Afshinfar, Jafar Development and Psychometrical Validation of a Computer-Assisted Language Learning Evaluation Scale: An Ecolinguistic Approach [Volume 13, Issue 1, 2025, Pages 123-146]
Akbarian, Is'haaq BOOK REVIEW: Generative Artificial Intelligence and Language Teaching [Volume 13, 3 (Special Issue), 2025, Pages 231-234]
Alavi, Sahar ZahedA Comparative Study of the Developmental Paths of Low and High-Achieving Iranian EFL Pairs and Individuals in Terms of L2 Writing Features [Volume 13, Issue 2, 2025, Pages 91-113]
Anam, Syafiul Assessment Literacy Among Indonesian Pre-service English Language Teachers: A Mixed-Methods Study [Volume 13, Issue 1, 2025, Pages 23-44]
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Baleghizadeh, Sasan EFL Teacher Burnout: The Nexus of Emotional Intelligence, Self-Concept, and Self-Efficacy [Volume 13, Issue 2, 2025, Pages 167-194]
Becker, Anna Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars [Volume 13, 3 (Special Issue), 2025, Pages 81-101]
Belali, Javad BOOK REVIEW: Transformative L2 Teacher Education Innovations: Insights from Vygotskian Sociocultural Theory [Volume 13, Issue 2, 2025, Pages 195-197]
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Cavor, Jovan Restorying the Self: The Identity Work of Expatriate English Teachers in South Korea [Volume 13, 3 (Special Issue), 2025, Pages 183-203]
Cirocki, Andrzej Assessment Literacy Among Indonesian Pre-service English Language Teachers: A Mixed-Methods Study [Volume 13, Issue 1, 2025, Pages 23-44]
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Delogu, Paolo ‘Native’ English Teachers Navigating Native-speakerism: Investigating the Intersection of Identity, Beliefs, and Emotions through Narrative Inquiry [Volume 13, 3 (Special Issue), 2025, Pages 45-64]
Drajati, Nur ArifahAssessment Literacy Among Indonesian Pre-service English Language Teachers: A Mixed-Methods Study [Volume 13, Issue 1, 2025, Pages 23-44]
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Epps, Valencia “Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia [Volume 13, 3 (Special Issue), 2025, Pages 19-43]
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Fišer, Zrinka Re-evaluating the L2MSS Scale in the Context of Non-English Major Students [Volume 13, Issue 1, 2025, Pages 45-62]
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Gorjian, Bahman Designing an Integrated CALL Evaluation Tool via a Technology Acceptance Model (TAM) Approach to Teach EFL: The Case of Vadana [Volume 13, Issue 1, 2025, Pages 147-169]
Greenier, Vincent Restorying the Self: The Identity Work of Expatriate English Teachers in South Korea [Volume 13, 3 (Special Issue), 2025, Pages 183-203]
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Hassaskhah, Jaleh The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy [Volume 13, Issue 2, 2025, Pages 63-90]
Hemmati, Fatemeh Development and Psychometrical Validation of a Computer-Assisted Language Learning Evaluation Scale: An Ecolinguistic Approach [Volume 13, Issue 1, 2025, Pages 123-146]
Hiratsuka, Takaaki Revisiting the Identity Framework of JET ALTs in Japan [Volume 13, 3 (Special Issue), 2025, Pages 65-79]
Hosseini, Sarah SadatDevelopment and Psychometrical Validation of a Computer-Assisted Language Learning Evaluation Scale: An Ecolinguistic Approach [Volume 13, Issue 1, 2025, Pages 123-146]
Huu Hoang, Nguyen The Intersection of Professional and Cultural Identity: A Mixed-methods Study of Expatriate Language Teachers' Adaptation Processes [Volume 13, 3 (Special Issue), 2025, Pages 205-225]
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Joodaki, Abdolhossein Non-native English Teachers’ Well-being: TESOL Teachers’ Big and Small Stories about the Presence of Meaning in their Lives within the Discourse of Sanctions [Volume 13, Issue 1, 2025, Pages 105-121]
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Karagoz, Inanc The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students [Volume 13, Issue 2, 2025, Pages 45-62]
Karimpour, Sedigheh A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey [Volume 13, 3 (Special Issue), 2025, Pages 141-166]
Kavoshian, Saeedeh A Netnographic Approach to Teacher Professionalism: a Model of EFL Teachers’ Online Professional Development in Focus [Volume 13, Issue 2, 2025, Pages 139-166]
Kayumova, Albina AI-Powered Image and Audio Generators for Very Young EFL Learners [Volume 13, Issue 2, 2025, Pages 1-24]
Keles, Ufuk (Re)constructed Narratives of Three Expatriate English Language Teachers’ Challenges in Turkiye’s K12 Contexts [Volume 13, 3 (Special Issue), 2025, Pages 1-17]
Ketabi, Saeed A Netnographic Approach to Teacher Professionalism: a Model of EFL Teachers’ Online Professional Development in Focus [Volume 13, Issue 2, 2025, Pages 139-166]
Khalili Sabet, Masoud The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy [Volume 13, Issue 2, 2025, Pages 63-90]
Kohnke, Lucas Developing, Negotiating, and Articulating Identities: An Autoethnographic Study of a Filipino English Language Teacher in Thailand [Volume 13, 3 (Special Issue), 2025, Pages 167-182]
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Li, Xin BOOK REVIEW: ELF and Applied Linguistics: Reconsidering Applied Linguistics Research from ELF Perspectives [Volume 13, Issue 1, 2025, Pages 171-173]
Liontas, John I.The Role of Idiomatics in L2 Acquisition: Insights from Arabic-Speaking Doctoral Students [Volume 13, Issue 2, 2025, Pages 45-62]
Lotfipoursaedi, Kazem More about Text, Textuality and Discourse Analysis [Volume 13, Issue 1, 2025, Pages 1-21]
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Mahdavi Zafarghandi, Amir The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy [Volume 13, Issue 2, 2025, Pages 63-90]
Mahdian Rad, Hamid EFL Teacher Burnout: The Nexus of Emotional Intelligence, Self-Concept, and Self-Efficacy [Volume 13, Issue 2, 2025, Pages 167-194]
Mashhadi, Farzad A Netnographic Approach to Teacher Professionalism: a Model of EFL Teachers’ Online Professional Development in Focus [Volume 13, Issue 2, 2025, Pages 139-166]
Mir, Farzaneh Designing an Integrated CALL Evaluation Tool via a Technology Acceptance Model (TAM) Approach to Teach EFL: The Case of Vadana [Volume 13, Issue 1, 2025, Pages 147-169]
Moodie, Ian “Korea Can be Fun Depending on What you Look Like”: Investigating Marginalization among Expatriate Female English Teachers in East Asia [Volume 13, 3 (Special Issue), 2025, Pages 19-43]
Moradian, Mahmood Reza Non-native English Teachers’ Well-being: TESOL Teachers’ Big and Small Stories about the Presence of Meaning in their Lives within the Discourse of Sanctions [Volume 13, Issue 1, 2025, Pages 105-121]
Mora-Pablo, Irasema Crossing Back, Looking Forward: Teacher Education as a Site of Being, Belonging and Transpedagogical Becoming [Volume 13, 3 (Special Issue), 2025, Pages 121-140]
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Nasiri, Batool Designing an Integrated CALL Evaluation Tool via a Technology Acceptance Model (TAM) Approach to Teach EFL: The Case of Vadana [Volume 13, Issue 1, 2025, Pages 147-169]
Ngo, Duyen Nguyen ThienThe Interplay between Social Media Experience and English as a Foreign Language University Students' Attitudes and Agency [Volume 13, Issue 2, 2025, Pages 25-44]
Nguyen, Tuan DinhThe Interplay between Social Media Experience and English as a Foreign Language University Students' Attitudes and Agency [Volume 13, Issue 2, 2025, Pages 25-44]
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Oroujlou, Nasser BOOK REVIEW: Transformative L2 Teacher Education Innovations: Insights from Vygotskian Sociocultural Theory [Volume 13, Issue 2, 2025, Pages 195-197]
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Pentón Herrera, Luis JavierNegotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars [Volume 13, 3 (Special Issue), 2025, Pages 81-101]
Pham, Cuong HuyThe Interplay between Social Media Experience and English as a Foreign Language University Students' Attitudes and Agency [Volume 13, Issue 2, 2025, Pages 25-44]
Pongračić, Luka Re-evaluating the L2MSS Scale in the Context of Non-English Major Students [Volume 13, Issue 1, 2025, Pages 45-62]
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Qin, Yongli BOOK REVIEW: Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment [Volume 13, 3 (Special Issue), 2025, Pages 227-230]
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Ramezanzadeh, Akram Non-native English Teachers’ Well-being: TESOL Teachers’ Big and Small Stories about the Presence of Meaning in their Lives within the Discourse of Sanctions [Volume 13, Issue 1, 2025, Pages 105-121]
Ranjbaran Madiseh, Fatemeh Crossing Horizons: An Autoethnography of Professional Growth [Volume 13, 3 (Special Issue), 2025, Pages 103-119]
Rezadoust Siah Khaleh Sar, Hossein The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy [Volume 13, Issue 2, 2025, Pages 63-90]
Soden, Bill Assessment Literacy Among Indonesian Pre-service English Language Teachers: A Mixed-Methods Study [Volume 13, Issue 1, 2025, Pages 23-44]
Soleimani, Hassan Development and Psychometrical Validation of a Computer-Assisted Language Learning Evaluation Scale: An Ecolinguistic Approach [Volume 13, Issue 1, 2025, Pages 123-146]
Tavakoli, Mansoor A Netnographic Approach to Teacher Professionalism: a Model of EFL Teachers’ Online Professional Development in Focus [Volume 13, Issue 2, 2025, Pages 139-166]
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Ulla, Mark B. Developing, Negotiating, and Articulating Identities: An Autoethnographic Study of a Filipino English Language Teacher in Thailand [Volume 13, 3 (Special Issue), 2025, Pages 167-182]
Uysal, Huseyin Negotiating Third Spaces of Institutional Belonging: A Collaborative Autoethnography of Expatriate Language Teacher-Scholars [Volume 13, 3 (Special Issue), 2025, Pages 81-101]
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Xodabande, Ismail A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey [Volume 13, 3 (Special Issue), 2025, Pages 141-166]
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Yapar, Osman ErdemBOOK REVIEW: Routledge Handbook of Technological Advances in Researching Language Learning [Volume 13, Issue 1, 2025, Pages 174-178]
Yazdi-Amirkhiz, Seyed Yasin Peer-peer dialog during collaborative writing: A comparison of Iranian EFL and Malaysian-Chinese ESL learners [Volume 13, Issue 2, 2025, Pages 115-138]
Yin, Baizhi BOOK REVIEW: Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment [Volume 13, 3 (Special Issue), 2025, Pages 227-230]
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Zha, Aurora Zhewei ‘Native’ English Teachers Navigating Native-speakerism: Investigating the Intersection of Identity, Beliefs, and Emotions through Narrative Inquiry [Volume 13, 3 (Special Issue), 2025, Pages 45-64]
