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Volume 21, Issue 2 (9-2018) |
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Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit? |
P. 1-42 |
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Soroor Ashtarian   , Saman Ebadi * , Nourodin Yousofi |
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Abstract
(17972 Views) |
Full-Text (PDF)
(4687 Downloads)
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A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations |
P. 43-87 |
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Monoochehr Jafarigohar * , Mohammad Hamed Hoomanfard , Alireza Jalilifar |
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Abstract
(13142 Views) |
Full-Text (PDF)
(3795 Downloads)
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A Model of Iranian EFL Learners' Cultural Identity: A Structural Equation Modeling Approach |
P. 89-131 |
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Mohammad Khatib , Fattaneh Abbasi Talabari * |
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Abstract
(12661 Views) |
Full-Text (PDF)
(5251 Downloads)
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The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks |
P. 133-162 |
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Sara Mansouri , Bahram Hadian * , Omid Tabatabaei , Ehsan Rezvani |
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Abstract
(16111 Views) |
Full-Text (PDF)
(3775 Downloads)
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The Effect of Isolated vs. Combined Processing Instruction and Output-Based Instruction on the Learning of English Passives |
P. 163-194 |
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Jamileh Rahemi * |
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Abstract
(15287 Views) |
Full-Text (PDF)
(3681 Downloads)
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A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns |
P. 195-230 |
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Muhamad Alii Rahimi , Javad Gholami * , Zhila Mohammadnia |
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Abstract
(14152 Views) |
Full-Text (PDF)
(3324 Downloads)
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