Iranian Journal of Language Teaching Research

EDITORIAL

10.30466/ijltr.2024.121415

Karim Sadeghi

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How Do EFL Learners Process and Uptake Criterion Automated Corrective Feedback? Insights from Two Case Studies

Pages 1-20

10.30466/ijltr.2024.121420

Giang Thi Linh Hoang, Neomy Storch

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Modeling the Interplay of Indonesian and Iranian EFL Teachers’ Apprehension, Resilience, Organizational Mattering, and Psychological Well-being

Pages 21-43

10.30466/ijltr.2024.121416

Ali Derakhshan, Slamet Setiawan, Mohammad Ghafouri

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Exploring Teachers' Experiences in Bilingual Education for Young Learners: Implications for Dual-language Learning Apps Design

Pages 45-64

10.30466/ijltr.2024.121417

Watcharapol Wiboolyasarin, Nattawut Jinowat

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EFL Listening Log: A Conceptual Replication of Kemp's (2010) Study on Motivating Autonomous Learning

Pages 65-82

10.30466/ijltr.2024.121418

Hossein Bozorgian, Meysam Muhammadpour, Raheleh Qara

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Reflective Practice: A Corpus-based Analysis of In-service ESL Teachers' Reflective Discourse

Pages 83-105

10.30466/ijltr.2024.121419

Ender Velasco

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Using Metadiscourse to Create Effective and Engaging EFL Virtual Classrooms during the Covid-19 Pandemic

Pages 107-129

10.30466/ijltr.2024.121421

Ghaleb Rababah, Sane Yagi, Sharif Alghazo

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Trust and Job Satisfaction among Private School English Teachers

Pages 131-147

10.30466/ijltr.2024.121422

Mehdi Sarkhosh, Mahsa Alinasab

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Understanding identity tension from the identity-in-discourse framework: Early-career academics in applied linguistics in China

Pages 149-168

10.30466/ijltr.2024.121423

Mark Feng Teng

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BOOK REVIEW: Conducting Genre Based Research in Applied Linguistics: A Methodological Guide

Pages 169-171

10.30466/ijltr.2024.121424

Maryam Soleimani

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BOOK REVIEW: Language-Sensitive Teaching and Learning: A Resource Book for Teachers and Teacher Educators

Pages 172-174

10.30466/ijltr.2024.121425

Adib Alfalah, Sri Dewi Priwarti Siregar

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