Works matching IS 22517995 AND DT 2023 AND VI 15 AND IP 32
Results: 14
Input processing and grammar acquisition: Evidence from EFL learners of varying proficiency levels.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 258, doi. 10.22034/elt.2023.59315.2585
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The Impact of Pedagogical Use of YouTube Channel "EngVid" on Speaking Skills of Iranian EFL Learners.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 233, doi. 10.22034/elt.2023.57956.2556
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Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 215, doi. 10.22034/elt.2023.57036.2547
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The Effects of Immediate and Delayed Corrective Feedback on the Acquisition of English Subject-Verb Agreement by EFL Learners.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 197, doi. 10.22034/elt.2023.57108.2553
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The Effect of Recast on EFL Learners' Pragmatic Development: Patterns of Reciprocity.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 178, doi. 10.22034/elt.2022.54151.2518
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The Effect of Regulatory Focus and Reference of Comparison Feedback on EFL Learners' Achievement Emotions and Achievement Goals.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 161, doi. 10.22034/ELT.2021.48394.2452
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Language Assessment Practices and Training Preferences of EL Teachers: Iranian EFL Teachers in Focus.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 144, doi. 10.22034/elt.2023.59200.2583
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Unveiling the Power of Teacher Concern: Exploring EFL Institute Students' Perceptions and its Impact on Motivation, Anxiety, and Language Achievement.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 126, doi. 10.22034/elt.2023.58198.2561
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Examining the Role of Language, Emotion, and Culture as Three Basic Needs in Intercultural Communication Based on Iranian Language Teachers' Viewpoints.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 104, doi. 10.22034/elt.2023.57251.2549
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Exploring the Efficacy of Process-Based Reflective Teacher Training: A Focus on Situational Role Plays, Video Analysis, and Scenario Evidence as Guided Reflective and Caring Practices for EFL Teacher Candidates.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 79, doi. 10.22034/elt.2023.14157.1510
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Pragmatic Failure in Cross-Cultural Communication: Scrutinizing the Causes and Challenges Involved in Iranian EFL Context.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 58, doi. 10.22034/elt.2023.58806.2576
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Establishing and Maintaining Rapport with Learners for Classroom Management: A Qualitative Inquiry into Iranian EFL Teachers' Cognition.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 41, doi. 10.22034/elt.2023.59433.2587
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A Feasibility Study of Implementing EFL Teachers' Individual Development Plans at Iranian Public Schools: A Mixed-Methods Study.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 22, doi. 10.22034/elt.2023.56761.2541
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Test-Wiseness, Test Anxiety, Reading Strategies Metacognitive Awareness, and Reading Comprehension Test Performance: A SEM Study.
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- Journal of English Language Teaching & Learning, 2023, v. 15, n. 32, p. 1, doi. 10.22034/elt.2023.59144.2581
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