Iranian Journal of Language Teaching Research

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A comparative analysis of interactional metadiscourse markers in the Introduction and Conclusion sections of mechanical and electrical engineering research papers
A conversation analysis of the function of silence in writing conferences
A narrative study of Iranian EFL teachers’ experiences of doing action research
A qualitative study of politeness strategies used by Iranian EFL learners in a class blog
ADHD and adolescent EFL learners’ speaking complexity, accuracy, and fluency in English
An empirical examination of the association between multiple intelligences and language learning self-efficacy among TEFL university students
An expert EFL teacher’s class management
An investigation into the characteristics of Iranian EFL teachers of senior secondary schools and language institutes
Are scientists objective? An investigation of appraisal resources in English popular science articles
Does project-based learning enhance Iranian EFL learners’ vocabulary recall and retention?
EFL teachers’ stress and job satisfaction: What contribution can teacher education make?
English teachers’ research engagement: Level of engagement and motivation
Exploring change in preservice teachers’ beliefs about English language learning and teaching
Exploring transcendence in EFL learners’ reading comprehension through computerized dynamic assessment
Gender differential item functioning on a national field-specific test: The case of PhD entrance exam of TEFL in Iran
Grammatical metaphor: Exploring the semogenic power of the language
Homework: Voices from EFL teachers and learners
Initiating an action research programme for university EFL teachers: Early experiences and responses
Investigating the impact of job satisfaction/dissatisfaction on Iranian English teachers’ job performance
Iranian EFL teachers and learners perspective on potentiality of Top Notch series for intercultural competence development
Iranian EFL teachers' perceptions of teacher self-disclosure
Metacognitive awareness and the fluency of task-based oral output across planning conditions: The case of Iranian TEFL students
Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent?
On the accessibility of phonological, orthographic, and semantic aspects of second language vocabulary learning and their relationship with spatial and linguistic intelligences
On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study
On the relationship between justice judgments, outcomes and identity orientations among Iranian EFL learners: A structural equation model
Pragmatic assessment of request speech act of Iranian EFL learners by non-native English speaking teachers
Professional self-esteem as a predictor of teacher burnout across Iranian and Turkish EFL teachers
Profiling vocabulary in psychology journal abstracts: A comparison between Iranian and Anglo-American journals
Secondary EFL school teachers’ perceptions of CLT principles and practices: An exploratory survey
Suggestions toward some discourse-analytic approaches to text difficulty: with special reference to ‘T-unit configuration’ in the textual unfolding
Teachers’ and students’ amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran
Temporal fluctuations in foreign language motivation: Results of a longitudinal study
TESOL, a profession that eats its young! The importance of reflective practice in language teacher education
The available lexicon: A tool for selecting appropriate vocabulary to teach a foreign language
The dynamic interplay among EFL learners’ ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement
The effect of written corrective feedback on grammatical accuracy of EFL students: An improvement over previous unfocused designs
The relationship between Iranian EFL learners’ self-regulatory vocabulary strategy use and their vocabulary size
The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method
The teacher is a facilitator: Reflecting on ESL teacher beliefs through metaphor analysis
Using convergent and divergent tasks to improve writing and language learning motivation
Who provides professional development? A study of professional development in Qatar

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