You can copy/paste HTML codes anywhere you like, for example in homepage, or even other sites
<div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2621"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> The Prestigious World University on its Homepage: The Promotional Academic Genre of Overview</strong><br> , <br><a href="article-1-2621-en.html">Abstract</a> <a href="browse.php?a_id=2621&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2621&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div><div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2622"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus</strong><br> , <br><a href="article-1-2622-en.html">Abstract</a> <a href="browse.php?a_id=2622&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2622&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div><div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2623"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> Promoting Metacognition in EFL Classrooms through Scaffolding Motivation</strong><br> , <br><a href="article-1-2623-en.html">Abstract</a> <a href="browse.php?a_id=2623&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2623&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div><div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2624"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach</strong><br> , , , <br><a href="article-1-2624-en.html">Abstract</a> <a href="browse.php?a_id=2624&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2624&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div><div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2625"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> L2 Learners’ Enhanced Pragmatic Comprehension of Implicatures via Computer-Mediated Communication and Social Media Networks</strong><br> , , <br><a href="article-1-2625-en.html">Abstract</a> <a href="browse.php?a_id=2625&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2625&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div><div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2626"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> L2 Teachers’ Explicit and Implicit Corrective Feedback and Its Linguistic Focus</strong><br> <br><a href="article-1-2626-en.html">Abstract</a> <a href="browse.php?a_id=2626&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2626&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div><div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2627"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> Discourse and Ideology Variation: A Critical Functional Approach To Mina Stampede News Reports</strong><br> <br><a href="article-1-2627-en.html">Abstract</a> <a href="browse.php?a_id=2627&sid=1&slc_lang=fa"></a> -   <a href="browse.php?a_id=2627&sid=1&slc_lang=en&ftxt=1">Full Text</a> (PDF) <a href="" target="_blank"> </a> <a href="" target="_blank"> </a> <hr class="articles_bar_hr"></div>

---

Back to Original Issue

---