issue 15 publication date 2016-12-01

• An Insight into the Practice of Teaching Early Reading in Ethiopian Primary Schools
• The Effect of Hedged-form Feedback vs. Uncoded Feedback on Grammatical Accuracy of Iranian Intermediate EFL Learners
• Teaching Critical Thinking through a Dialogic Approach: The infusion model
• Cross-linguistic Validation of Processability Theory: The Case of EFL Iranian Students’ Speaking Skill
• Cross-disciplinary use of Organizational Linkers in Research Article Abstracts
• The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners
• IT System-based Instruction vs. Traditional Instruction of Teaching Reading Comprehension: A case of low-intermediate EFL learners
• On the Development of a Model of Discipline-specific Reading Strategies in the Context of Iranian EFL Learners