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Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit? Soroor Ashtarian, Saman Ebadi, Nourodin Yousofi Abstract - Full Text (PDF)
A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations Monoochehr Jafarigohar, Mohammad Hamed Hoomanfard, Alireza Jalilifar Abstract - Full Text (PDF)
A Model of Iranian EFL Learners' Cultural Identity: A Structural Equation Modeling Approach Mohammad Khatib, Fattaneh Abbasi Talabari Abstract - Full Text (PDF)
The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks Sara Mansouri, Bahram Hadian, Omid Tabatabaei, Ehsan Rezvani Abstract - Full Text (PDF)
The Effect of Isolated vs. Combined Processing Instruction and Output-Based Instruction on the Learning of English Passives Jamileh Rahemi Abstract - Full Text (PDF)
A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns Muhamad Alii Rahimi, Javad Gholami, Zhila Mohammadnia Abstract - Full Text (PDF)
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