شماره 20 تاریخ انتشار 2017-07-23

• Learning Style Preferences in Male and Female Professional Translators
• Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education
• Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy
• Iranian EFL Learners' Willingness to Communicate, Self-Perceived Communication Competence, and Communication Apprehension in L1 and L2: A Comparative Study
• Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context
• Towards the Development of a Socially-Informed, Process-Oriented Model of Research in Metadiscourse
• The Comparative Effect of Visual vs. Auditory Input Enhancement on Learning Non-Congruent Phrasal Verbs by Iranian EFL Learners
• On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy
• Investigating the Reliability and Factor Structure of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL Context
• The Relationship between Iranian Male and Female EFL Learners’ Motivation and their Identity: Perfectionism and Hardiness