|
|
|
|
|
|
 |
 |
|
 |
|
 |
|
Volume 23, Issue 2 (9-2020) |
 |
|
|
|
|
On the effectiveness of integrated skills approach in language teaching: a meta-analysis |
P. 1-32 |
 |
Fatemeh Ahmadnattaj   , Seyyed Ali Ostovar-Namaghi |
|
Abstract
(3756 Views) |
Full-Text (PDF)
(1467 Downloads)
|
|
TOEFL iBT integrated speaking tasks: a comparison of test-takers' performance in terms of complexity, accuracy, and fluency |
P. 33-62 |
|
Ali A. Ariamanesh , Hossein Barati , Manijeh Youhanaee |
|
Abstract
(3552 Views) |
Full-Text (PDF)
(1174 Downloads)
|
|
Structural priming as implicit learning: evidence from EFL learners' production of the relative clause structure |
P. 63-105 |
|
Parinaz Khayatan , Ahmad Reza Lotfi , Bahram Hadian |
|
Abstract
(3700 Views) |
Full-Text (PDF)
(1010 Downloads)
|
|
Language Assessment Courses at Iranian State Universities:
Are they Comprehensive Enough to Develop Valid Language Assessment Literacy (LAL) among EFL Students? |
P. 106-145 |
|
Masoomeh Taghizadeh , Golnar Mazdayasna , Fatemeh Mahdavirad |
|
Abstract
(3197 Views) |
Full-Text (PDF)
(899 Downloads)
|
|
The Predictive Power of Syntactic Knowledge, Vocabulary Breadth and Metacognitive Strategies for L2 Reading Fluency |
P. 146-171 |
|
Mahshad Tasnimi |
|
Abstract
(3428 Views) |
Full-Text (PDF)
(949 Downloads)
|
|
A Sociolinguistic Scrutiny of the Great Gatsby and its Persian Translation in Light of Hatim and Mason’s Framework |
P. 172-216 |
|
Sara Zandian , Saeed Ketabi , Hossein Vahid Dastjerdi |
|
Abstract
(3187 Views) |
Full-Text (PDF)
(1092 Downloads)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
