مقالات Interdisciplinary Studies in English Language Teaching، دوره 4، شماره 1 منتشر شد

جمعه، 12 تیر، 1405

مجموعه مقالات Interdisciplinary Studies in English Language Teaching، دوره 4، شماره 1 که در سال 1405 منتشر شده بود با تعداد 12 مقاله در پایگاه سیولیکا (CIVILICA.com) نمایه سازی و منتشر شد.
Interdisciplinary Studies in English Language Teaching (Interdisciplinary Studies in English Language Teaching) توسط دانشگاه مازندران به صورت فصلی از سال 1401 منتشر می شود.

لیست و عناوین مقالات نمایه شده از دوره 4، شماره 1 این ژورنال به صورت زیر می باشد:

1. Impact of Language Assessment Literacy Enhancement on Iranian EFL Teachers’ Assessment of Learning and Attitude: A Comparative Study of Novice and Experienced Teachers

2. Concurrent Versus Cumulative Group Dynamic Assessment: Effects on Iranian EFL Learners' Interlanguage Pragmatic Competence from a Microgenetic Perspective

3. Exploring the Contribution of Loving Pedagogy to Teacher Well-Being in EFL Classrooms through the Lens of Self-Determination Theory

4. From Theory to Practice: Transforming Pedagogical Content Knowledge into Personal Practical Knowledge in EFL Contexts

5. EFL Instructors’ AI Competency: Scale Development and Validation

6. Understanding Teacher Resilience: Perception of Novice and Experienced English Teachers on Prominent Components

7. Comparing General and Scientometrics-Specific Academic Word Lists for Improving Reading Comprehension in Library and Information Science

8. Fostering Alignment: How Supportive Conditions Bridge Language Teacher Identity, Beliefs, and Practice in Listening Instruction

9. Integrating ChatGPT into Extensive Reading: Evidence from an Experimental Study on EFL Reading Fluency, Vocabulary Gains, and Motivation

10. Glossed Full Captions Versus Glossed Keyword Captions: Which One Is More Effective for Incidental Vocabulary Learning from Viewing?

11. Untangling the Cognitive and Emotional State of EFL Learners in AI-Integrated Language Instruction: A Humanized Pedagogy Perspective

12. Toward the Role of Iranian EFL Learners’ Academic Engagement and Their Tolerance of Ambiguity in Predicting EFL Learners’ Willingness to Communicate

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