Volume 21 - Number 2

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Publisher
Kharazmi University
Managing Director
Dr. Mahmood Reza Atai
Editor-in-Chief
Dr. Dr. Hossein Talebzadeh


ISSN: 1735-1634
EISSN: 3115-8560

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<div dir='ltr' align='left' ><a href="./xml_out.php?a_id=2934"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit?</strong><br> Soroor Ashtarian,  Saman Ebadi <sup>*</sup>,  Nourodin Yousofi<br><a href="article-1-2934-en.html">Abstract</a> <a href="browse.php?a_id=2934&sid=1&slc_lang=fa"></a>   -    <a href="browse.php?a_id=2934&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=2936"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations</strong><br> Monoochehr Jafarigohar <sup>*</sup>,  Mohammad Hamed  Hoomanfard,  Alireza  Jalilifar<br><a href="article-1-2936-en.html">Abstract</a> <a href="browse.php?a_id=2936&sid=1&slc_lang=fa"></a>   -    <a href="browse.php?a_id=2936&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=2937"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> A Model of Iranian EFL Learners' Cultural Identity: A Structural Equation Modeling Approach</strong><br> Mohammad Khatib,  Fattaneh  Abbasi Talabari <sup>*</sup><br><a href="article-1-2937-en.html">Abstract</a> <a href="browse.php?a_id=2937&sid=1&slc_lang=fa"></a>   -    <a href="browse.php?a_id=2937&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=2938"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks</strong><br> Sara Mansouri,  Bahram Hadian <sup>*</sup>,  Omid Tabatabaei,  Ehsan Rezvani<br><a href="article-1-2938-en.html">Abstract</a> <a href="browse.php?a_id=2938&sid=1&slc_lang=fa"></a>   -    <a href="browse.php?a_id=2938&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=2939"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> The Effect of Isolated vs. Combined Processing Instruction and Output-Based Instruction on the Learning of English Passives</strong><br> Jamileh Rahemi <sup>*</sup><br><a href="article-1-2939-en.html">Abstract</a> <a href="browse.php?a_id=2939&sid=1&slc_lang=fa"></a>   -    <a href="browse.php?a_id=2939&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=2940"><img src="./templates/tmpl_yekta/images/xml.gif" width="26" height="14" border="0" alt="XML" /></a> <strong> A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns</strong><br> Muhamad Alii  Rahimi,  Javad Gholami <sup>*</sup>,  Zhila Mohammadnia<br><a href="article-1-2940-en.html">Abstract</a> <a href="browse.php?a_id=2940&sid=1&slc_lang=fa"></a>   -    <a href="browse.php?a_id=2940&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>

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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