Author Index
A
  • Ahangari, Saeideh The Relationship between EFL Learners' Mindsets and English Achievement: Engagement and Self-regulation as Mediators [Volume 23, Issue 1, 2020]
  • Ahmadnattaj, Fatemeh On the effectiveness of integrated skills approach in language teaching: a meta-analysis [Volume 23, Issue 2, 2020, Pages 1-32]
  • Ariamanesh, Ali A. TOEFL iBT integrated speaking ‌tasks: a comparison of test-takers' performance in terms of complexity, accuracy, and fluency [Volume 23, Issue 2, 2020, Pages 33-62]
B
  • Babaii, Esmat Inform and entertain: An oxymoron in serious science communication [Volume 23, Issue 1, 2020, Pages 109-142]
  • Barati, Hossein TOEFL iBT integrated speaking ‌tasks: a comparison of test-takers' performance in terms of complexity, accuracy, and fluency [Volume 23, Issue 2, 2020, Pages 33-62]
D
  • Divsar, Hoda Do official curricula reflect critical thinking? The educational objectives of the English literature curricula in Iran in light of Bloom's revised taxonomy [Volume 23, Issue 1, 2020, Pages 29-55]
F
  • Fathi, Jalil Learning environments: investigating the psychometrics of a measurement instrument in the language classroom context [Volume 23, Issue 1, 2020, Pages 56-82]
H
  • Hadian, Bahram Structural priming as implicit learning: evidence from EFL learners' production of the relative clause structure [Volume 23, Issue 2, 2020, Pages 63-105]
  • Hadidi Tamjid, Nasrin The Relationship between EFL Learners' Mindsets and English Achievement: Engagement and Self-regulation as Mediators [Volume 23, Issue 1, 2020]
  • Hassanzadeh, Leila The Relationship between EFL Learners' Mindsets and English Achievement: Engagement and Self-regulation as Mediators [Volume 23, Issue 1, 2020]
J
  • Jafarigohar, Manoochehr Do official curricula reflect critical thinking? The educational objectives of the English literature curricula in Iran in light of Bloom's revised taxonomy [Volume 23, Issue 1, 2020, Pages 29-55]
K
  • Ketabi, Saeed A Sociolinguistic Scrutiny of the Great Gatsby and its Persian Translation in Light of Hatim and Mason’s Framework [Volume 23, Issue 2, 2020, Pages 172-216]
  • Khayatan, Parinaz Structural priming as implicit learning: evidence from EFL learners' production of the relative clause structure [Volume 23, Issue 2, 2020, Pages 63-105]
L
  • Lotfi, Ahmad Reza Structural priming as implicit learning: evidence from EFL learners' production of the relative clause structure [Volume 23, Issue 2, 2020, Pages 63-105]
M
  • Maftoon, Parviz Factors mediating noticing: An investigation into the impact of the complexity of target structures and learners' L2 proficiency level [Volume 23, Issue 1, 2020, Pages 83-108]
  • Mahdavirad, Fatemeh Language Assessment Courses at Iranian State Universities: Are they Comprehensive Enough to Develop Valid Language Assessment Literacy (LAL) among EFL Students? [Volume 23, Issue 2, 2020, Pages 106-145]
  • Mazdayasna, Golnar Language Assessment Courses at Iranian State Universities: Are they Comprehensive Enough to Develop Valid Language Assessment Literacy (LAL) among EFL Students? [Volume 23, Issue 2, 2020, Pages 106-145]
N
  • Nourzadeh, Saeed Learning environments: investigating the psychometrics of a measurement instrument in the language classroom context [Volume 23, Issue 1, 2020, Pages 56-82]
O
  • Ostovar-Namaghi, Seyyed Ali On the effectiveness of integrated skills approach in language teaching: a meta-analysis [Volume 23, Issue 2, 2020, Pages 1-32]
S
  • Sadeghi, Somayeh Factors mediating noticing: An investigation into the impact of the complexity of target structures and learners' L2 proficiency level [Volume 23, Issue 1, 2020, Pages 83-108]
  • Saidi, Mavadat Inform and entertain: An oxymoron in serious science communication [Volume 23, Issue 1, 2020, Pages 109-142]
  • Soltani Moghaddam, Majid Learning environments: investigating the psychometrics of a measurement instrument in the language classroom context [Volume 23, Issue 1, 2020, Pages 56-82]
T
  • Taghizadeh, Masoomeh Language Assessment Courses at Iranian State Universities: Are they Comprehensive Enough to Develop Valid Language Assessment Literacy (LAL) among EFL Students? [Volume 23, Issue 2, 2020, Pages 106-145]
  • Tasnimi, Mahshad The Predictive Power of Syntactic Knowledge, Vocabulary Breadth and Metacognitive Strategies for L2 Reading Fluency [Volume 23, Issue 2, 2020, Pages 146-171]
V
  • Vahid Dastjerdi, Hossein A Sociolinguistic Scrutiny of the Great Gatsby and its Persian Translation in Light of Hatim and Mason’s Framework [Volume 23, Issue 2, 2020, Pages 172-216]
  • Vosoughi, Marjan Language socialization: Recounting an English language teacher's professional identity construction via narrative accounts [Volume 23, Issue 1, 2020, Pages 143-178]
Y
  • Yazdani Moghaddam, Massood Factors mediating noticing: An investigation into the impact of the complexity of target structures and learners' L2 proficiency level [Volume 23, Issue 1, 2020, Pages 83-108]
  • Youhanaee, Manijeh TOEFL iBT integrated speaking ‌tasks: a comparison of test-takers' performance in terms of complexity, accuracy, and fluency [Volume 23, Issue 2, 2020, Pages 33-62]
Z
  • Zandian, Sara A Sociolinguistic Scrutiny of the Great Gatsby and its Persian Translation in Light of Hatim and Mason’s Framework [Volume 23, Issue 2, 2020, Pages 172-216]