issue Issue 30 (Spring 2020-No.2) publication date 2020-06-01

• Alleviating Iranian EFL Students’ Speaking Anxiety: Mobile-assisted instruction vs. traditional instruction
• EFL Learners’ Language Aptitude, Foreign Language Anxiety, and Willingness to Communicate
• Motivational Practice in High-Schools in Vietnam: EFL Teachers’ Strategies from Student Perspective
• Using Foreign Language Learning Factors in Tourism Development in Iran
• Effect of Storytelling Instruction on Developing Iranian EFL Learners’ Oral Proficiency within ZPD-activated Proximal Context
• Flourished or Suppressed Teachersʼ Professional Identities: A Comparison between English Teachers of Institutes and Schools in Iran
• Validation of a Preliminary Model of Cultural Identity for Iranian Advanced EFL Learners: A Structural Equation Modeling Approach
• The Impact of Grammatical Shifts on the Quranic Rhetorical Questions Translated into English: A Comparative Study
• Recognizing Stalactites and Stalagmites of ELT Vodcasting in Teacher Education Based on Activity Theory and Visual Thinking Strategies
• The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective