Works matching IS 22517995 AND DT 2024 AND VI 16 AND IP 33
Results: 22
The Relationship between EFL Learners' Self-efficacy, Strategy Use and their Performance on a Grammar Test: Is there any Difference between High and Low Self-efficacious Learners?
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 391, doi. 10.22034/elt.2024.61444.2644
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On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 373, doi. 10.22034/elt.2024.59756.2594
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A Study of Quality and Quantity of Nominal Groups in the Vision and Interchange Series.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 359, doi. 10.22034/elt.2024.59975.2598
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Implementing Group Dynamic Assessment to Enhance Iranian High School Students' Grammar Ability.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 341, doi. 10.22034/ELTt.2024.59652.2592
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A Systematic Review of Instagram as a Mobile Assisted Language Learning Tool in English as a Second/Foreign Language.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 316, doi. 10.22034/ELT.2024.59650.2593
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Iranian EFL Academics' and PhD Candidates' Perceptions toward the Infusion of Critical Thinking into EFL Curriculum.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 298, doi. 10.22034/elt.2024.60236.2608
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The Utility of Lexical Bundle Teaching for Improving ESP Learners' Writing Ability on IELTS.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 278, doi. 10.22034/ELT.2024.59447.2588
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The Impact of Using Multimedia Glosses on Vocabulary Acquisition: The Case of Iranian Intermediate EFL Learners.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 260, doi. 10.22034/ELT.2023.56220.2534
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Cognitive Amplification: Exploring the Impact of Multimodal Input Enhancement on Working Memory and Collocation Acquisition in Iranian EFL Learners across Age Groups.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 243, doi. 10.22034/ELT.2024.61548.2642
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Examining the Roles of Sapioemotionality--Angloemotionality and Sensory Motivation in English Language Achievement.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 228, doi. 10.22034/elt.2024.60831.2619
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Overrepresentation and Underrepresentation of Cohesive Devices in Iraqi EFL Learners' Translated and Free Narrative Writings.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 214, doi. 10.22034/elt.2024.60104.2603
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Evaluation of English Language Teacher Professional Development Programs in an EFL Context: A Mixed Method Study.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 194, doi. 10.22034/ELT.2024.58933.2578
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Teacher Corrective Feedback on Learners' Pragmatic Failure: Types of Feedback in Online Pragmatics Instruction.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 172, doi. 10.22034/ELT.2024.60989.2624
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Contributions of the Keyword Method, Thematic Clustering and Developing Morphological Awareness to the Iranian EFL learners' Mastery of Low Frequency English Words.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 151, doi. 10.22034/elt.2024.60180.2607
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Gamification and the Duality of Extrinsic and Intrinsic Motivation.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 135, doi. 10.22034/elt.2024.60736.2615
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Adapting English Language Education to the EIL Framework: A Case Study of Expanding Circle Countries.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 116, doi. 10.22034/ELT.2024.61582.2643
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Syntactic Complexity and Lexical Diversity in L1/L2 Writing of EFL Learners.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 97, doi. 10.22034/ELT.2024.59438.2590
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A Comparative Study of the Teaching Challenges Faced by Newly-hired and Experienced Teachers Teaching at Different Age Levels.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 74, doi. 10.22034/ELT.2024.60793.2617
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The Effect of Web 2.0 Technology on Language Achievement and Self-Regulated Learning of EFL Learners: A Case of WhatsApp.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 46, doi. 10.22034/ELT.2024.60600.2613
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Global Citizenship Education (GCE): A Study on the Philosophical Foundations and Educational Norms of the Iranian National and Educational Documents with respect to the Promotion of the GCE Goals in Formal English Language Education.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 23, doi. 10.22034/elt.2024.60741.2616
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The Relationships between EFL Students' Cultural Intelligence, Emo-Sensory Intelligence, Language Learning Strategies, and English Language Achievement.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 1, doi. 10.22034/ELT.2023.58599.2569
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Nebraska Conventional Farmers' Perspectives Toward Agricultural Hemp: A Qualitative Insight Guided by the Diffusion of Innovations Theory.
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- Journal of English Language Teaching & Learning, 2024, v. 16, n. 33, p. 1
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