (Special Issue), 2020, Pages 1-24]
Amiri, Azin Towards Humanizing Language Teaching: Error Treatment and EFL Learners’ Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement [Volume 8, Issue 1, 2020, Pages 129-149]
Amirian, Seyyed Mohammad Reza The Relationship between Vocabulary Size and Depth for Iranian EFL Learners at Different Language Proficiency Levels [Volume 8, Issue 2, 2020, Pages 97-114]
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Bonyadi, Alireza BOOK REVIEW: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language [Volume 8, 3 (Special Issue), 2020, Pages 143-145]
Boyd, Maureen P.Classroom Greetings: More than a Simple Hello [Volume 8, 3 (Special Issue), 2020, Pages 41-56]
C
Chen, Kate Tzu-Ching University EFL Students’ Use of Online English Information Searching Strategy [Volume 8, Issue 1, 2020, Pages 111-127]
D
Davoudi, Mohammad Iranian EFL Teachers’ and Learners’ Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study [Volume 8, Issue 2, 2020, Pages 63-81]
Derakhshan, Ali The Socio-Pragmatic, Lexico-Grammatical, and Cognitive Strategies in L2 Pragmatic Comprehension: The Case of Iranian Male vs. Female EFL Learners [Volume 8, Issue 1, 2020, Pages 1-23]
F
Fakher, Zahra The Effect of Teachers' Scaffolding and Peers' Collaborative Dialogue on Speech Act Production in Symmetrical and Asymmetrical Groups [Volume 8, Issue 1, 2020, Pages 45-61]
Farrell, Thomas S. C."My Personal Teaching Principle is ‘Safe, Fun, and Clear’": Reflections of a TESOL Teacher [Volume 8, Issue 2, 2020, Pages 83-96]
Fazilatfar, Ali The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners [Volume 8, Issue 1, 2020, Pages 93-110]
G
Garton, Sue L1 in the Primary English Classroom: How Much, When, How and Why? [Volume 8, 3 (Special Issue), 2020, Pages 77-97]
Ghanizadeh, Afsaneh Towards Humanizing Language Teaching: Error Treatment and EFL Learners’ Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement [Volume 8, Issue 1, 2020, Pages 129-149]
Gill, Andrew Integrating Conversational Analysis and Dialogic Reflection within Reflective Practice [Volume 8, Issue 2, 2020, Pages 1-23]
Gu, Xiangyue Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
H
Hall, Joan KellyThe Links between the Linguistic Designs of L2 Teacher Questions and the Student Responses They Engender [Volume 8, 3 (Special Issue), 2020, Pages 25-40]
Hooper, Daniel Integrating Conversational Analysis and Dialogic Reflection within Reflective Practice [Volume 8, Issue 2, 2020, Pages 1-23]
Huang, Xiaorui Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
I
Iorio, Jr, John Classroom Greetings: More than a Simple Hello [Volume 8, 3 (Special Issue), 2020, Pages 41-56]
Işık, Ali Do Students Feel that they are Assessed Properly? [Volume 8, Issue 1, 2020, Pages 63-92]
J
Jahedizadeh, Safoura Towards Humanizing Language Teaching: Error Treatment and EFL Learners’ Cognitive, Behavioral, Emotional Engagement, Motivation, and Language Achievement [Volume 8, Issue 1, 2020, Pages 129-149]
Janebi Enayat, Mostafa The Relationship between Vocabulary Size and Depth for Iranian EFL Learners at Different Language Proficiency Levels [Volume 8, Issue 2, 2020, Pages 97-114]
Jocuns, Andrew Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
K
Kamrani, Zahra Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction [Volume 8, 3 (Special Issue), 2020, Pages 1-24]
Kasiri, Forugh The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners [Volume 8, Issue 1, 2020, Pages 93-110]
Kennedy, Jessilyn "My Personal Teaching Principle is ‘Safe, Fun, and Clear’": Reflections of a TESOL Teacher [Volume 8, Issue 2, 2020, Pages 83-96]
Knoch, Ute The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing [Volume 8, Issue 2, 2020, Pages 41-61]
Knor, Su YinThe Links between the Linguistic Designs of L2 Teacher Questions and the Student Responses They Engender [Volume 8, 3 (Special Issue), 2020, Pages 25-40]
L
Lam, Ricky Exploring an EFL Teacher’s Beliefs and Practices in Teaching Topical Debates in Mainland China [Volume 8, Issue 1, 2020, Pages 25-44]
Lan, Wang Exploring an EFL Teacher’s Beliefs and Practices in Teaching Topical Debates in Mainland China [Volume 8, Issue 1, 2020, Pages 25-44]
Li, Li Novice Teachers' Discursive Construction of Their Identity: Insights from Foreign Language Classrooms [Volume 8, 3 (Special Issue), 2020, Pages 57-76]
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Malmir, Ali The Socio-Pragmatic, Lexico-Grammatical, and Cognitive Strategies in L2 Pragmatic Comprehension: The Case of Iranian Male vs. Female EFL Learners [Volume 8, Issue 1, 2020, Pages 1-23]
Mohebbi, Hassan BOOK REVIEW: An Introduction to Applied Linguistics (Third Edition) [Volume 8, Issue 2, 2020, Pages 136-138]
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Nowbakht, Mohammad The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners [Volume 8, Issue 1, 2020, Pages 93-110]
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Panahifar, Fatemeh The Effect of Teachers' Scaffolding and Peers' Collaborative Dialogue on Speech Act Production in Symmetrical and Asymmetrical Groups [Volume 8, Issue 1, 2020, Pages 45-61]
Pirouz, Mohammadreza BOOK REVIEW: Doing Replication Research in Applied Linguistics [Volume 8, Issue 1, 2020, Pages 150-153]
R
Rahmati, Teymour BOOK REVIEW: Reflective Practice in ELT [Volume 8, 3 (Special Issue), 2020, Pages 146-148]
Rastgou, Ali The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing [Volume 8, Issue 2, 2020, Pages 41-61]
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Saadat, Mahboubeh Variability in Peer-peer Scaffolding during Writing Tasks in L2 English [Volume 8, 3 (Special Issue), 2020, Pages 99-120]
Sadeghi, Fatemeh Iranian EFL Teachers’ and Learners’ Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study [Volume 8, Issue 2, 2020, Pages 63-81]
Sadeghi, Karim BOOK REVIEW: English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience [Volume 8, Issue 2, 2020, Pages 133-135]
Sadeghi, Karim INTERVIEW: An interview with Anna Mauranen [Volume 8, Issue 2, 2020, Pages 139-146]
Sadeghi, Karim INTERVIEW: An interview with Claire Kramsch [Volume 8, 3 (Special Issue), 2020, Pages 149-156]
Salehi, Mohammad BOOK REVIEW: Essentials of SLA for L2 Teachers: A Transdisciplinary Framework [Volume 8, Issue 1, 2020, Pages 154-156]
Sanchez Ramos, Maria del Mar Teaching English for Medical Translation: A Corpus-based Approach [Volume 8, Issue 2, 2020, Pages 25-40]
Seifoori, Zohreh Negotiated Strategic Awareness-raising at Postgraduate Level: Contributions to Reading Comprehension and Content Retention [Volume 8, Issue 2, 2020, Pages 115-132]
Shi, Liping Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
Shields-Lysiak, Lauren Classroom Greetings: More than a Simple Hello [Volume 8, 3 (Special Issue), 2020, Pages 41-56]
Soleimani, Maryam BOOK REVIEW: English Language Teacher Education: A Sociocultural Perspective on Preservice Teachers’ Learning in the Professional Experience [Volume 8, Issue 2, 2020, Pages 133-135]
Storch, Neomy The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing [Volume 8, Issue 2, 2020, Pages 41-61]
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Tajeddin, Zia Functions and Strategies of Teachers’ Discursive Scaffolding in English-medium Content-based Instruction [Volume 8, 3 (Special Issue), 2020, Pages 1-24]
Tekin, Serdar L1 in the Primary English Classroom: How Much, When, How and Why? [Volume 8, 3 (Special Issue), 2020, Pages 77-97]
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Vasquez, Christopher R.Classroom Greetings: More than a Simple Hello [Volume 8, 3 (Special Issue), 2020, Pages 41-56]
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Wang, Tianfang The Links between the Linguistic Designs of L2 Teacher Questions and the Student Responses They Engender [Volume 8, 3 (Special Issue), 2020, Pages 25-40]
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Yin, Tingting Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
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Zahed Alavi, Sahar Variability in Peer-peer Scaffolding during Writing Tasks in L2 English [Volume 8, 3 (Special Issue), 2020, Pages 99-120]
Zareian, Gholamreza Iranian EFL Teachers’ and Learners’ Perceptions of the Principles of Critical Thinking: A Constructivist Grounded Theory Study [Volume 8, Issue 2, 2020, Pages 63-81]
Zhang, Lishi Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
Zhang, Yang Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
Zhang, Yumei Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account [Volume 8, 3 (Special Issue), 2020, Pages 121-142]
