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مقالات مجله آموزش و یادگیری زبان انگلیسی، دوره 18، شماره 37 منتشر شد

سه شنبه، 21 مهر، 1405
مقالات مجله آموزش و یادگیری زبان انگلیسی، دوره 18، شماره 37 منتشر شد
مجموعه مقالات مجله آموزش و یادگیری زبان انگلیسی، دوره 18، شماره 37 که در سال 1405 منتشر شده بود با تعداد 25 مقاله در پایگاه سیولیکا (CIVILICA.com) نمایه سازی و منتشر شد.
مجله آموزش و یادگیری زبان انگلیسی (Journal of English Language Teaching and Learning) توسط دانشگاه تبریز به صورت ماهانه از سال 1388 منتشر می شود.
لیست و عناوین مقالات نمایه شده از دوره 18، شماره 37 این ژورنال به صورت زیر می باشد:

1. The Impact of Technology and Artificial Intelligence on Self-Training and Professional Development of Iranian Undergraduate TEFL Students


2. The Effect of AI-Assisted Blended Self- and Peer-Assessment on Iranian EFL Learners’ Writing and Motivation: The Role of Extroversion and Introversion


3. Enhancing EFL Teachers' Noticing of Critical Thinking Through Video Tagging.


4. Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes.


5. Teachers’ Praxis in EFL Classrooms: Insights from in Service and Retired Educators in Public and Private Schools.


6. Teachers and Learners’ Perceptions of Autonomy in English Language Learning: A Comparative Study of State Schools and Private Language Institutes in Iran


7. Gender and Response Category in Iraqi EFL Learners' Associative Responses to AI-Generated Word Stimuli.


8. Gamified Collaborative Writing: Fostering Iranian EFL Learners’ Writing Development Using Classcraft


9. Using Classcraft to Foster Iranian EFL Learners’ Writing Development through Gamified Collaborative Writing


10. The Impact of Scaffolded Interaction in Group-Oriented Classrooms on (Un)Ready EFL Learners’ Grammatical Development: Toward a ZPD-Informed Learnability Hypothesis


11. The Role of Online Collaborative Writing in Enhancing Teaching English as a Foreign Language Doctoral Candidates’ Abstract Writing: A Self-Determination Theory Perspective


12. Market-driven Discourses in Global ELT Textbooks and Their Interpretations in Learners’ Narrations


13. The Impact of Experience and Academic Degree on EFL Test-Takers’ Perception of Computer-Assisted Language Testing.


14. Expanding Vocabulary Comprehension and Production Through Metaphor Awareness: A Case of Iranian EFL Learners


15. Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives


16. The Impact of Educational Interactive Tools on Perceived Stressors Related to Social Network Sites Among English as a Foreign Language Learners in Small Private Online Courses


17. Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences


18. An Exploration into Dyslexic EFL Learners’ Reading Comprehension through AI Tools


19. Experience Matters: Iranian EFL Teachers' Beliefs on Corrective Feedback


20. The Impact of EFL Learners’ Cultural Identity and Critical Thinking on Their Critical Writing


21. Bridging General and Aviation English in EFL: Insights from Cockpit and Cabin


22. The Effect of Teacher’s Scaffolding on Improving the Inner Speech of EFL Learners: Moderated by the Behavioral Inhibition/Activation Systems


23. ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions


24. Integrating ICT and AI-driven Reflective Practice to Enhance EFL Teachers’ Language Assessment Literacy: A Comparative Study of Young and Adult-Learner Contexts


25. Affective-Strategy-Oriented Training and Language Teacher Immunity: The Case of In-Service Novice EFL vs. Non-EFL Major Teachers


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