@article{ 
author = {Afzali, Katayoo},  
title = {Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses}, 
abstract ={ In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses.},  
Keywords = {Practicum Course, Discoursal features, Recall and reflection journals, Teacher education},
volume = {21},
Number = {1}, 
pages = {1-27}, 
publisher = {Kharazmi University},
title_fa = {Evaluating Recall and Reflection Journals Written by Pre-Service Teachers in EFL Practicum Courses},
abstract_fa ={ In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses.},
keywords_fa = {Practicum Course, Discoursal features, Recall and reflection journals, Teacher education},
url = {http://ijal.khu.ac.ir/article-1-2851-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2851-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Atai, Mahmood Reza and Karimi, Mohammad Nabi and Asadnia, Fatemeh},  
title = {Conceptions of Research Publication among Iranian Doctoral Students of Applied Linguistics: Cherish the Wish to Publish or Rush to Perish}, 
abstract ={The competitive academic atmosphere of the higher education worldwide along with the current trend in producing research-oriented knowledge by universities has made research publication the first priority for doctoral students. In this study, we addressed the conceptions of purpose, process, and product of publishing research articles among Iranian doctoral students of applied linguistics. To this end, thirty students were interviewed and the data were analyzed using the grounded theory approach. The findings demonstrated that doctoral students publish papers to prepare a competition-winning resume, significantly contribute to the ELT community, turn into life-long learners and problem-solvers, and fulfill their course requirements. Furthermore, with regard to the research publication process, they highlighted the role of mixed-methods in spotting real problems in context and getting their papers published in prestigious journals. Additionally, the students believed that publishing in international journals grants them the opportunity to gain international recognition, attract an international audience, receive expert quality feedback from professional reviewers, publish in journals specific in focus and scope, and avoid publishing in cheap predatory journals. Finally, the findings suggest that the doctoral students need more systematic coaching to successfully conduct and publish their research. },  
Keywords = {Research, Publication, Applied linguistics, Higher education, Doctoral students },
volume = {21},
Number = {1}, 
pages = {29-65}, 
publisher = {Kharazmi University},
title_fa = {Conceptions of Research Publication among Iranian Doctoral Students of Applied Linguistics: Cherish the Wish to Publish or Rush to Perish},
abstract_fa ={The competitive academic atmosphere of the higher education worldwide along with the current trend in producing research-oriented knowledge by universities has made research publication the first priority for doctoral students. In this study, we addressed the conceptions of purpose, process, and product of publishing research articles among Iranian doctoral students of applied linguistics. To this end, thirty students were interviewed and the data were analyzed using the grounded theory approach. The findings demonstrated that doctoral students publish papers to prepare a competition-winning resume, significantly contribute to the ELT community, turn into life-long learners and problem-solvers, and fulfill their course requirements. Furthermore, with regard to the research publication process, they highlighted the role of mixed-methods in spotting real problems in context and getting their papers published in prestigious journals. Additionally, the students believed that publishing in international journals grants them the opportunity to gain international recognition, attract an international audience, receive expert quality feedback from professional reviewers, publish in journals specific in focus and scope, and avoid publishing in cheap predatory journals. Finally, the findings suggest that the doctoral students need more systematic coaching to successfully conduct and publish their research },
keywords_fa = {Research, Publication, Applied linguistics, Higher education, Doctoral students },
url = {http://ijal.khu.ac.ir/article-1-2852-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2852-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Hesami, Zahra and Mazdayasna, Golnar and Fazilatfar, Ali Mohamm},  
title = {Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers}, 
abstract ={Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.},  
Keywords = {Teacher language awareness, Procedural dimension, Novice EFL teachers,  Experienced teachers, Pedagogical practice},
volume = {21},
Number = {1}, 
pages = {67-100}, 
publisher = {Kharazmi University},
title_fa = {Teacher Language Awareness from the Procedural Perspective: The Case of Novice versus Experienced EFL Teachers},
abstract_fa ={Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.},
keywords_fa = {Teacher language awareness, Procedural dimension, Novice EFL teachers,  Experienced teachers, Pedagogical practice},
url = {http://ijal.khu.ac.ir/article-1-2853-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2853-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Jafarigohar, Manoochehr and Mortazavi, Mahboubeh},  
title = {Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels}, 
abstract ={This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks.  The study also found high correlation between the social mode of metacognition in L2 writing and learners’ individual metacognition.  The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating.},  
Keywords = {Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty},
volume = {21},
Number = {1}, 
pages = {101-124}, 
publisher = {Kharazmi University},
title_fa = {Intra-Individual and Inter-Levels of Metacognition across EFL Writing Tasks of Multi Difficulty Levels},
abstract_fa ={This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners.  Moreover, it examined the correlation between the individual and the social modes of metacognition in writing.  The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks.  The study also found high correlation between the social mode of metacognition in L2 writing and learners’ individual metacognition.  The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating.},
keywords_fa = {Metacognition, Metacognitive strategies, Multi-difficulty level, Socially shared metacognition, Task difficulty},
url = {http://ijal.khu.ac.ir/article-1-2854-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2854-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Marefat, Hamideh and Farzizadeh, Bahareh},  
title = {Relative Clause Ambiguity Resolution in L1 and L2: 
Are Processing Strategies Transferred?}, 
abstract ={This study aims at investigating whether Persian native speakers highly advanced in English as a second language (L2ers) can switch to optimal processing strategies in the languages they know and whether working memory capacity (WMC) plays a role in this respect. To this end, using a self-paced reading task, we examined the processing strategies 62 Persian speaking proficient L2ers used to read sentences containing ambiguous relative clauses in their L1 and L2. The results showed that L2ers adopt the same strategy as that used by English native speakers in both of their languages, indicating a target-language like parsing pattern in their L2 and an attrition of L1 parsing routine. Additionally, their attachment preferences were not modulated by WMC in L2. This result highlights the “skill-through-experience” position adopted by researchers who question the role of WMC in L2 syntactic parsing. However, high-capacity L2ers' preferences in L1 had attrited (becoming English-like), and low-capacity ones had no preference. This modulation, too, can bear out the above position owing to the observation that L2ers failed to differentiate between their L1 and L2, and particularly that their differing WMCs did not contribute to native-like performance in their L1.},  
Keywords = {Attrition, Bilingual parser, Processing transfer, Relative clause ambiguity, Working memory capacity},
volume = {21},
Number = {1}, 
pages = {125-161}, 
publisher = {Kharazmi University},
title_fa = {Relative Clause Ambiguity Resolution in L1 and L2: 
Are Processing Strategies Transferred?},
abstract_fa ={This study aims at investigating whether Persian native speakers highly advanced in English as a second language (L2ers) can switch to optimal processing strategies in the languages they know and whether working memory capacity (WMC) plays a role in this respect. To this end, using a self-paced reading task, we examined the processing strategies 62 Persian speaking proficient L2ers used to read sentences containing ambiguous relative clauses in their L1 and L2. The results showed that L2ers adopt the same strategy as that used by English native speakers in both of their languages, indicating a target-language like parsing pattern in their L2 and an attrition of L1 parsing routine. Additionally, their attachment preferences were not modulated by WMC in L2. This result highlights the “skill-through-experience” position adopted by researchers who question the role of WMC in L2 syntactic parsing. However, high-capacity L2ers' preferences in L1 had attrited (becoming English-like), and low-capacity ones had no preference. This modulation, too, can bear out the above position owing to the observation that L2ers failed to differentiate between their L1 and L2, and particularly that their differing WMCs did not contribute to native-like performance in their L1.},
keywords_fa = {Attrition, Bilingual parser, Processing transfer, Relative clause ambiguity, Working memory capacity},
url = {http://ijal.khu.ac.ir/article-1-2855-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2855-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {SoodmandAfshar, Hassan and Doosti, Mehdi and Movassagh, Hossei},  
title = {A Genre Analysis of the Introduction Section of Applied Linguistics and Chemistry Research Articles}, 
abstract ={This study investigated the cross-disciplinary variations in the generic structure of Introduction sections of 52 Applied Linguistics and 52 Chemistry research articles drawing upon Swales’ (2004) framework, taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012, 2014). To this end, in addition to collecting quantitative data and conducting frequency and Chi-square analyses, a number of semi-structured interviews were conducted with some Chemistry scholars and Applied Linguistics (ALs) experts for triangulation purposes. The results of the quantitative data analysis indicated that the two disciplines showed significant variations in the frequency with which they used some steps and sub-steps to realize the moves. The results of the qualitative content analysis of the interviews also helped understand why authors in each discipline might use a specific move/step more than the others and why a move/step was frequently used by the authors in one discipline, but completely absent in another. Finally, based on the results, some implications were presented to postgraduate students and novice researchers in Chemistry and Applied Linguistics to help them write effective research articles in their field. The findings of the study could also provide some practical implications for the EAP teachers to help their students become better writers. In addition, some suggestions were presented to genre analysts to help them obtain more dependable results when analyzing the generic structure of various sections of research articles.},  
Keywords = {Genre analysis, Move structure, Introduction, Research articles, Applied linguistics, Chemistry},
volume = {21},
Number = {1}, 
pages = {163-214}, 
publisher = {Kharazmi University},
title_fa = {A Genre Analysis of the Introduction Section of Applied Linguistics and Chemistry Research Articles},
abstract_fa ={This study investigated the cross-disciplinary variations in the generic structure of Introduction sections of 52 Applied Linguistics and 52 Chemistry research articles drawing upon Swales’ (2004) framework, taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012, 2014). To this end, in addition to collecting quantitative data and conducting frequency and Chi-square analyses, a number of semi-structured interviews were conducted with some Chemistry scholars and Applied Linguistics (ALs) experts for triangulation purposes. The results of the quantitative data analysis indicated that the two disciplines showed significant variations in the frequency with which they used some steps and sub-steps to realize the moves. The results of the qualitative content analysis of the interviews also helped understand why authors in each discipline might use a specific move/step more than the others and why a move/step was frequently used by the authors in one discipline, but completely absent in another. Finally, based on the results, some implications were presented to postgraduate students and novice researchers in Chemistry and Applied Linguistics to help them write effective research articles in their field. The findings of the study could also provide some practical implications for the EAP teachers to help their students become better writers. In addition, some suggestions were presented to genre analysts to help them obtain more dependable results when analyzing the generic structure of various sections of research articles.},
keywords_fa = {Genre analysis, Move structure, Introduction, Research articles, Applied linguistics, Chemistry},
url = {http://ijal.khu.ac.ir/article-1-2856-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2856-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Souzandehfar, Marzieh},  
title = {Authenticity Evaluation of TOEFL iBT Speaking Module from the Perspective of Applied Linguistics and General Education}, 
abstract ={For the first time, this study combined models and principles of authentic assessment from two parallel fields of applied linguistics as well as general education to investigate the authenticity of the TOEFL iBT speaking module. The study consisted of two major parts, namely task analysis and task survey. Utilizing Bachman and Palmer’s (1996) definition of authenticity, the task analysis examined the degree of the correspondence between the characteristics of the speaking module tasks in the TOEFL iBT test and those of target language use (TLU) tasks. In the task survey, a Likert Scale questionnaire of authenticity was developed by the researcher based on Herrington and Herrington’s (1998; 2006) four criteria of authentic assessment. The questionnaire was sent through email to 120 subjects who had already taken the test in order to elicit their attitudes towards the degree of the authenticity of the speaking section tasks. The results of the task analysis revealed a limited correspondence between the characteristics of the test tasks and those of the TLU tasks. However, the results of the task survey indicated that except for one factor (indicators), most of the test takers had a positive view toward the authenticity of the speaking module tasks in terms of the three other factors (context, student factor, task factor).     },  
Keywords = {Authentic assessment, Speaking module, TOEFL iBT },
volume = {21},
Number = {1}, 
pages = {215-262}, 
publisher = {Kharazmi University},
title_fa = {Authenticity Evaluation of TOEFL iBT Speaking Module from the Perspective of Applied Linguistics and General Education},
abstract_fa ={For the first time, this study combined models and principles of authentic assessment from two parallel fields of applied linguistics as well as general education to investigate the authenticity of the TOEFL iBT speaking module. The study consisted of two major parts, namely task analysis and task survey. Utilizing Bachman and Palmer’s (1996) definition of authenticity, the task analysis examined the degree of the correspondence between the characteristics of the speaking module tasks in the TOEFL iBT test and those of target language use (TLU) tasks. In the task survey, a Likert Scale questionnaire of authenticity was developed by the researcher based on Herrington and Herrington’s (1998; 2006) four criteria of authentic assessment. The questionnaire was sent through email to 120 subjects who had already taken the test in order to elicit their attitudes towards the degree of the authenticity of the speaking section tasks. The results of the task analysis revealed a limited correspondence between the characteristics of the test tasks and those of the TLU tasks. However, the results of the task survey indicated that except for one factor (indicators), most of the test takers had a positive view toward the authenticity of the speaking module tasks in terms of the three other factors (context, student factor, task factor)     },
keywords_fa = {Authentic assessment, Speaking module, TOEFL iBT },
url = {http://ijal.khu.ac.ir/article-1-2857-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2857-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Ashtarian, Soroor and Ebadi, Saman and Yousofi, Nourodi},  
title = {Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit?}, 
abstract ={This study aimed to investigate the application of Group Dynamic Assessment (GDA) to writing accuracy of EFL learners and explore whether secondary interactants could benefit from interactions between mediator and primary interactants. The idea of implementing DA (Dynamic Assessment) in dyads seems unworkable since teachers are required to teach the whole class (Guk & Kellog, 2007). Moreover, Lantolf and Poehner (2004) suggest a new approach to DA that is GDA, which involves applying DA with a large number of learners rather than individuals. Following a multiple case study design and interactionist DA, the development of ten students in a class of twenty five was tracked during the eight sessions of DA program. Data were collected though written artifacts, video-recording of interactions, interview, and observation. The results indicated that GDA was an effective way of helping learners overcome their linguistic problems and there were signs of microgenetic as well as macrogenetic development within the same DA session and across sessions. The present findings provide further insight into understanding how secondary interactants benefit from the interactions between mediator and primary interactants.},  
Keywords = {Foreign language learning, GDA, Mediation typology, Primary/ secondary interactants},
volume = {21},
Number = {2}, 
pages = {1-42}, 
publisher = {Kharazmi University},
title_fa = {Group Dynamic Assessment in an EFL Classroom: Do Secondary Interactants Benefit},
abstract_fa ={This study aimed to investigate the application of Group Dynamic Assessment (GDA) to writing accuracy of EFL learners and explore whether secondary interactants could benefit from interactions between mediator and primary interactants. The idea of implementing DA (Dynamic Assessment) in dyads seems unworkable since teachers are required to teach the whole class (Guk & Kellog, 2007). Moreover, Lantolf and Poehner (2004) suggest a new approach to DA that is GDA, which involves applying DA with a large number of learners rather than individuals. Following a multiple case study design and interactionist DA, the development of ten students in a class of twenty five was tracked during the eight sessions of DA program. Data were collected though written artifacts, video-recording of interactions, interview, and observation. The results indicated that GDA was an effective way of helping learners overcome their linguistic problems and there were signs of microgenetic as well as macrogenetic development within the same DA session and across sessions. The present findings provide further insight into understanding how secondary interactants benefit from the interactions between mediator and primary interactants.},
keywords_fa = {},
url = {http://ijal.khu.ac.ir/article-1-2934-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2934-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Jafarigohar, Monoochehr and Hoomanfard, Mohammad Hamed and Jalilifar, Alirez},  
title = {A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations}, 
abstract ={The present study aimed at providing a typology of Iranian supervisors’ written feedback on L2 graduate students’ theses/dissertations and examining the way different speech functions are employed to put the supervisors’ thoughts and feelings into words. In so doing, a corpus of comments, including 15,198 comments provided on 87 TEFL theses and dissertations by 30 supervisors were analyzed. We employed an inductive category formation procedure to form the typology of comments, and followed a deductive procedure to put the comments into the three categories of expressive, referential, and directive speech functions. The findings showed that supervisors provided seven main categories of comments on theses and dissertations: grammar and sentence structure, content, method, organization, references, formatting, and academic procedures. Furthermore, the findings indicated that supervisors employed comments with different patterns and for different purposes on MA and PhD students’ texts.},  
Keywords = {Academic writing, Feedback, Second language writing, Supervisor feedback},
volume = {21},
Number = {2}, 
pages = {43-87}, 
publisher = {Kharazmi University},
title_fa = {A Typology of Supervisor Written Feedback on L2 Students’ Theses/Dissertations},
abstract_fa ={The present study aimed at providing a typology of Iranian supervisors’ written feedback on L2 graduate students’ theses/dissertations and examining the way different speech functions are employed to put the supervisors’ thoughts and feelings into words. In so doing, a corpus of comments, including 15,198 comments provided on 87 TEFL theses and dissertations by 30 supervisors were analyzed. We employed an inductive category formation procedure to form the typology of comments, and followed a deductive procedure to put the comments into the three categories of expressive, referential, and directive speech functions. The findings showed that supervisors provided seven main categories of comments on theses and dissertations: grammar and sentence structure, content, method, organization, references, formatting, and academic procedures. Furthermore, the findings indicated that supervisors employed comments with different patterns and for different purposes on MA and PhD students’ texts.},
keywords_fa = {},
url = {http://ijal.khu.ac.ir/article-1-2936-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2936-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Khatib, Mohammad and AbbasiTalabari, Fattaneh},  
title = {A Model of Iranian EFL Learners\' Cultural Identity: A Structural Equation Modeling Approach}, 
abstract ={This study aimed, firstly, to investigate the underlying components of Iranian cultural identity and, secondly, to confirm the aforementioned components via Structural Equation Modeling (SEM) analysis. In order to achieve these goals, the researchers reviewed the extensive local and international literature on language, culture and identity. Based on the literature and consultations with a group of 30 university undergraduate and post graduate learners English language learners and a cadre of four university professors in the field of sociology, an Iranian EFL Language Learners’ Cultural Identity Model with six components (Nationality, Religion, Arts, Persian Language and Literature, Media, and Globalization) was hypothesized. In order to test and validate the model, a questionnaire was developed. To probe the reliability of the questionnaire, Cronbach’s Alpha was used. The reliability of all the items in the questionnaire was 0.78. To estimate the construct validity of the model, Exploratory Factor Analysis using PCA was performed, which indicated five components (Religion, Arts, Persian Language and Literature, Media, and Globalization) underlying Iranian Cultural Identity. Then, Structural Equation Modeling (SEM) analysis through AMOS 22 was performed to test the model and the interaction among the components. The SEM results confirmed the existence of five factors. Finally, statistical results are discussed and implications are provided.},  
Keywords = {Iranian cultural identity, Identity, Culture},
volume = {21},
Number = {2}, 
pages = {89-131}, 
publisher = {Kharazmi University},
title_fa = {A Model of Iranian EFL Learners\' Cultural Identity: A Structural Equation Modeling Approach},
abstract_fa ={This study aimed, firstly, to investigate the underlying components of Iranian cultural identity and, secondly, to confirm the aforementioned components via Structural Equation Modeling (SEM) analysis. In order to achieve these goals, the researchers reviewed the extensive local and international literature on language, culture and identity. Based on the literature and consultations with a group of 30 university undergraduate and post graduate learners English language learners and a cadre of four university professors in the field of sociology, an Iranian EFL Language Learners’ Cultural Identity Model with six components (Nationality, Religion, Arts, Persian Language and Literature, Media, and Globalization) was hypothesized. In order to test and validate the model, a questionnaire was developed. To probe the reliability of the questionnaire, Cronbach’s Alpha was used. The reliability of all the items in the questionnaire was 0.78. To estimate the construct validity of the model, Exploratory Factor Analysis using PCA was performed, which indicated five components (Religion, Arts, Persian Language and Literature, Media, and Globalization) underlying Iranian Cultural Identity. Then, Structural Equation Modeling (SEM) analysis through AMOS 22 was performed to test the model and the interaction among the components. The SEM results confirmed the existence of five factors. Finally, statistical results are discussed and implications are provided.},
keywords_fa = {},
url = {http://ijal.khu.ac.ir/article-1-2937-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2937-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Mansouri, Sara and Hadian, Bahram and Tabatabaei, Omid and Rezvani, Ehs},  
title = {The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks}, 
abstract ={Motivated by the concept of Communicative Language Ability and the eminence of the IELTS exam, this study intended to scrutinize the representation of functional knowledge (FK) and socio-linguistic knowledge (SK) as sub-components of pragmatic knowledge in the writing performances of both tasks of the online General IELTS-practice resources across three band scores. This quantitative inter-scores/intra-tasks and inter-tasks investigation aimed to reveal firstly whether the writers of three band scores 7, 8, and 9 differed from each other in their FK and SK level, and secondly whether the tasks differed in activating them. This study adopted a taxonomy of five illocutionary acts and 20 register features to investigate representation of FK and SK in a well-established corpus of 180 writing performances through both manual analysis and Multidimensional Analysis Tagger software. While the results of statistical analyses revealed no FK differences between the bands in task one (T1), T2’s higher bands involved more functional features because of the expression of a diverse range of psychological states, no speaker’s involvement, and less commitment to a future course of actions. Furthermore, socio-linguistically, band 9 scripts encompassed more logical relations, but conversational and spoken style in T1 and more integration, less simplified structures and ego-involvement in T2. The inter-task analyses uncovered T1’s greater activation of FK through self-mentions, others involvement, emotion, and intention expression. Nevertheless, when it came to SK register features, T2 overdid in both spoken and written genre elements except in persuasion, writers’ involvement, mental acts expression, and interactive discourse creation.},  
Keywords = {Band score, Functional knowledge, General IELTS, Pragmatic knowledge, Register, Sociolinguistic knowledge, Task one, Task two, Writing},
volume = {21},
Number = {2}, 
pages = {133-162}, 
publisher = {Kharazmi University},
title_fa = {The Assessment of Pragmatic Knowledge in the Online General IELTS-Practice Resources: A Corpus Analysis of Writing Tasks},
abstract_fa ={Motivated by the concept of Communicative Language Ability and the eminence of the IELTS exam, this study intended to scrutinize the representation of functional knowledge (FK) and socio-linguistic knowledge (SK) as sub-components of pragmatic knowledge in the writing performances of both tasks of the online General IELTS-practice resources across three band scores. This quantitative inter-scores/intra-tasks and inter-tasks investigation aimed to reveal firstly whether the writers of three band scores 7, 8, and 9 differed from each other in their FK and SK level, and secondly whether the tasks differed in activating them. This study adopted a taxonomy of five illocutionary acts and 20 register features to investigate representation of FK and SK in a well-established corpus of 180 writing performances through both manual analysis and Multidimensional Analysis Tagger software. While the results of statistical analyses revealed no FK differences between the bands in task one (T1), T2’s higher bands involved more functional features because of the expression of a diverse range of psychological states, no speaker’s involvement, and less commitment to a future course of actions. Furthermore, socio-linguistically, band 9 scripts encompassed more logical relations, but conversational and spoken style in T1 and more integration, less simplified structures and ego-involvement in T2. The inter-task analyses uncovered T1’s greater activation of FK through self-mentions, others involvement, emotion, and intention expression. Nevertheless, when it came to SK register features, T2 overdid in both spoken and written genre elements except in persuasion, writers’ involvement, mental acts expression, and interactive discourse creation.},
keywords_fa = {Band score, Functional knowledge, General IELTS, Pragmatic knowledge, Register, Sociolinguistic knowledge, Task one, Task two, Writing},
url = {http://ijal.khu.ac.ir/article-1-2938-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2938-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Rahemi, Jamileh},  
title = {The Effect of Isolated vs. Combined Processing Instruction and Output-Based Instruction on the Learning of English Passives}, 
abstract ={The studies on the merits of processing instruction (PI) and output-based instruction (OI) have mostly treated the two approaches as mutually exclusive. To address the potentials of combining interpretation and production activities, this research compared the two isolated approaches of PI and OI with two combined approaches in which processing and output tasks were used in two opposite orders suggested by the researcher, i.e.  processing-output-based instruction (POI) and output-processing-based instruction (OPI). The target structure was English passives. Participants included 185 Iranian EFL students from five intact classes, with four assigned to each treatment and one comprising a control group. Results on sentence-level interpretation and production tests administered before, immediately after, and one month following instruction indicated similar improvement for the treatment groups on the first interpretation posttest, and the superiority of POI over OPI and PI over the delayed posttest. On the first production test, POI, OPI, and OI performed equally well and better than PI, while more accurate uses of the target form were observed by POI and OPI on the delayed posttest. It was concluded that the combined approaches, particularly POI, could produce more persistent outcomes by giving learners the opportunity to both process a form and produce it.},  
Keywords = {Processing instruction, Output-based instruction, Combined approaches, English passives},
volume = {21},
Number = {2}, 
pages = {163-194}, 
publisher = {Kharazmi University},
title_fa = {The Effect of Isolated vs. Combined Processing Instruction and Output-Based Instruction on the Learning of English Passives},
abstract_fa ={The studies on the merits of processing instruction (PI) and output-based instruction (OI) have mostly treated the two approaches as mutually exclusive. To address the potentials of combining interpretation and production activities, this research compared the two isolated approaches of PI and OI with two combined approaches in which processing and output tasks were used in two opposite orders suggested by the researcher, i.e.  processing-output-based instruction (POI) and output-processing-based instruction (OPI). The target structure was English passives. Participants included 185 Iranian EFL students from five intact classes, with four assigned to each treatment and one comprising a control group. Results on sentence-level interpretation and production tests administered before, immediately after, and one month following instruction indicated similar improvement for the treatment groups on the first interpretation posttest, and the superiority of POI over OPI and PI over the delayed posttest. On the first production test, POI, OPI, and OI performed equally well and better than PI, while more accurate uses of the target form were observed by POI and OPI on the delayed posttest. It was concluded that the combined approaches, particularly POI, could produce more persistent outcomes by giving learners the opportunity to both process a form and produce it.},
keywords_fa = {},
url = {http://ijal.khu.ac.ir/article-1-2939-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2939-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}

@article{ 
author = {Rahimi, Muhamad Alii and Gholami, Javad and Mohammadnia, Zhil},  
title = {A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns}, 
abstract ={The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions.},  
Keywords = {EFL child learner, Frequency, Input, Output, Lexical development},
volume = {21},
Number = {2}, 
pages = {195-230}, 
publisher = {Kharazmi University},
title_fa = {A Young EFL Learner’s Lexical Development through Different Input and Output Frequency Patterns},
abstract_fa ={The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions.},
keywords_fa = {},
url = {http://ijal.khu.ac.ir/article-1-2940-en.html},  
eprint = {http://ijal.khu.ac.ir/article-1-2940-en.pdf},  
journal = {},  
issn = {1735-1634}, 
eissn = {1735-1634}, 
year = {2018}  
}