issue 1 publication date 2019-06-01

• The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing
• Investigating Gender and Major DIF in the Iranian National University Entrance Exam Using Multiple-Indicators Multiple-Causes Structural Equation Modelling
• Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety
• Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts
• An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners
• Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context
• A Study of Raters’ Behavior in Scoring L2 Speaking Performance: Using Rater Discussion as a Training Tool
• Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors
• Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks
• Pragmatic Competence Development: Demystifying the Impact of Task Types and EFL Students' Perceptions
• Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning