Keyword Index

A

  • Asynchronous Computer-mediated The Effect of Synchronous and Asynchronous Computer-Mediated Communication (CMC) On Iranian EFL Learners’ Writing Accuracy and Complexity (Research Paper) [Volume 11, Issue 1, 2022, Pages 13-20]

B

  • Blended Class Comparing the Effect of Peer Assessment in Blended, Flipped and Face-to-Face Classes: The Case of Argumentative Essays (Research Paper) [Volume 11, Issue 1, 2022, Pages 1-12]

C

  • Cabin Crew Cabin Crew ESP Teachers’ Pedagogical Decisions and Reasoning in Reading Instruction [Volume 11, Issue 3, 2022, Pages 18-33]
  • Cognitive Strategy The Interface between Pronunciation Learning Strategies (PLS) and Pronunciation Achievement [Volume 11, Issue 2, 2022, Pages 56-73]
  • Constructive Alignment The Effect of Constructive Alignment in a Flipped Writing Course on Academic Writing, Self-efficacy and attitude of EFL Learners [Volume 11, Issue 4, 2022, Pages 92-107]
  • Corpus analysis Exploring Genre, Research Method, and Reliability Coefficients of the ESP Journal Articles Published Between 2010 and 2020 [Volume 11, Issue 1, 2022, Pages 71-89]
  • Creative Writing Fostering Pre-intermediate EFL Learners’ Writing Confidence and Writing Fluency through Creative Writing: Investigating the Role of Personality [Volume 11, Issue 4, 2022, Pages 39-52]

D

  • Decision-making Cabin Crew ESP Teachers’ Pedagogical Decisions and Reasoning in Reading Instruction [Volume 11, Issue 3, 2022, Pages 18-33]
  • Digital Picture Storytelling Method The Effect of Digital Picture Storytelling (PST) on Improving Young Iranian Learners’ Foreign Language Oral Production [Volume 11, Issue 1, 2022, Pages 40-56]
  • Dynamic assessment A Phenomenography of the Constraints to Dynamic Assessment: Data-driven Insights from the Iranian Academic Context [Volume 11, Issue 3, 2022, Pages 34-49]

E

  • EAP Reconstruction of Iranian Medical ESP Instructors' Professional Identity: A Grounded Theory Approach [Volume 11, Issue 1, 2022, Pages 21-39]
  • EAP Teachers The Development and Validation of a Scale on English for Research Publication Purposes (ERPP) in EAP Context [Volume 11, Issue 4, 2022, Pages 1-21]
  • EFL Investment in English Language Learning and Ethnocentrism: A Study of the Relationship in a Multi-Ethnic Context [Volume 11, Issue 1, 2022, Pages 90-112]
  • EFL Context A Mixed-Methods Investigation of the Effect of Scaffolding Genre Knowledge on EFL Graduate Learners’ Academic Writing Skill: Achievements and Perceptions [Volume 11, Issue 4, 2022, Pages 74-91]
  • EFL learner Predictors of Writing Anxiety in English: Testing a Model Based on Self-regulated Learning Skills and Epistemological Beliefs [Volume 11, Issue 2, 2022, Pages 16-37]
  • EFL learners Fostering Pre-intermediate EFL Learners’ Writing Confidence and Writing Fluency through Creative Writing: Investigating the Role of Personality [Volume 11, Issue 4, 2022, Pages 39-52]
  • EFL teachers Reconstruction of Iranian Medical ESP Instructors' Professional Identity: A Grounded Theory Approach [Volume 11, Issue 1, 2022, Pages 21-39]
  • ELT Teachers EFL Teachers’ Writing Performance and Writing Self-Efficacy across Teaching Experience and Gender [Volume 11, Issue 4, 2022, Pages 53-73]
  • Emotional intelligence Investigating the Interplay between Iranian EFL Learners’ Emotional Intelligence, Listening Comprehension, and Language Achievement [Volume 11, Issue 3, 2022, Pages 69-83]
  • English for Research Publication Purposes The Development and Validation of a Scale on English for Research Publication Purposes (ERPP) in EAP Context [Volume 11, Issue 4, 2022, Pages 1-21]
  • ESP Cabin Crew ESP Teachers’ Pedagogical Decisions and Reasoning in Reading Instruction [Volume 11, Issue 3, 2022, Pages 18-33]
  • ESP Course Interplay Between Pronunciation-focused Corrective Feedback and Online Educational Synchronic Software in an ESP Course [Volume 11, Issue 3, 2022, Pages 1-17]
  • Ethnocentrism Investment in English Language Learning and Ethnocentrism: A Study of the Relationship in a Multi-Ethnic Context [Volume 11, Issue 1, 2022, Pages 90-112]
  • Exploratory Factor Analysis، Confirmatory Factor Analysis، questionnaire design The Development and Validation of a Scale on English for Research Publication Purposes (ERPP) in EAP Context [Volume 11, Issue 4, 2022, Pages 1-21]
  • Extrovert Learners Fostering Pre-intermediate EFL Learners’ Writing Confidence and Writing Fluency through Creative Writing: Investigating the Role of Personality [Volume 11, Issue 4, 2022, Pages 39-52]

F

  • Face-to-face On the Quality of an EAP Course over Four Semesters of Online Education During Covid-19 Pandemic [Volume 11, Issue 1, 2022, Pages 57-70]
  • Face-To-Face Class Comparing the Effect of Peer Assessment in Blended, Flipped and Face-to-Face Classes: The Case of Argumentative Essays (Research Paper) [Volume 11, Issue 1, 2022, Pages 1-12]
  • Fairness A Phenomenography of the Constraints to Dynamic Assessment: Data-driven Insights from the Iranian Academic Context [Volume 11, Issue 3, 2022, Pages 34-49]
  • Flipped Class Comparing the Effect of Peer Assessment in Blended, Flipped and Face-to-Face Classes: The Case of Argumentative Essays (Research Paper) [Volume 11, Issue 1, 2022, Pages 1-12]
  • Flipped classroom The Effect of Constructive Alignment in a Flipped Writing Course on Academic Writing, Self-efficacy and attitude of EFL Learners [Volume 11, Issue 4, 2022, Pages 92-107]

G

  • Gender Investigating the Interplay between Iranian EFL Learners’ Emotional Intelligence, Listening Comprehension, and Language Achievement [Volume 11, Issue 3, 2022, Pages 69-83]
  • Gender EFL Teachers’ Writing Performance and Writing Self-Efficacy across Teaching Experience and Gender [Volume 11, Issue 4, 2022, Pages 53-73]
  • Graduate students A Mixed-Methods Investigation of the Effect of Scaffolding Genre Knowledge on EFL Graduate Learners’ Academic Writing Skill: Achievements and Perceptions [Volume 11, Issue 4, 2022, Pages 74-91]
  • Grounded theory Reconstruction of Iranian Medical ESP Instructors' Professional Identity: A Grounded Theory Approach [Volume 11, Issue 1, 2022, Pages 21-39]

I

  • Individual Learner Factors Investigating the Interplay between Iranian EFL Learners’ Emotional Intelligence, Listening Comprehension, and Language Achievement [Volume 11, Issue 3, 2022, Pages 69-83]
  • Interpropositional Relations A Rhetorical Analysis of Critical Thinking in the “Discussion” Section of Applied Linguistics PhD Dissertations [Volume 11, Issue 2, 2022, Pages 1-15]
  • Interpropositional Relations Foreign Language Learners Dropping out of Language Classes: Honoring Dropouts’ Voice [Volume 11, Issue 2, 2022, Pages 38-55]
  • Intonation Interplay Between Pronunciation-focused Corrective Feedback and Online Educational Synchronic Software in an ESP Course [Volume 11, Issue 3, 2022, Pages 1-17]
  • Introvert Learners Fostering Pre-intermediate EFL Learners’ Writing Confidence and Writing Fluency through Creative Writing: Investigating the Role of Personality [Volume 11, Issue 4, 2022, Pages 39-52]
  • Investment in English Language Learning Investment in English Language Learning and Ethnocentrism: A Study of the Relationship in a Multi-Ethnic Context [Volume 11, Issue 1, 2022, Pages 90-112]
  • Iranian Medical Students Investment in English Language Learning and Ethnocentrism: A Study of the Relationship in a Multi-Ethnic Context [Volume 11, Issue 1, 2022, Pages 90-112]

L

  • L2 Writing Anxiety Predictors of Writing Anxiety in English: Testing a Model Based on Self-regulated Learning Skills and Epistemological Beliefs [Volume 11, Issue 2, 2022, Pages 16-37]
  • Language Achievement Investigating the Interplay between Iranian EFL Learners’ Emotional Intelligence, Listening Comprehension, and Language Achievement [Volume 11, Issue 3, 2022, Pages 69-83]

M

  • Metacognitive Awareness Promoting Metacognitive Awareness in Writing Assessment Tasks through Planning, Monitoring, and Evaluation: Achievements and Perceptions [Volume 11, Issue 3, 2022, Pages 50-68]
  • Metacognitive strategies Promoting Metacognitive Awareness in Writing Assessment Tasks through Planning, Monitoring, and Evaluation: Achievements and Perceptions [Volume 11, Issue 3, 2022, Pages 50-68]
  • Motivational Effect The Effect of Digital Picture Storytelling (PST) on Improving Young Iranian Learners’ Foreign Language Oral Production [Volume 11, Issue 1, 2022, Pages 40-56]
  • Multi-component Effects of Multi-Component Training of Text Structure Intervention and Self-Regulated Strategies on Iranian Upper-Intermediate EFL Learners’ Reading Comprehension [Volume 11, Issue 2, 2022, Pages 90-106]

O

  • Online Educational Synchronic Software Interplay Between Pronunciation-focused Corrective Feedback and Online Educational Synchronic Software in an ESP Course [Volume 11, Issue 3, 2022, Pages 1-17]

P

  • Pedagogical Reasoning Cabin Crew ESP Teachers’ Pedagogical Decisions and Reasoning in Reading Instruction [Volume 11, Issue 3, 2022, Pages 18-33]
  • Peer Assessment Comparing the Effect of Peer Assessment in Blended, Flipped and Face-to-Face Classes: The Case of Argumentative Essays (Research Paper) [Volume 11, Issue 1, 2022, Pages 1-12]
  • Perception Iranian University EFL learners’ Perceptions of Plagiarism Detection Tools: Effectiveness and Use [Volume 11, Issue 2, 2022, Pages 74-89]
  • PhD Dissertation A Rhetorical Analysis of Critical Thinking in the “Discussion” Section of Applied Linguistics PhD Dissertations [Volume 11, Issue 2, 2022, Pages 1-15]
  • PhD Dissertation Foreign Language Learners Dropping out of Language Classes: Honoring Dropouts’ Voice [Volume 11, Issue 2, 2022, Pages 38-55]
  • Plagiarism Detection Tools Iranian University EFL learners’ Perceptions of Plagiarism Detection Tools: Effectiveness and Use [Volume 11, Issue 2, 2022, Pages 74-89]
  • Productive Skills The Relationship Between Syntactic Knowledge and Speaking and Writing Proficiency Among Iranian Intermediate EFL Learners [Volume 11, Issue 3, 2022, Pages 84-96]
  • Pronunciation-focused Corrective Feedback Interplay Between Pronunciation-focused Corrective Feedback and Online Educational Synchronic Software in an ESP Course [Volume 11, Issue 3, 2022, Pages 1-17]

R

  • Reading Instruction Cabin Crew ESP Teachers’ Pedagogical Decisions and Reasoning in Reading Instruction [Volume 11, Issue 3, 2022, Pages 18-33]
  • Reciprocal Teaching On the Effect of RRT-Based Strategically Mediated Reflective Practices on Academic Self-Concept [Volume 11, Issue 4, 2022, Pages 22-38]
  • Reflective Reciprocal Teaching On the Effect of RRT-Based Strategically Mediated Reflective Practices on Academic Self-Concept [Volume 11, Issue 4, 2022, Pages 22-38]
  • Reliability Exploring Genre, Research Method, and Reliability Coefficients of the ESP Journal Articles Published Between 2010 and 2020 [Volume 11, Issue 1, 2022, Pages 71-89]
  • Research Method Exploring Genre, Research Method, and Reliability Coefficients of the ESP Journal Articles Published Between 2010 and 2020 [Volume 11, Issue 1, 2022, Pages 71-89]
  • Rhyme Interplay Between Pronunciation-focused Corrective Feedback and Online Educational Synchronic Software in an ESP Course [Volume 11, Issue 3, 2022, Pages 1-17]

S

  • Scoring A Phenomenography of the Constraints to Dynamic Assessment: Data-driven Insights from the Iranian Academic Context [Volume 11, Issue 3, 2022, Pages 34-49]
  • Socio-affective Strategy The Interface between Pronunciation Learning Strategies (PLS) and Pronunciation Achievement [Volume 11, Issue 2, 2022, Pages 56-73]
  • Strategically Mediated Reflective Practices On the Effect of RRT-Based Strategically Mediated Reflective Practices on Academic Self-Concept [Volume 11, Issue 4, 2022, Pages 22-38]
  • Stress Interplay Between Pronunciation-focused Corrective Feedback and Online Educational Synchronic Software in an ESP Course [Volume 11, Issue 3, 2022, Pages 1-17]
  • Synchronous The Effect of Synchronous and Asynchronous Computer-Mediated Communication (CMC) On Iranian EFL Learners’ Writing Accuracy and Complexity (Research Paper) [Volume 11, Issue 1, 2022, Pages 13-20]
  • Systematic review Exploring Genre, Research Method, and Reliability Coefficients of the ESP Journal Articles Published Between 2010 and 2020 [Volume 11, Issue 1, 2022, Pages 71-89]

T

  • Teaching Experience EFL Teachers’ Writing Performance and Writing Self-Efficacy across Teaching Experience and Gender [Volume 11, Issue 4, 2022, Pages 53-73]
  • Technical Constraints A Phenomenography of the Constraints to Dynamic Assessment: Data-driven Insights from the Iranian Academic Context [Volume 11, Issue 3, 2022, Pages 34-49]
  • TEL Investment in English Language Learning and Ethnocentrism: A Study of the Relationship in a Multi-Ethnic Context [Volume 11, Issue 1, 2022, Pages 90-112]
  • Text Structure Effects of Multi-Component Training of Text Structure Intervention and Self-Regulated Strategies on Iranian Upper-Intermediate EFL Learners’ Reading Comprehension [Volume 11, Issue 2, 2022, Pages 90-106]
  • Training Effects of Multi-Component Training of Text Structure Intervention and Self-Regulated Strategies on Iranian Upper-Intermediate EFL Learners’ Reading Comprehension [Volume 11, Issue 2, 2022, Pages 90-106]

U

  • University EFL Learners Iranian University EFL learners’ Perceptions of Plagiarism Detection Tools: Effectiveness and Use [Volume 11, Issue 2, 2022, Pages 74-89]
  • Use Iranian University EFL learners’ Perceptions of Plagiarism Detection Tools: Effectiveness and Use [Volume 11, Issue 2, 2022, Pages 74-89]

V

  • Validity A Phenomenography of the Constraints to Dynamic Assessment: Data-driven Insights from the Iranian Academic Context [Volume 11, Issue 3, 2022, Pages 34-49]
  • Vocabulary On the Quality of an EAP Course over Four Semesters of Online Education During Covid-19 Pandemic [Volume 11, Issue 1, 2022, Pages 57-70]

W

  • Writing EFL Teachers’ Writing Performance and Writing Self-Efficacy across Teaching Experience and Gender [Volume 11, Issue 4, 2022, Pages 53-73]
  • Writing Assessment Tasks Promoting Metacognitive Awareness in Writing Assessment Tasks through Planning, Monitoring, and Evaluation: Achievements and Perceptions [Volume 11, Issue 3, 2022, Pages 50-68]
  • Writing Attitude The Effect of Constructive Alignment in a Flipped Writing Course on Academic Writing, Self-efficacy and attitude of EFL Learners [Volume 11, Issue 4, 2022, Pages 92-107]
  • Writing Confidence Fostering Pre-intermediate EFL Learners’ Writing Confidence and Writing Fluency through Creative Writing: Investigating the Role of Personality [Volume 11, Issue 4, 2022, Pages 39-52]
  • Writing Fluency Fostering Pre-intermediate EFL Learners’ Writing Confidence and Writing Fluency through Creative Writing: Investigating the Role of Personality [Volume 11, Issue 4, 2022, Pages 39-52]
  • Writing Self-Efficacy EFL Teachers’ Writing Performance and Writing Self-Efficacy across Teaching Experience and Gender [Volume 11, Issue 4, 2022, Pages 53-73]
  • Writing Self-Efficacy The Effect of Constructive Alignment in a Flipped Writing Course on Academic Writing, Self-efficacy and attitude of EFL Learners [Volume 11, Issue 4, 2022, Pages 92-107]
  • Writing Self-regulation Skill Predictors of Writing Anxiety in English: Testing a Model Based on Self-regulated Learning Skills and Epistemological Beliefs [Volume 11, Issue 2, 2022, Pages 16-37]
  • Writing skill Comparing the Effect of Peer Assessment in Blended, Flipped and Face-to-Face Classes: The Case of Argumentative Essays (Research Paper) [Volume 11, Issue 1, 2022, Pages 1-12]
  • Writing skill Predictors of Writing Anxiety in English: Testing a Model Based on Self-regulated Learning Skills and Epistemological Beliefs [Volume 11, Issue 2, 2022, Pages 16-37]
  • Writing skill A Mixed-Methods Investigation of the Effect of Scaffolding Genre Knowledge on EFL Graduate Learners’ Academic Writing Skill: Achievements and Perceptions [Volume 11, Issue 4, 2022, Pages 74-91]
  • Writing skill The Effect of Constructive Alignment in a Flipped Writing Course on Academic Writing, Self-efficacy and attitude of EFL Learners [Volume 11, Issue 4, 2022, Pages 92-107]