EDITORIAL

10.30466/ijltr.2021.120972

Karim Sadeghi

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Impact of a Socio-cognitive Approach to Teaching English Language Writing on Primary School Students’ Compositions

Pages 1-22

10.30466/ijltr.2021.120973

Yin Ling Cheung; Yi-Ning Joyce Chu; Hari Jang

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Effectiveness of Corrective Feedback: Teachers’ Perspectives

Pages 23-42

10.30466/ijltr.2021.120974

Wen Chen; Guo-qiang Liu

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Characterizing the ‘Focus-on-form’ as the SLA Classroom Mediation Strategy: Should This Be ‘Grammaticality’- or ‘Textuality’-oriented?

Pages 43-63

10.30466/ijltr.2021.120975

Kazem Lotfipoursaedi

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Direct Written Corrective Feedback with Metalinguistic Explanation: Investigating Language Analytic Ability

Pages 65-85

10.30466/ijltr.2021.120976

Hossein Bozorgian; Ali Yazdani

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Teacher Autonomy and Supervisor Authority: Power Dynamics in Language Teacher Supervision in Iran

Pages 87-106

10.30466/ijltr.2021.120977

Hessameddin Agheshteh; Saeed Mehrpur

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SEMing EFL Teachers’ Management Strategies and Coping Styles in relation to Learners’ Ultimate Achievement

Pages 107-121

10.30466/ijltr.2021.120978

Mahsa Kalantarypour; Sima Modirkhamene

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The Causes of Burnout among Iranian EFL Academics: A Case Study

Pages 123-137

10.30466/ijltr.2021.120979

Farzad Salahshour; Fatemeh Esmaeili

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Students’ Perceptions of the Most and the Least Motivating Teaching Strategies in ESP Classes

Pages 139-157

10.30466/ijltr.2021.120980

Lutfi Ashar Mauludin

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BOOK REVIEW: Data Collection Research Methods in Applied Linguistics

Pages 158-160

10.30466/ijltr.2021.120981

Mohammad Salehi; Samaneh Gholampour

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BOOK REVIEW: Cambridge Handbook of Intercultural Communication

Pages 161-164

10.30466/ijltr.2021.120982

Zainab Abolfazli

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Abstracts in Persian

Pages 165-170

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