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1
Task Complexity and EFL Learners Perception of Task Difficulty: Investigating Effects on Complexity,Accuracy,and Fluency
2
Task Repetition Spacing and Working Memory Capacity in L2 Acquisition of English grammar
3
Teacher Vs. student- centered classroom interaction at the university of isfahan
4
Teachersʹ and Students’ evaluation of "English for Iraq" for First and Second Grades of High School Based on Litzʹs Checklist
5
Teachersʹ Feedback and EFL Studentsʹ Attitudes towards Learning English: Classroom Discourse in Focus
6
Teaching English to Iranian young learners: A comparison between natural approach and audio- lingual method
7
Teaching Requests and Improvement in Similar Speech Acts: A Case of Lower-intermediate Iranian EFL Learners
8
Teaching strategis in relation to psychological traits: a study of the relationship between field dependence/ independence learning styles & integrative/ discrete- point grammar teaching
9
Teaching Translation: programs, courses, pedagogies
10
Technical Translation: A Study of Lexical and Syntactic Interference in three Persian Translation of " Software Engineering: A Practitioner s Approach"
11
Technology and Young Learners EFL Pedagogy: Does iPen Affect Young Language Learners’ Achievement?
12
Téhéran entre la fiction et la réalité : une étude géocritique de l’espace urbain dans les romans Téhéran effrayante et Voyage en Perse
13
Tentation et redemption dans la tentation de saint Antoine de Flaubert et Sus le Solell de Satan de Bernanos
14
TESOL as Happiness Praxis: Designing a Happiness Intervention Program in TESOL and Exploring its Effectiveness in the Enhancement of Authentic Happiness among Advanced EFL Learners
15
Test washback and teaching methodology: a study of the effect of EEOU on the EFL teaching methodology in iran
16
Testing and comparing the Models of ralationships between linguistic and cognitive factors for two different types of writing through structural equation modeling
17
Testing Simplification Hypothesis: A Corpus- Based Study of Simplification Feutures in Persian Translated and Untranslated Economic Texts
18
Test-Taking Strategies and Task-based Assessment: A Case in Iranian EFL Learners
19
Test-Taking Strategies and the Reading Comprehension Section of MA Entrance Exam: A Validation Approach
20
Textbook Evaluation: English Language Institutes’ Teaching Materials in Isfahan under Scrutiny
21
Textbook evaluation: Iranian Year-12 English Teaching Materials in Scrutiny Using Littlejohn’s evaluative Framework and Teachers’/Students’ Attitudes
22
Textual and Para-textual Translation as a Site of Framing Source Narratives: A Critical Narrative Analysis of the Book “the Room Where it Happened- a White House Memoir”
23
Textual coreference relation in Englishnad Farsi: a contrastive study
24
Textual Explicitation in Tow Text-Types: Expressive and Informative
25
The 9/11 event: A omparative study of Updike’s Terrorist and McEwan’s Saturday
26
The Acceptability of Political Science Words Approved by the Academy of Persian Language and Literature among MA students of English Translation, English Literature and Political Science
27
The Acquisition of English Relative Clauses by Persian and Azari Speakers: Investigating Morphological and Syntactic Problems
28
The American Dream in Three Plays by Eugene O Neill,Tenessee Williams,and Lorraine Hansberry
29
The Analisis of Errors on Using Tense in Iranian EFL Learners Composition
30
The Analysis of Grammatical Errors Made by Iranian EFL Students in Paragraph Writing Section of The Final English Exam
31
The Analysis of Teaching French Based on the Competence Approach and Functional Approach to Iranian Learners
32
The Application of Collocational Studies in the English Translation of Boof-e-Koor by Sadegh Hedayat: A Corpus Linguistic Analysis
33
The Application of Humorous Song in EFL Classrooms and its Effects on Listening Comprehension
34
The application of podcasting as a motivational strategy to Iranian EFL learners of english: a view toward listening comprehension
35
The Combined Effect of Task Repetition, Post-Task Transcribing, and Feedback Through Social Media on L2 Speaking Complexity, Accuracy, and Fluency
36
The Combined Effect of Task Sequencing and Corrective Feedback Type (Indirect Feedback and Metalinguistic Feedback) on Complexity, Accuracy and Fluency of Iranian Upper-Intermediate EFL learners: A Process-based Approach to Describing Written Production
37
The Correlations of Teacher Immediacy on English Major Undergraduate Learnersʹ Motivation and Willingness to Communicate (WTC) at Charmo University in Kurdistan Region
38
The Crisis of Identity in Jhumpa Lahiri s Fiction: Interpreter of Maladies and the Namesake
39
The cultrual studies reading of the american Rap lyrics: the case of fifty cent, Naz, jay-z, 2pac and eminem
40
The cultural studies reading of the American rap lyrics: the case of fifty cent, Nas, Jay-Z, 2Pac and Eminem
41
The Current Status of the Teaching of Persian Writing and The Structure of Persian Language in Iranian State Universities and the Effect of These Courses on Quality and Textual Features of Translation from English To Persian by B.A Students of English Translation
42
The development and validation of a local rating scale for iranian EFL academic writing assessment
43
The Differential Effects of Feedback Types on Iranian EFL Learners’ Achievement Emotions, Achievement Goals, and Oral Production Ability
44
The differential role of cohesive ties in the reading comprehension of iranian EFL students
45
The differential role of content and function words in EFL reading comprehension
46
The Diffntial Roles of Cohesive Devices in Argumentative Writing Produced by Advanced Iranian EFl Learners
47
The Dominant Factors Influencing Adult EFL Learnersʹ Learning
48
The east reviewed: a study of David Hares plays
49
The Economics of Translation: On the Labor Market for Translators in Iran as the Creative Class
50
The efect of modification of syntactic & temporal variables on EFL listening comprehension across proficiency levels
51
The Effect of a Self-regulatory Approach on the Improvement of EFL Learnersʹ Listening Comprehension
52
The Effect of Acquiring English as A Foreign Language on Persian EFL Learners’ Level of Construal and Psychological Distance
53
The effect of adopting data-driven approach as a self-correction tool on Iranian EFL learners’ correction frequency and writing improvement
54
The Effect of Awareness Training on Consecutive Interpretation of Numbers from English to Persian
55
The Effect of Classroom Code-switching on EFL Learnersʹ Listening Comprehension Subskills and Speaking Ability: Language Proficiency and Motivation in Focus
56
The Effect of Collaborative and Individual Academic Tasks on Iranian EFL Learners’ Speaking Ability: Focusing on Complexity, Accuracy, and Fluency of Oral Productions
57
The Effect of Concordance-based Instruction on Learning English Collocations in an Iranian Online Teaching Context
58
The Effect of Consciousness Raising Task Versus Input Enhancement on the Learners Performance on Unaccusative/Inchoative Structure
59
The effect of content familiarity on tests of reading comprehension of........
60
The Effect of Contextual Richness on Word Retention of High-Intermediate Iranian EFL Learners: Working Memory Capacity as a Mediator
61
The effect of Contexualization of Language Teaching through Tasks accompanied by Songs Learinig and Retention of Grammar: A Case of Iraninan EFL Learners
62
The effect of cultural schema on reading comprehension
63
The effect of curriculum- based measurement on learners achievement in reading and grammar: a case of iranian high school students
64
The Effect of Different Teaching Techniques on L2 English Learners Writing Cohesive Text:the Case of Iranian Intermediate EFL Learners
65
The effect of different types of corrective feedback on grammatical errors in students writing: the case of Iranian pre-University students
66
The Effect of Digital Storytelling on Intermediate Iranian EFL Learners’ Speaking: Accuracy, Fluency, and Complexity in Focus
67
The effect of display vs. referential questions on EFL readersי comprehension
68
The Effect of Dynamic Assessment on the Improvement of Iranian EFL Learners’ Writing Ability
69
The Effect of Dynamic Written Corrective Feedback on Iranian EFL Learners’ L2 Writing Performance through CALL
70
The Effect of Early and Delayed Sequential Form-focused Instruction (FFI), Complexity and L1 Background on Persian L2 and Gilaki-Persian L3 Learners of English Grammatical Structures
71
The Effect of ESP Students’ Fields of Study and Proficiency Levels on the Use of Vocabulary Learning Strategies: The Case of Students of Medicine and Humanities
72
The Effect of Examinee Choice in Selecting Items on Performance on English Language Tests: The Case of Iranian High School Students
73
The effect of explanation of the CA input on the performances of Persian EFL learners
74
The Effect of Explicit Instraction of Metadiscoures Markers on EFL Learners Writing Performance
75
The effect of explicit instruction of concept mapping strategy on EFL learners writing achievment and self-regulation
76
The Effect of Explicit Strategy Instruction and Task Type on L2 Oral Production of Iranian Intermediate EFL Learners: Focusing on Complexity, Accuracy, and Fluency
77
The effect of Expoure Density on EFL Learning and Retention: Threshold and Optimal Exprosure Dendities for Iranian EFL Learners
78
The Effect of Flipped Classroom Model on Intermediate Iraqi Male / Female EFL Learnersʹ Grammar and Reading Comprehension Achievement and Attitudes: Kufa University in Focus
79
The Effect of Flipped Classroom Model on Iranian High School EFL Learners’ Language Achievement, Autonomy and Willingness to Communicate: Fundamental Reform Document of Education in Focus
80
The Effect of Flipped Classroom on the Improvement of Grammatical Features and Vocabulary Learning of Iranian Intermediate EFL learners
81
The Effect of Flipped Integrated with MOOCs Classroom Model on Iranian Intermediate EFL Learners’ Writing Complexity, Accuracy, and Fluency: Self-Regulated Writing Strategies in Focus
82
The Effect of Flipped Teaching on Iraqi Intermediate EFL Studentsʹ Willingness to Communicate, Autonomy and Language Achievement
83
The Effect of Focused Vs. Comprehensive Corrective Feedback and Language Aptitude on EFL Learners' Learning and Use of Active and Passive Sentences
84
The Effect of Formal and Content Schemata and Depth of Vocabulary Knowledge on Listening Comprehension and its Sub-Skills
85
The Effect of Formative Assessment Strategies on Iranian High School EFL Learners’ Engagement in Learning, Learning Achievement and Attitude: Mini White-Boards and Cooperative Learning in Focus
86
The Effect of Generative Learning Strategies and their interaction with Motivation, Gender and Language ability on Iraqi EFL University Students’ Speaking Performance: Technology-Supported vs. Traditional Classes in Focus
87
The effect of grammar vs vocabulary preteaching on EFL learnersי reading comprehension: a schema- theoritic view of reading
88
The Effect of Guided Self-Correction Feedback on Students Writing Achievement: The Case of Persian Intermediate EFL Learners
89
The Effect of Homogeneous and Heterogeneous Grouping of Iranian EFL learners on their Speaking Anxiety and Willingness to Communicate
90
The effect of immediate and delayed correction on the performance of EFL learners
91
The effect of implicit and explicit FonF on the acquisition of syntactic structures versus morphological markers of english by adult persian speakers
92
The Effect of Incidental Learning and Explicit Instruction on Vocabulary Acquisition and Retention: A Case of Iranian EFL Learners
93
The Effect of Incidental Vocabulary Learning on Vocabulary Retention and Recall: A Case of Iranian EFL Learners
94
The Effect of Input Enhancement and Explicit Teaching on Improving Advanced Iranian EFL Learner’s Knowledge of Formulaic Language in Speaking
95
The Effect of Input Enhancement and Concordance-based Activities on Iranian EFL Learners’ Acquisition and Retention of Phrasal verbs
96
The effect of input enhancement on structural rule acquisition by Iranian EFL learners
97
The Effect of Input Enhancement on the Aquisition of Grammatical Collocations by Iranian Intermediate EFL learners
98
The Effect of Input-Based, Output-based, and Interaction-Based Instruction on the Motivation, Listening, Speaking, and Overall Achievement of Iranian High School Students
99
The Effect of Instruction and Pragmatic Test Type on Iranian EFL Learners’ Pragmatic Development: Speech Acts of Request and Suggestion in Focus
100
The Effect of Instructors’ Self-assessment on Their Self-efficacy and Their Learners’ WTC: Teachers’ Years of Experience and Gender in Focus.
101
The Effect of Knowledge of Source Language Culture on the Translation of Implicit Meaning: A Comparative Study of English Rendering of Hafizʹs Poems by Native and Non – native Translators
102
The Effect of L1 Literacy Development at Elementary Levels on L2 Mechanics of Writing: A cse of Iranian Young Learners of English
103
The Effect of L2 Morphological Awareness on Receptive and Productive Vocabulary Knowledge: A Case of Iranian Intermediate EFL University Students
104
The Effect of Learner vs. Teacher- generated Task Contents on Iranian Intermediate EFL Learners’ Task Engagement, Task Motivation, and Task Value
105
The Effect of Learning English on the Culture and Identity Change of Iranian University Students
106
The Effect of Metacognitive Strategy Use, Proficiency Level, and Motivation on Intermediate EFL Learnersʹ Reading Comprehension Test Performance: Computer-based Test in Focus
107
The effect of Metadiscourse Awareness on Learners Reading Comprehension in English as a foreign language
108
The effect of mnemonic strategies on the L2 vocabulary acquisition among iraning EFL learners
109
The Effect of Modality on Memory in Associative Learning Tasks
110
The effect of morphological awareness on guessing the meaning of unknown words: The case of Iranian pre-intermediate and intermediate EFL learners
111
The Effect of Movie Genre and Time Span on the Strategies of Rendering Taboo Words in Dubbed Dramas and Comedies
112
The Effect of Movie Scripts in Task based Activities on Listening Comprehension of EFL Learners: The Case of Persian Learners of English
113
The Effect of Multimedia Games on Persian EFL Learnersʹ Incidental Vocabulary Learning and Retention
114
The Effect of Musically- Simulated Patterns on the Learning of Word Stress Patterns of English by Iranian EFL Elementary Learners
115
The Effect of Online Group Problem-Solving Tasks on Critical Thinking, Creativity and L2 Reading for Persian Undergraduates of Non-English Majors
116
The effect of oral teacher correction vs. peer correction on Iranian EFL learnes Implicit and explicit knowledge of third persian singular-s and regular past tense-ed
117
The effect of output on noticing & SLA
118
The Effect of Output Task Types on Learning and Retention of English Vocabulary: A Persian Case
119
The Effect of Pre-task vs. Online Planning on Accuracy and Fluency in Iranian TOEFL iBT Test-takersʹ Speaking Performance
120
The effect of question- answer prereading technique on the studentsי level of reading comprehension: a cross study
121
The Effect of Raters’ Fatigue on Scoring EFL Writing Tasks
122
The effect of reading plus approach versus reading only approach on EFL vocabulary learning
123
The effect of Reading strategy instruction on second language reading anxiety, self-efficacy and reading comprehension performance of Iraqi EFL learners
124
The effect of reflective teaching through videotaping on teachers professional development in Iran: watching teachers watch themselves
125
The effect of rhetorical function instruction on est reading comprehension
126
The Effect of Sad and Happy Background Music on Complexity, Accuracy, and Fluency of L2 Speaking of Iranian Intermediate EFL learners: Their Working Memory Capacity in Focus
127
The Effect of Second Post-Task Stage on Iranian EFL Learners’ Vocabulary Knowledge: Facilitating Learning Based on Input, Noticing, and Output
128
The Effect of Semantic and Syntactic Treatment on the Acquisition of Correct Stress Placement on Compound Nouns and Adjective Noun Sequences: The Case of Iranian Intermediate EFL Learners
129
The effect of semantic clustring on the learning of EFL vocabulary
130
The Effect of Strategic Reading Instruction on Iranian EFL Learner’s Reading Comprehension: Learners’ Metacognitive Awareness and Reading Proficiency in Focus
131
The effect of summary, as a pre- reading activity, on reading comprehension of EFL learners
132
The effect of taperecording technique on EFL learnersי speaking fluency and accuracy
133
The effect of task- based instruction on the receptive and oral productive acquisition of English vocabulary: A case of Iranian Elementry students
134
The Effect of Task Repetition Awareness on Iranian Intermediate EFL Learners’ Complex, Accurate, and Fluent L2 Oral Productions: Examining the Role of Need for Cognition
135
The effect of task type on the acquisition, proceduralization and transfer of grammatical knowledge in Iranian intermediate EFL learners
136
The Effect of Task-Based Instraction on the Acquisition and Use of English Existentiol Constraction
137
The Effect of Task-Based Language Teaching on Iranian Young EFL Learners' Willingness to Communicate
138
The effect of task-based language teaching on the reading proficiency in ESP: the case of students of medicine
139
The Effect of Teacher on Developing Students’ Willingness to Communicate in Iranian Intermediate EFL Context
140
The Effect of Teacher Scaffolding and Explicit/Implicit Grammar Instruction on Speaking Aspects, Motivation, and Self-Efficacy of Iranian Pre-Intermediate EFL Learners
141
The Effect of Teacher versus Computer-assisted Scaffolding on Accuracy, Complexity, and Fluency of Speaking among Intermediate Iranian EFL Learners
142
The Effect of Teacher’s Corrective Feedback on Iraqi Intermediate Learners of English as a Foreign Language: Writing Accuracy Anxiety, and Motivation in Focus
143
The Effect of Teaching Discourse Markers through Flipped Model on Iraqi EFL Learners’ Writing Performance
144
The Effect of Teaching English through Movies on Iranian EFL learnersʹ Complexity, Accuracy, and Stress Pattern in Oral Production
145
The effect of testing method on ,easures of EFL reading comprehension
146
The Effect of the Implicit Oral Corrective Feedback (Repetition and Clarification Request) on Improving Iranian Intermediate EFL Learners` Speaking Accuracy and Fluency
147
The Effect of the Simultameous Use Online Planinig and Task repetition on Accurate and Fluent Oral Prosuction of Morphosyntactic Feature:A Study of EFL context
148
The Effect of Translation Games on Learning English Present Perfect Tense by Iranian Intermediate EFL Learners
149
The Effect of translation of Code-Complex and Simplified Academic Texts on Learning Subject-specific Vocabulary in ESP Classrooms
150
The Effect of Translation of Test Method Facets( Input and Response) on High and Low-Intermediate EFL Learners Performance on Reading Comprehension Tests
151
The Effect of Unfocused Direct Written Corrective Feedback on Learning Articles and Embedded Questions by Iranian Intermediate EFL Learners
152
The Effect of Using British National Corpus (BNC) vs. Bilingual Mobile Dictionaries on Acceptability, Readability and Timing of Persian to English Translation of Literary Texts
153
The Effect of Using Competitive Role-play Task on Young Adult Persian EFL Learners’ Accuracy in Linguistic Knowledge, Fluency in Their Oral Production, and Motivation to Learn English
154
The Effect of Using Conventionally Indirect Strategy and Mitigation Devices on Request Compliance in Persian and American Culture
155
The Effect of Using Cooperative Learning Strategies on Learning Grammar by Iraqi EFL Learners: Simple Present and Present Continuous in Focus
156
The Effect of Using Facebook on Iraqi EFL Learners’ Vocabulary Development
157
The Effect of Using L1 as a “Noticing Hypothesis” Strategy on Learning Grammatical Features While Teaching Reading Comprehension to Beginner and Intermediate Persian EFL Learners
158
The effect of using language learning strategies on improving listening skill: a case of EFL learners
159
The Effect of Using Synthetic Multisensory Phonics in Teaching English Literacy on Literacy Learning and Reading Motivation:
160
The Effect of Using Video Games Through Flipped Model of Learning on EFL Learners’ Incidental Vocabulary Development and Retention
161
The Effect of Utilization of Electronic Dectionaries on Depth and Breadth of Vocabulary Knowledge: A Case of Iranian EFL Learners
162
The Effect of Voice Training on Oral Communication,Motivation, and Self-Confidence in Iranian Intermediate EFL Learners
163
The Effect of Web-based Pre-task Activities on Writing Complexity, Accuracy and Fluency of Iraqi EFL Students
164
The Effects f Output Task Types on Noticing and Learning of English Past Modals: A Case Of Intermediate Persian Adult Learners Of English
165
The Effects of Advance Organizers vs. Textual Enhancement on the Acquisition of English Grammatical Items
166
The effects of arural and written prompts through different online planning conditions on EFL ldearners writing test........
167
The effects of contex on second language vocabulary learning
168
The Effects of Different Pedagogical Interventions on Iranian EFL Learners’ Acquisition and Production of Formulaic Sequences: Focusing on Intervention Type, EFL Learnersʹ Individual Differences, and Their L2 Writing Performance
169
The Effects of Direct Corrective Feedback and Metalinguistic Explanation on Iranian EFL Learners’ Implicit and Explicit Knowledge of Linguistic Structures in Their Writings: Focusing on Feedback Type, Linguistic Error Categories, and Learners’ Individual Differences
170
The Effects of Directionality on the use of Translation Strategies by Professionals vs. Novice Translators:
171
The Effects of Etymological Elaboration and Pictorial Illustration on Short and Long-term Retention of Idiomatic Form and Meaning
172
The Effects of Extensive and Intensive Reading on Introvert/Extrovert Learners’ Reading Self-Efficacy and Reading Comprehension in Iranian EFL Context
173
The Effects of Focused and Unfocused Tasks on Iranian EFL Learners’ Writing Accuracy and Fluency Through Self-Regulation
174
The effects of focused and unfocused written corrective feedback on Iranian university students’ writing ability
175
The effects of genre- based instruction and writing strategies on EFL wtiting performance
176
The Effects of Group Dynamic Assessment on Enhancing the Reading Comprehension Ability of Advanced Iranian EFL Learners: Intensive/Extensive in Focus
177
The Effects of Implicit vs. Explicit FonF on the Acquisition of Idioms by Intermediate Persian Learners of English
178
The Effects of Individual and Collaborative Planning on Fluency, Complexity, and Accuracy in L2 Written Production of Iranian EFL Learners: Focusing on the Relationship Among Planned Conditions,Language Proficiency, and Task Type
179
The Effects of Input Versus Output Tasks on L2 Vocabulary Learning and Retention by Iraqi Elementary EFL Learners
180
The Effects of Intelligence prasie vs. Effort Praise on Elementary Iranian EFL Learners’ Extrinsic and Intrinsic Motivation in Online and Traditional Classes.
181
The Effects of Keyword and Context Methods on Pronunciation and Receptive/Productive Vocabulary of Low-Intermediate Iranian EFL Learners: Short -Term and Long-Term Memory in Focus
182
The Effects of L1 Translation vs.Paraphrasing the Literary Texts on Female and Male Students Reading Comprehension
183
The Effects of Massed vs. Distributed Implicit Focus on Form and Output Production on the Short-term and Long-term Receptive Acquisition of Vocabulary Items by Iranian EFL Learners
184
The Effects of Mentoring on EFL Teacher Education: Does a Mentoring Software Make any Difference?
185
The Effects of Metapragmatic Instruction and Input-Based Practice on the Oral Production of English Refusals by Persian Speakers: Focusing on Amount of Language Contact and Individual Differences
186
The effects of mnemonic devices on iranian EAP studentיs vocabulary development (vocabulary depth and size), vocabulary retention, reading comprehension and reading stralegy use
187
The effects of narrative tasks complexity on the Use of discourse markers by Iranian EFL learners
188
The effects of negotiated feedback and recasts on the acquisition of implicit and explicit .....
189
The Effects of Number of Repetition, L1 Lexicalization and Cultural Loadedness on Incidental Vocabulary Acquisition by Iranian Adult EFL Learners
190
The Effects of Outlining Strategy as a Pre-task Activity on Complexity, Accuracy, and Fluency in Pre-intermediate Iranian EFL Learners’ Oral Production
191
The Effects of Peer, Distributed, and Reciprocal Scaffolding on Iranian Intermediate EFL Learners’ Idiom Learning and Retention
192
The Effects of Pragmatic Input-based Instruction on the Production of Pragmatically Appropriate and Grammatically Accurate Suggestions and Requests: A Case of Iranian Undergraduate Students of English
193
The effects of Pre- task, on- line, and both pre- task and on- line.....
194
The Effects of Pre-Task and Post-Task Metalinguistic Explanation (ME) On the Implicit and Explicit Knowledge of English Articles: Focusing on Iranian EFL Learners’ Written Productions
195
The Effects of Receptive and Productive Tasks on Verb-Noun Collocation Learning and Retention
196
The effects of simultaneous use of prepanning along here-now dimension on fluency complexity and accuracy of Iranian EFl learners written performance
197
The Effects of Students’ Voice Recording and Teacher Feedback on Learning Allomorphs of English –s and –ed by Persian Elementary EFL Learners
198
The Effects of Task and Procedural Repetition on Iranian EFL Learnersʹ Writing Developments: Complexity, Accuracy, and Fluency in Focus
199
The Effects of Translators Mother Language and From of the Target Text on Rendering Quranic Metaphors
200
The Effects of Two Pre-Listening Supports of Vocabulary and Enhanced Content Related on Listening Comprehension Sub-Skills of Iranian Intermediate EFL Learners
201
The effects of unfocused and focused tasks on Iranian EFL Learners’ Grammatical knowledge and vocabulary learning and retention
202
The Efficacy of Task-based Instruction in the Development of Learner Autonomy and Metacognitive Strategy Use by Iranian Intermediate EFL Learners in Reading Comprehension Classroom
203
The Efficacy of the Iranian Fundamental Reform Document of Education (FRDE) (1390 / 2011) Regarding Iranian EFL Teachers’ Professional Development
204
The Enigma of Being: Approaching Cognition in J. M. Coetzee’s Chosen Oeuvre through Cognitive Poetics
205
The Ethical Technopoetics of Resistance: The Posthuman Agentic in J. H. Prynne, Tracy K. Smith, and Joshua Whitehead
206
The Evolution of The Fruits of the Earth of André Gide translated into Persian
207
The figure of the artist in James joyceיs a portrait of the artist as a young man and joyce caryיs the horseיs mouth
208
The Flâneur in Virginia Woolf's Mrs. Dalloway, Paul Auster's City of Glass, and William Gibson's Neuromancer
209
The Frequent Administration of English Tests and High School Studentsʹ Anxiety, Motivation, Feelings and Final Achievement Test Scores
210
The Gothic in Howard Phillips Lovecraft’s and Sadegh Hedayat’s Fiction: A Comparative Study
211
The Grotesque in Martin Amis’ Selected Novels: A Bakhtinian Approach
212
The house (s) of dreams: a comparative study of the fiction of arundhati ray and meena alexander
213
The Ideological Role of Religion in Thomas Hardy’s Selected Novels
214
The impact of automatization of phonological component on reading comprehension and reading speed
215
The Impact of Awareness of a Critical Discourse Analysis Model on the Improvement of Iranian EFL Undergraduates’ Critical Thinking and Journalistic Reading Comprehension Ability: Different Ability Groups in Focus
216
The impact of bilingulism on learning English vocabulary in a foreign language learning setting
217
The Impact of Blended Learning on Iraqi Students' Achievement in English Literature Courses and Their Attitudes toward It
218
The Impact of Cohesive Readability of Expsitory Texts on Iranian Learnersי Reading Comprehension
219
The impact of collaborative writing in virtual space on the cohesion of the written texts of Iranian FFL learners
220
The impact of Explicitation of Stream of Consciousness Style on Persian Translations of Jemes Joyceיs A Portrait of the Artist as A Young Man
221
The Impact of Formulaic L2 Utterances on English Learners Grammatical Accuracy and Fluency in Writing Tasks
222
the impact of formulaic L2 utterances on english learnerיs grammatical accuracy and fluency in writing tasks
223
The Impact of Group Dynamic Assessment on Translation Trainees’ Translation Competence development: An Interactionist Approach to Dynamic Assessment
224
The Impact of Highlighting Teachniques on the Retention of Unfamiliar
225
The Impact of Implicit vs. Explicit Pragmatic Instruction on Iraqi EFL Students’ Recognition and Production of Speech Acts, Attitudes, the Role of Speech act Type, and Gender: Pragmalinguistic vs. Sociopragmatic Errors in Focus
226
The impact of interactive and non- interactive ypes of corrective feedback on L2 oral syntactic proficiency
227
The Impact of Interactive Classroom Discourse Used by Effective and Non-effective Teachers on Iranian EFL Learner’s Course Achievement and Motivation: a Mixed Method Approach
228
The impact of language learning strategies on the development of reading comprehension
229
The Impact of lexical, syntactic, and discoursal simplification on the comprehension of reading materials
230
The Impact of Portfolio Assessment on Iranian EFL Students Essay Writing: A Process-Oriented Approach
231
The Impact of Power Point Presentations on Students Learning and Attitude: Writing in Focus
232
The Impact of Smart Board and Smart Cellphone Assisted Instruction on EFL Reading Comprehension, Vocabulary Learning, and Students/Teachers Attitudes towards Electronic Learning in Iranian High Schools
233
The Impact of Working Memory Capacity on Consecutive Interpreting Performance
234
The influence of concept-orieted reading instruction and strategy instruction on reading comprehension and motivation of persian EEL learners
235
The Influence of Syntactic Priming vs. Focused Tasks on the Use of Formulaic Sequences: Retention in Near and Far Tasks in Focus
236
The Influence of Using Model Texts and Error Correction as Written Corrective Feedbacks on Iranian EFL Learners' L2 Written Production
237
The Interrelationship between Perfectionism and Self-regulated Learning of English in Senior High School Students
238
The Investigation of Speech Acts Translation in Death of a Salesman, The Glass Menagerie and The Hairy Ape from English to Persian
239
The Iranian EFL Learners’ Motivational Fluctuation in Task Performance over Different Timescales: An Interactive and Dynamic Perspective
240
The Lost in Translation: An Intertextual Consideration of personal proper-name Allusions in Two english renderings of rumis mathnawi
241
The Nexus between the Psychological States of the Translation Students: Examining the Interplay between Self-efficacy, Self-regulation, Academic motivation, and Self-esteem in Predicting Translation Performance
242
The Noticing of output in the Acquisition of Rhehtorical of Contreast and Comparsion of Iranian EFL University Students
243
The ontology of translation: ideas of philosophical Hermeneutics in translation of Hafiz
244
The Posthuman in Aldous Huxley’s Brave New World and Kazuo Ishiguro’s Never Let Me Go
245
The Posthuman in Philip K. Dickʹs selected Works
246
The probable lack of teaching translation technology at the BA and MA level and the challenges of teachers and employersʹ careers
247
The realization of requestive speech act patterns among monolingual and bilingual patterns: a contrastive sociopragmatic study
248
The realtionship between Iranian EFL learnerיs achivement and their atitudes toward English as a foreign language
249
The Relation between Motivation, type of Language Being Learned, and Language Laearning Strategies Use
250
The Relation Between the Situational Aspect of Professional Identity of Iranian EFL Teachers and the Nature of Technology Integration
251
The Relationship among Self-regulated Writing Strategies, Feedback Seeking Behavior, and Writing Performance of Iranian EFL Learners
252
The Relationship between Affix Knowledge, Vocabulary Depth and Iranian Lower-intermediate EFL Learnersʹ Language Aptitude
253
The Relationship between Aptitude, Level of anxiety, Gender and Iranian EFL Learners’ Oral Production in Terms of Complexity, Accuracy, and Fluency under Task-based Careful Online Planning.
254
The Relationship between Classroom Environment, Teacher Behavior, Learners’ Engagement, and State Motivation among Iranian EFL Learners
255
The relationship between course syllabi and learnersי general proficiency(the case for TEFL, english translation, and english literature majors)
256
The Relationship between Depth and Breadth Vocabulary Knowledge and EFL Learners Ease of and Success in Lexical Inferencing
257
The Relationship between EFL Students’ Mindsets, School Wellbeing, and Their WTC Inside the Classroom
258
The Relationship between Emotional Intelligence, Willingness to Communicate in the Classroom and Learners’ Beliefs about Language Learning: Iranian EFL Learners in Focus
259
The relationship between field dependence / independence and EFL reading comprehension as measure by display and referential questions
260
The relationship Between Individual Differences and Measures of Explicit and Implicit Grammatical Knowledge: Language Proficiency, Motivation, and Anxiety in Focus
261
The Relationship between Interpersonal and Intra-personal Intelligences and Vocabulary Learning Strategies: The Case of Iranian EFL Learners
262
The Relationship between Iranian EFL Learners beliefs about Rote Learning,their Use of Vocabulary Learning Strategies and their Success in Vocabulary learning: A Think-Aloud Protocol Study
263
The Relationship between Iranian EFL Learners’ Personality Traits, Speaking Anxiety and Grammatical Knowledge
264
The Relationship between L2 Motivational Self System and High School Studentsʹ Reading Proficiency and Reading Anxiety in an Iranian EFL Context
265
The Relationship between Motivational self-system and Self-efficacy of Iranian EFL Teachers
266
The relationship between reading comprehension and knowledge of collocation as measured by international achivement tests
267
The Relationship between Self-esteem and Speaking Skills among Intermediate Iranian University EFL Learners: Age and Gender in Focus
268
The Relationship between Syntactic of Obligatory/Null Subject Parameters Proficiency Levels in L2 Aquisition
269
The relationship between teacher expertise and junior high school studentsי success inEFL
270
The Relationship between Teachers’ Facilitating Classroom Discussion and EFL Learners’ Participation Apprehension, Willingness to Communicate and Interest
271
The relationship between the use of L2 reading strategies by iranian intermediate university students, their study majors, and their intelligence scores
272
The Relationship between Time Perspective and Non-linguistic Outcomes of Language Learning in Iranian EFL Learners: Association with Willingness to Communicate, Communication Apprehension, Self-perceived Communicative Competence, and Motivation
273
The Relationship between Video Gaming and Critical Thinking Skills and Reading Comprehension Ability of Iranian EFL Learners: The Case of Angry Rooster Game
274
The Relationship between Working Memory Capacity and the Noticing of Interactional Recasts: The Case of Morphosyntactic Features
275
The Relationship Between Working Memory, Lower- and Higher-Level Reading Processes, and L2 Reading Ability
276
The Relationship of Indecisiveness and Decision-Making Styles with Iranian EFL Learners’ Willingness to Communicate and Motivated L2 Behavior: Examining the Mediating Role of Risk-taking
277
The Relationships between Individual Differences (Aptitude, Gender, Motivation, and Level of Proficiency) and Iranian EFL learnersʹ Vocabulary Learning Strategy Use: A Think-aloud Protocol Study
278
the relative impact of lexical and syntactic load on reading comprehension
279
The Representation of “the Other” in the Institutional Translation of Iran’s Supreme Leader Discourse under the Proximisation Theory
280
The Representation of Multilingualism in Dubbing and Subtitling for the Deaf and Hard of Hearing (SDH)
281
The Role of “Google Translate” vs. “MateCAT” in Iranian Students’ Religious Translation: Timing, Quality and Attitudes in Focus
282
The role of age, sex and prior instruction in foreign language achivement
283
The role of ambiguity tolerance in reading comprehension in Iranian EFL undergraduates: methodology revisited
284
The Role of Comprehensible Output in Modified Output Elicitation: The case of Iranian EFL Learners
285
The role of conceptual mappinigs in the percepetion and production of l2 metaphorical expressions
286
The Role of Critical Discourse Analysis in the Translation of Political Texts: A Case Study of President Obama’s Speech in Al-Azhar University
287
The Role of English Language Teachers in Attracting Iraqi EFL Learners’ Attention: Strategies and Gender in Focus
288
The role of expectation violaton effect on text content retention or paradoxical effects of semantic relatedness
289
The role of incidental learning of grammar through reading in learning english as a foreign laguage
290
The Role of Literature-Based Activities and Emotional Intelligence in WhatsApp Assisted Writing of Iranian Students
291
The Role of Mobile-assisted Audio-Visual Support in Iranian EFL Learners’ L2 Speaking Progress: Working Memory Capacity in Focus
292
The role of mother tongue in EFL vocabulary learning
293
The role of Professional learning community (PLC) in Novice vs. experienced teacher professional identity development in Iran
294
The role of reflectivity/ imupulsivity cognitive style in EFL success
295
The role of technical terms in the EFL learners comprehensions of sub- technical and core vocabulary of specialist texts
296
The role of teminology in movie translation: an approach towards new generaions of glossaries and dictionaries
297
The Role of Transcription Task in Promoting Autonomy, Language Proficiency, Oral Proficiency, and Grammatical Accuracy in Group Work among Iranian Intermediate and Advanced EFL Learners
298
The Skopos Theory and the Translation of Artworks Titles from English to Persian: Reiss’s Text Typology in Focus
299
The Social Mind in Jonathan Franzen’s Fiction: A Cognitive Poetic Approach
300
The Socio-Cultural and Linguistic Reflections of the Schema of Fate in English and Persian: Focusing on the Relationship Among Age and Education
301
The status of relative and resumptive pronouns in the interlanguage of adult persian speakers acquiring english/ german
302
The Strategic Needs of Iranian Students in Reading Literary and Non-Literary Texts: A Dialogic Approach
303
The study of clashes between thematic structure preservation and functional equivalence achievement in translating english marked thematized construuctions into persian
304
The Study of the Application of the Montessori Method in French Teaching for Iranian Children
305
The study of the relationship between text structure awarness and recall of expository discourse
306
The Study of Translating Address Terms between English and Persian Languages in Dubbed and Subtitled Animated and Non-animated Movies
307
The Style of Dubbed Songs in Animated Movies Translated from English into Persian
308
The Sublime in Christopher Marlowe's Doctor Faustus
309
The Sublime in Cormac McCarthy`s The Border Trilogy
310
The Sublime in William Goldingʹ The Lord of the Flies
311
The Superiority Effect and Ameliorated Superiority Violations in the L2 Acquisition of Multiple Wh-questions by Adult Iranian EFL Learners
312
The Talking Body: on the Impacts of Nonverbal Communication(Body Gestures) on Listening Comprehension Sub-Skills of Advanced Male and Female Learners of English
313
The Theme of Education in Willy Russel’s Educating Rita and George Bernard Shawʹs Pygmalion: A Bourdieusian Study
314
The Theory of the Leisure Class and Dos Passosʹs U.S.A. Trilogy
315
The Topoanalyse of Sohrab Sepehri’s The Blue Room according to Gaston Bachelard’s theory in The Poetics of space
316
The translation of articles regarding the history, civilization and political and social culture of ancient Iran
317
The translation of articles regarding travel literature and itinerary
318
The translation of chapters four and five of Translation and Culture by Jean-Louis Cordonnier
319
The Translation of the Book “Shakespeare, Persia, and the East”
320
The translation of the first chapter of the book The sociological critique of Gaboni’s novels
321
The translation of the four chapters of The Interpretive Critique of The Plague by Jacqueline Lévi-Valensi
322
The translation of three chapters of the book art criticism
323
The translation of three chapters of the book art criticism by Andre Richard
324
The translation profession from the employers’ perspective: A content analysis of job advertisements to understand the current state of the translation market in Iran
325
The Translstion of the book" The Philosophical life"
326
The Triggering Role of Formulaic Language in Learning English Articles by Young EFL Learners
327
The use & analysis of forms of address in the works of Iranian playwrights
328
The use of general extenders in the speech of native persian speakers and persian EFL learners: a cross- linguistic study
329
The use of metacognitive strategies in listening comprebension by iranian EFL learners at different levels of proficiency: the effect of strategy instruction
330
The Use of Vague Language in Classroom Discourse: A Case of Iranian EFL Teachers
331
The washback effect of alternative assessment on students reading comprehension and writing ability
332
The Washback Effect of High-stakes Tests on Stakeholdersʹ Perceptions and Behaviors: The Case of the General English Test in the Science and Humanities Ph.D. Entrance Examination in Iran
333
Thematic organization in expository and descriptive texts: a systemic functional study of children and adults encyclopedic entries
334
Theoriizing call: exploring the behavioristic, communicative, and integrative approaches to call
335
Theorizing Teacher Adaptability in EFL Context: Developing and Validating a Teacher Adaptability Measure
336
Theorizing the role of careful online planning in second language oral performance: focusing on learners’ cognitive mechanisms, task structure, and individual differences
337
Third vs. second language acquisition of psych verbs in english by arabic- persian bilinguals& persian monolinguals
338
Third World Intellectuals in V.S.Naipaul s Fiction: The Mimic Men,A Bend in the River,Magic Seeds
339
Title Rendering from English to Persian: Reiss’s Text Typology in Focus
340
To reason with them or tickle them: reason and tickle advertising in Persian print ads
341
TOEFL IBT Integrated and Independent Writing Tasks: Iranian test takersʹ performance in focus
342
TOEFL iBT Speaking Subtest: The Efficacy of Preparation Time on Test-Takers’ Performance
343
Toni Morrisonʹs Beloved and The Bluest Eye: A Cultural Materialistic Approach
344
Topic Familiarity in Iranian EFL Learners’ Reading Comprehension: Does Task Repetition Have any Effects on Iranian EFL Learners' Reading performance and Motivation?
345
Topics in prior stochastic processes and their application in nonparametric Bayesian statistics
346
Toward Renovating the Undergraduate Translation Curriculum in Iran: An Iterative Action-Reflection Cycle of Implementing a Social-Constructivist Approach to Teaching Literary Translation
347
Towards a factual model of L2 lexical processing and organization
348
Towards a multimodal- functional model of translation Quality assessment for audiovisual text types
349
Traduction audiovisuelle et transferts linguistiques dans le doublage d’Une échelle vers le Ciel et le sous titrage de Le Passé
350
Traduction d’un Recueil d’Articles Sur La Notion d’«Ecolinguistique»
351
Traduction d’une collection des articles sur la Critique feministe
352
Traduction de 5 articles sur la traduction et la linguistique basée sur les théories de Georges Mounin
353
Traduction de La mère de Le Sourire du grenade, œuvre de Moradi kermani et étude de ses problèmes
354
Training Working Memory Through Learning a Second Language: TPR and PPP in Focus
355
Transferablity of L1 refusal strategies to L2 contexts: a socio- pragmatic study
356
Transference of Imagery: A Comparative Formalistic Study of Shakespeare s Hamlet and Its Two Persian Translations
357
Translatability of figurative speech in persian modern poetry: a case study of figurative speech in sepehriיs poems
358
Translating Allusive Devices: A Survey of a Portrait of the Artist as a Young man by James Joyce
359
Translating Culture Specific Items in Childrens Literature: Alices Adventures in Wonderland as a Case in Point
360
Translating Humor from English to Persian: Dubbing vs. Subtitling (The Case of Ice Age Cartoons)
361
Translating Postmodern Irony from English to Persian: The Novel White Noise by Don DeLillo Based on Marta Mateo’s Translation Techniques
362
translation agencies: an investigation of the recruitment criteria, the clientsי attitudes, and coherence of the translated texts
363
Translation and Emotion (A Psychological Perspective)
364
Translation and Tourism: An Investigation into Translation Problems of Tourism Industry Materials
365
Translation of "Poetic Diction"in Literary Translation : a Case Study of Macbeth and its Persian Translations
366
Translation of a Collection of Articles on the «Female Writing» in Literary Critcism
367
Translation of Culture-Bound Elements in Persian Movies Subtitled into English
368
translation of ellipsis as a stylistic feature: Hemingways the Old Man and the Sea and its Persian translation
369
Translation of idiomatic expressions in three persian subtitle films
370
Translation of idiomatic expressions in three Persian subtitled films
371
Translation of Linguistic Deviations in Poetry: A Case Study of English Translation of Shamlu s Poetry
372
Translation of Manner of Motion Events from Persian to English; Houshang Moradi Kermani’s Khomreh and its Two Translations
373
Translation of neologisms in Harry Potter and the Other of Phoenix
374
Translation of Semantic, Paramatic and Stylistic Function of Punctuation Marks
375
Translation of taboo words in English series dubbed into Persian (the case of Peaky Blinders)
376
Translation of the Book “Iranian in London: voice of exile”
377
Translation of the book “Translation as Commiunication Across Languages and cultures”
378
Translation of the book “Translation-The Basics”
379
Translation of the book Error Correction in Foreign Language Classroom by Miroslaw Pawlak
380
Translation of the book Translation and Society
381
Translation of the first chapter of the book France and Islam since 1789 By Jacques Frémeaux
382
Translation of the Unseen and Off-Camera Speech and Sounds in Subtitling : A Descriptive Study of Five English Films with Persian Subtitles
383
Translation of verb constructions: a case of persian translation of English acts
384
Translation of Verbal Metaphorical Representations in Food Advertising Slogans
385
Translation Problems of Emotional Interal Body Part Metaphors in Both persian and English
386
Translation Procedures and Problems of Color Idiomatic Expressions in English and Persian: Cultural Comparison in Focus
387
Translation Quality and The Traditional Holistic Method of Translation quality Assessment in Iranian AcademicEnvironment
388
Translation Quality Assessment based on Houseʹs model: The Case of the Qurʹānic Sura Al-Qadr
389
Translation Quality Assessment of Medical Texts: Translation Students vs. English Proficient Medical Professional Students
390
Translation quality assessment: a text type approach towards developing an instrument for translation evaluation
391
Translation strategies and elliptical patterns in english-persian dramatic language
392
Transparency and Acceptability of Neologisms: a Case Study of Words Coined by the Academy of Persian Language and Literature
393
Trauma in Inaam Kachachi's The American Granddaughter: A Caruthian Approach
394
Trauma in Richard Ford’s Canada
395
Type of exposure and EFL vocabulary learning: the case of core vocabulary
