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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
(16063 Views) |
Full-Text (PDF)
(4092 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
(11646 Views) |
Full-Text (PDF)
(3093 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
(11331 Views) |
Full-Text (PDF)
(4386 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
(13847 Views) |
Full-Text (PDF)
(3242 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
(13555 Views) |
Full-Text (PDF)
(3009 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
(12793 Views) |
Full-Text (PDF)
(2853 Downloads)
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