Iranian Journal of Applied Linguistics

Most Visited Articles

The Effect of Watching English Cartoons on Adolescent Iranian EFL Learners’ Emotion Regulation and Self-Efficacy

Teachers’ Perspectives on the Representation of Emotion Vocabulary in English Language Teaching Series”

Iranian EFL teachers’ reflective practices and learners’ evaluation of teachers’ effectiveness: Exploring possible relationships

Analysis of Lexical Normalization in the Covid19- related Neologisms: The Case of English to Persian Equivalents

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

The (In)visibility of Translators in the Translations of Teen and Young Adult Novels from English into Persian

The Effect of CLIL on Language Skills and Components: A Meta-Analysis

Current Issue: Volume 28, Issue 2 - Serial Number 36, September 2025

Teachers’ Perspectives on the Representation of Emotion Vocabulary in English Language Teaching Series”

Pages 1-27

Mohammad Amin Mozaheb, Narges Sardabi, Mohammad Javad Rahimian

Analysis of Lexical Normalization in the Covid19- related Neologisms: The Case of English to Persian Equivalents

Pages 2-2

Kourosh Ghahremani, Hossein Talebzadeh

The Role of Mentoring and Reflection in Shaping Preservice EFL Teachers’ Pedagogical Content Knowledge

Parviz Ahmadi

View Article

Issue 2

Issue 1

Publisher

Kharazmi University

Director-in-Charge

Dr. Mahmood Reza Atai

Editor-in-Chief

Dr. Hossein Talebzadeh

Frequency

Semiannual

Keywords Cloud

gender
Iranian EFL learners
Teacher education
EFL
EFL learners
reading comprehension
Critical Discourse Analysis
Writing
Genre analysis
Motivation
Iran
Teacher efficacy
Emotional Intelligence
Vocabulary
Processing instruction
Critical thinking
self-efficacy
Language proficiency
age
Metacognition
identity
Self-assessment
Dynamic assessment
Evaluation
Meta-analysis
effect size
Mediation
Genre
Focus on Form
Bias
Peer-Assessment
Output
ESP
self-regulation
Concept formation
ELT
Interaction
Vocabulary breadth
Ideology
Farhangian University
Output-based instruction
Narrative
Task-based language teaching
Communication strategies
EFL context
Move structure
Discussion section
culture
Experienced teachers
Bloom’s Revised Taxonomy
Conversation Analysis
Sociocultural theory
Input
Semiotic
Pragmatics
Frequency
adaptation
Language learning
Structural equation modeling
Rater training
Teaching style
TOEFL iBT
performance assessment
High school
Contrastive analysis
Explicit instruction
Intrarater consistency
Research synthesis
Multifaceted Rasch Measurement (MFRM)
anxiety
Inter-rater reliability
Speech acts
Applied linguistics
Interrater consistency
Language teaching
Metaphor analysis
Attention
Assessment literacy
Academic writing
English teachers
Implicit instruction
Priming
Validation
Iranian EFL teachers
EFL teachers
Rating scale
Writing Performance
Activity theory
Request
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Translation
C-Test
Metacognitive awareness
Argumentative writing
Postmethod
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Humor
Assessment
Fluency
Autonomy-supportive teaching
Non-standard language
Questionnaire
Peer assessment
Reflectivity
Dual Task
Item difficulty
learners
Narrative Inquiry
School structure
Vocabulary complexity
Teacher Talk
compliment response strategies
Self-efficacy Belief
Promotional academic genre
Systemic functional linguistics
Discursive Structure
Requestive Downgraders
Mobile-assisted language learning (MALL)
emotion regulation
Language Mindsets
Van Leeuwen’s Social Actor Network
Vision Series
MI-based reading instruction
Pragmatic knowledge
Intake
Sub-moves
ecological agency
CELTA
Request head act
Presentation
CLT-based curriculum
Collaborative Model
Goal-orientation
Textbook
Attention Network Task (ANT)
International and Local journals
Language institute
teacher factors
Cognitive-affective reading-based course
Science popularization Appraisal Theory
Skill and declarative aspects
local item dependence
TPPBL
SAFE
Epistemological preferences
Multimodality
English grammar
omission
Test Performance
Three-parameter IRT model
job performance
Consistency
Supervision
Family influence
Emerging disciplines
Identity Variables
Iranian Teachers
Pair grouping
Adaptive expertise
writing fluency
Cognitive Hypothesis
translation software
Declarative knowledge
Social semiotics
Literary genre
Nahj al-Balaghah
Mothers’ in-class presence
Problem-Based Learning
Literary Translation
Output Practice
Synchronous CMC
Complexity
English for Specific Purposes (ESP)
Learner beliefs
teacher evaluation
ILP
Inter-correlations
Compensatory Strategies (CSs)
Foreign language
Lexical decision task
L2 teachers
Form-focused instruction
IELTS writing
Rasch model
Rater bias
Language Learning Anxiety
Interaction and engagement in online classes
Professionalism
Reflection
Undergraduate TEFL program
Proceduralization
music input
Moral Values
evil eye
GDA
Demographics
literacy
English cartoons
Vocabulary Knowledge
Correspondence

Teachers’ Perspectives on the Representation of Emotion Vocabulary in English Language Teaching Series”

Analysis of Lexical Normalization in the Covid19- related Neologisms: The Case of English to Persian Equivalents

The Role of Mentoring and Reflection in Shaping Preservice EFL Teachers’ Pedagogical Content Knowledge

Journal Archive

Volume 28 (2025)

Volume 27 (2024)

Volume 26 (2023)

Volume 25 (2022)

Volume 24 (2021)

Volume 23 (2020)

Volume 22 (2019)

Volume 21 (2018)

Volume 20 (2017)

Volume 19 (2016)

Volume 18 (2015)

Volume 17 (2014)

Volume 16 (2013)

Volume 15 (2012)

Volume 14 (2011)

Volume 13 (2010)

Volume 12 (2009)

Volume 11 (2008)

Publication Information

Keywords Cloud