Iranian Journal of Language Teaching Research

EDITORIAL March 2026

10.30466/ijltr.2026.121919

Karim Sadeghi

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Taiwanese EMI Teachers’ Views of the Role of Language Support for Students in their Disciplines

Pages 1-25

10.30466/ijltr.2026.56372.3093

Chiuhui Wu, Jack C. Richards

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Exploring the Relationship between Classroom Social Climate, Emotion Regulation Strategies and Written Corrective Feedback Engagement among Iranian EFL Learners

Pages 27-60

10.30466/ijltr.2026.56109.3000

Omid Mallahi

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Telecollaborative E-Feedback in EAP Writing: A Qualitative Study of Peer and Instructor Interactions

Pages 61-81

10.30466/ijltr.2026.121921

Imelda Bangun, Patrick Mannion, Zhengjie Li, John I. Liontas

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Unraveling the Interplay of Grit, Motivation, and Achievement among EFL Learners

Pages 83-103

10.30466/ijltr.2026.56012.2968

Gülcan Yılmaz, Tutku Başöz

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A Critical Approach to Syllabus Type and Language Teacher Emotion Labour: The Case of Iranian and Turkish Teachers

Pages 105-123

10.30466/ijltr.2026.55836.2905

Davoud Amini, Sahar Samadzadeh

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Particularizing the Underlying Factors in Iranian and Canadian English Teachers’ Immunity

Pages 125-150

10.30466/ijltr.2026.55376.2747

Abdolreza Khalili, Parviz Alavinia

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Technique Feature Analysis Revisited: Enhancing Digital Game-Based Vocabulary Learning Design

Pages 151-179

10.30466/ijltr.2026.56272.3050

Amin Rasti-Behbahani, Amir Mashhadi

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• PDF 1.51 M

Comparative Analysis of Neural Activation Patterns during Manual and Digital Writing: An Electroencephalography Study in University Students

Pages 181-204

10.30466/ijltr.2026.55859.2917

Antonio Hernández Fernández, Claudia De Barros Camargo

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