@article{ 
author = {Farnia, Maryam and Saeedi, Masoud and Ataei, Zahr},  
title = {A Cross-disciplinary Study on Evaluative Strategies in Research Articles Conclusion Sections}, 
abstract ={In academia, different disciplines tend to represent themselves, their writers, and their readers in unique ways. To be able to probe into such cross-disciplinary discursive variations, the present cross-disciplinary study used Martin and White’s appraisal framework incorporating lexico-grammar and language evaluation strategies to explore the linguistic construal of evaluative stance in the conclusion section of academic research articles. To this end, a corpus of 160 research articles randomly selected from English international journals of psychology as a representative of soft sciences and industrial engineering as a representative of hard scienceswere examined in the light of Martin and White’s scheme, with a focus on graduation. To code the data, UAM Corpus Tool was used for the ease of descriptive analyses. In general, the findings indicated that the number of graduation words and graduation types were significantly higher in the hard science corpus compared to the soft science one, suggesting that the authors of hard science articles mainly attempted to express their appreciation and judgment and report the fluctuation of a specific feature in their findings.  },  
Keywords = {appraisal theory, conclusion section, graduation, hard Science, soft Science,},
volume = {5},
Number = {1}, 
pages = {1-18}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.1},
url = {http://ijreeonline.com/article-1-222-en.html},  
eprint = {http://ijreeonline.com/article-1-222-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Echcharfy, Mouhssine},  
title = {Intercultural Learning in Moroccan Higher Education: A Comparison between Teachers’ Perceptions and Students’ Expectations}, 
abstract ={In light of the new millennium, there has been a growing need for learners who can live and act as intercultural speakers/intermediaries in such a globalized world. This need, therefore, has brought a new learning pedagogy called “Intercultural Learning”, aims to provide an ever-lasting learning process to prepare intercultural speakers for cross-cultural encounters. However, the way intercultural learning is perceived by the teachers would differ from the way it is perceived by the students, which may affect the learning outcomes. In this respect, the present study aims to compare teachers’ perceptions with students’ expectations regarding intercultural learning in Moroccan higher education. To this end, with a total sample of 51 participants (teachers “N=25” & students “N=26”), two Likert scale questionnaires were used. Based on descriptive and inferential statistics, the findings indicated that most of the teachers held positive perceptions by showing a high degree of agreement with different aspects of intercultural learning namely, the cultural aspects of language teaching, the cultural topics covered, the techniques and the assessment methods used in intercultural learning. Regardless of students’ disagreement with some aspects of intercultural learning, the results revealed that they showed positive and high expectations about most of the aspects. Furthermore, on the basis of independent samples t-test, the results indicated that the means of the two groups are not significantly different, and so there is no significant difference between teachers’ perceptions and learners’ expectations regarding intercultural learning. The study provides insightful implications for teachers and learners regarding intercultural learning.  },  
Keywords = {intercultural learning, globalized world, Moroccan higher education, students’ expectations, teachers’ perceptions,},
volume = {5},
Number = {1}, 
pages = {19-35}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.19},
url = {http://ijreeonline.com/article-1-292-en.html},  
eprint = {http://ijreeonline.com/article-1-292-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Namaziandost, Ehsan and Imani, Ava and Sharafi, Sasan and Banari, Rez},  
title = {Exploring the Relationship between Listening Strategies Used by Iranian EFL Senior High School Students and Their Listening Comprehension Problems}, 
abstract ={The present study explored listening strategy use among a group of Iranian EFL senior high school students (N = 60). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use and listening comprehension problems. In this study, listening problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To collect the needed data, a questionnaire was distributed among the participants. After collecting the data and analyzing them through SPSS software, the results revealed that ‘input’ and ‘affect’ were two main listening comprehension problems the learners suffered from. Results also indicated that the main listening strategy used by learners was meta-cognitive strategy. The relationship between listening problems and strategy used among the learners was statistically significant and negative. Outcomes propose that it is crucial for second language teachers to be aware of the different listening problems so as to enable listeners to utilize the appropriate strategies.  },  
Keywords = {Listening Comprehension problems, Listening strategies, Cognitive strategies, Meta-cognitive strategies, Socio-affective strategies,},
volume = {5},
Number = {1}, 
pages = {36-52}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.36},
url = {http://ijreeonline.com/article-1-221-en.html},  
eprint = {http://ijreeonline.com/article-1-221-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Rashtchi, Mojgan and Porkar, Reza and GhaziMirSaeed, SeyyedeFateme},  
title = {Jigsaw and Dictogloss Tasks: Do They Facilitate the Development of Speech Acts?}, 
abstract ={Speech acts have a decisive role in enabling EFL learners to communicate successfully. This study compared the efficacy of jigsaw and dictogloss tasks in learning speech act by 47 pre-intermediate adolescent EFL learners. The participants were selected based on convenience sampling and were homogenized based on the results of a PET. Discourse- completion task (DCT) was employed as the pre and post-tests. The result of the DCT pre-test showed that the participants were not familiar with the target speech acts. Twenty 3-minute vignettes taken from different films were employed as the medium of instruction. After the treatment, the participants sat for another DCT. The results revealed that there was no statistically significant difference between the groups regarding knowledge of speech acts. However, the results of the paired samples t-test conducted to ensure the effectiveness of the treatment showed that there was a statistically significant difference between the groups’ DCT pre and post-tests. The study revealed that task type did not have a crucial role in learning speech acts; however, it encouraged the use of films for teaching speech acts.   },  
Keywords = {Dictogloss tasks, jigsaw tasks, movie-based instruction, pragmatic competence, speech acts,},
volume = {5},
Number = {1}, 
pages = {53-69}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.53},
url = {http://ijreeonline.com/article-1-269-en.html},  
eprint = {http://ijreeonline.com/article-1-269-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Farjami, Hadi and Takhti, Banafsheh},  
title = {English Learners’ and Teachers’ Preferred Strategies to Prevent Demotivation}, 
abstract ={This study aimed at investigating learners’ and teachers’ perception of language learning demotivation and their suggested strategies for preventing it. Participants of the study included 36 female and 24 male EFL learners in the 15-18 age range and 19 female and 11 male EFL teachers in the 25-50 age range. Their anti-demotivation strategies were sought by using a 40- item Likert type questionnaire in learners’ and teacher’ versions, with Cronbach’s alphas of .949 and .913, respectively. The results were analyzed and inferences were made. They indicated that both teachers and learners believed that “creating relaxing and stress free environment” and “setting goals” are the most effective ways to prevent demotivation. “Showing enthusiasm for teaching” was also regarded as effective as the above mentioned strategies. Although teachers and students had similar suggestions regarding the most effective strategies to fight demotivation, statistical analysis indicated that they were significantly different from each other when all their preferred strategies were juxtaposed and compared in one bulk. Taking the results of this study into account can help teachers be as closely aligned with learners as their practical wisdom guides them or favors their own preferences as their discretion and tact allow.},  
Keywords = {demotivation, motivation, language learners, language teachers, strategies},
volume = {5},
Number = {1}, 
pages = {70-84}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.70},
url = {http://ijreeonline.com/article-1-314-en.html},  
eprint = {http://ijreeonline.com/article-1-314-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Maibodi, Ashraf and Dehghani, Halimeh},  
title = {The Impact of Cognitive Styles on the Speech Act of Apology among Iranian EFL Learners}, 
abstract ={This study explored the effect of cognitive styles of field dependence (FD) and field-independence (FI) on Iranian EFL learners’ performance in the speech act of apology. Additionally, the investigation also focused on the effect of these cognitive styles on individual differences (IDs) like proficiency, age, and gender of the participants. To this end, 80 EFL learners, studying at two English language institutes in Maybod, were selected through convenient sampling. This study was conducted in three phases by using a variety of instruments, like Oxford Quick Placement Test (OPT), Group Embedded Figures Test (GEFT), and Multiple Choice Discourse Completion Tasks (MCDCTs). With respect to the GEFT, students were divided into two groups, FD/FI. The MCDCTs were administered to measure students’ pragmatic comprehension and restructuring ability of the apology situations. The obtained data were analyzed using SPSS 21 statistical software. The results revealed that FI participants outperformed the FD ones in apology contexts. Individual differences like gender and age had a significant effect on the performance of the participants in both cognitive groups. Although the proficiency level demonstrated some variations, but it did not have any statistically significant impact on the performance of the participants in these two groups. The major pedagogical implication of the present study is that when assessing the interlanguage pragmatics (ILP) of EFL learners, teachers and other teaching administrations should take not only cognitive styles but also individual differences into consideration so that they could adopt and apply teaching methods in line with the learners’ various cognitive styles.  },  
Keywords = {cognitive styles, field independence, field dependence, individual differences, speech act of apology,},
volume = {5},
Number = {1}, 
pages = {85-103}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.85},
url = {http://ijreeonline.com/article-1-268-en.html},  
eprint = {http://ijreeonline.com/article-1-268-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Gholaminejad, Razieh},  
title = {What do Iranian Undergraduate Students of Social vs. Natural Sciences Say about Their Language Needs?}, 
abstract ={Notwithstanding the obligation of courses such as English for Academic Purposes (EAP) in the Iranian university curriculum, exploring the language academic needs and abilities of students of social and natural sciences has been untouched. Focused on the students’ perspectives, this study aims to identify the present and target situation academic language needs of Iranian undergraduate students of social vs. natural sciences in a comparative manner. A total of 260 undergraduate students studying natural sciences (n=117) and social sciences (n=143) at Sharif University of Technology and Shahid Beheshti University participated in this study by responding to a validated questionnaire on language needs self-assessment. Regarding the present language abilities, the natural sciences students considered themselves as much more competent in the English language compared to the social sciences students. However, the target language needs of both groups were roughly similar. Besides, both groups believed that the EAP courses should be oriented more towards English for Specific Purposes (ESP). Finally, while the majority of the natural sciences students asserted that the number of credits offered for the EAP courses was not enough, the comments made by the social sciences students were contrary. The paper concludes with a suggestion to revise the present program in order to boost the effectiveness of the EAP course and a discussion of implications for instructors and material designers.  },  
Keywords = {English as a foreign language, English for academic purposes, needs analysis, EAP, academic language needs},
volume = {5},
Number = {1}, 
pages = {104-115}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.1.104},
url = {http://ijreeonline.com/article-1-279-en.html},  
eprint = {http://ijreeonline.com/article-1-279-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Karimnia, Amin and HeydariGheshlagh, Nastar},  
title = {Investigating Culture-Specific Items in Roald Dahl’s “Charlie and Chocolate Factory” Based on Newmark’s Model}, 
abstract ={Culture-specific items (CSIs) abound in languages. Sometimes these items are peculiar to one culture and sometimes they may be shared across several cultures. Every translator encounters a variety of CSIs in different texts ​​and may face difficulties in translating them, particularly in literary translation (e.g. children’s literature). To overcome the problem of finding the right equivalent, the translator has to rely on different strategies. This study investigates the strategies used to render CSIs in two Persian translations of Roald Dahl’s “Charlie and Chocolate Factory”, following Newmark’s (1988) model (which includes categories such as cultural equivalent, transference, functional equivalent, through-translation, etc.). The study also compares the two translations, inspecting and explaining the strategies used in each one to translate the CSIs observed. Based on the data analysis and the results of the study, the most widely used strategies was “cultural equivalent”, followed by “through-translation” and “recognized translation.”  },  
Keywords = {cultural items, literary translation, equivalence, translation strategy, Peter Newmark,},
volume = {5},
Number = {2}, 
pages = {1-12}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.1},
url = {http://ijreeonline.com/article-1-326-en.html},  
eprint = {http://ijreeonline.com/article-1-326-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Karami, Yousef and LohranPoor, Mehrnoosh},  
title = {A Comparative Corpus-Based Analysis of Using Hedging, Boostering, and Self-Mentioning Metadiscourse Markers in Persian and English Psychology Books}, 
abstract ={Metadiscourse is a set of linguistic ties used to communicate attitudes and denote the grammatical attributes of a text. The present study was conducted to inspect using hedging, boostering, and self-mentioning metadiscourse markers in the well-known Persian and English psychology books. Based on the chosen corpora of the study, this inquiry purposed to realize what the general preferences are in the use of hedging, boostering, and self-mentioning metadiscourse markers in Persian and English psychology books. The corpora of four psychology books, two by Persian- speaking psychologists and two by English-speaking psychologists, were chosen and analyzed based on Hyland’s (2005) model of metadiscourse. The data obtained and collected from the chosen corpora were analyzed by Ant Conc 3.5.7 and SPSS statistical software. By analyzing the corpora of the study quantitatively, it is resulted that Persian-speaking psychologists used more metadiscourse markers than that of English-speaking psychologists in their books. Secondly, it is detected that Persian-speaking psychologists used fewer hedging metadiscourse markers in their books than that of their English-speaking counterparts. Thirdly, it is found that Persian-speaking psychologists used more boostering metadiscourse markers in their books than that of their English-speaking counterparts. Next, it is realized that Persian-speaking psychologists used more singular first-person self-mentioning metadiscourse markers in their books; however, their English-speaking counterparts used more plural third-person self-mentioning metadiscourse markers in their books. In addition, textual analysis has shown the difference of Persian and English sub-corpora in using hedging, boostering, and self-mentioning metadiscourse markers.     },  
Keywords = {metadiscourse markers, hedge, booster, self-mention, psychology},
volume = {5},
Number = {2}, 
pages = {13-28}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.13},
url = {http://ijreeonline.com/article-1-275-en.html},  
eprint = {http://ijreeonline.com/article-1-275-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Hosseini, Ghazal and Izadpanah, Siros and Fasih, Parim},  
title = {The Effects of Metacognitive Strategy Training on Improving Iranian EFL Learners’ Listening Performance and the Similarities and Differences Across Three Elementary, Intermediate and Advanced Proficiency Levels}, 
abstract ={The present study was an investigation of metacognitive strategy training on improving Iranian EFL learners’ listening performance and the differences and similarities at three levels of elementary, intermediate, and advanced levels. Few studies have been conducted to investigate three levels. So, 348 third grade female senior high school students of Zanjan/Iran were selected through multistage cluster random sampling method and based on Cambridge placement test (2010), 116, 132, and 100 students in 3 elementary, advanced, and control groups participated in this experimental study. During two months and over period of nine forty-minute sessions, students in experimental groups received metacognitive and listening instructions. To address the research question, ANOVA test was conducted and the results showed that there were meaningful differences between students’ performance and the students of experimental advanced group showed more improvement than students in experimental intermediate and elementary groups, and students of intermediate experimental group showed more improvement than students in experimental elementary group. The implication of the study is that metacognitive strategy training should be incorporated into the regular listening teaching programs to help students become more effective listeners.  },  
Keywords = {EFL Learners, Listening Performance, Metacognitive Strategy Training, Elementary, Intermediate, Advanced,},
volume = {5},
Number = {2}, 
pages = {29-48}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.29},
url = {http://ijreeonline.com/article-1-298-en.html},  
eprint = {http://ijreeonline.com/article-1-298-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {RabbaniYekta, Razieh and Kana'ni, Mohammad Ami},  
title = {Using Google Drive as the E-portfolio for the Self-assessment of Speaking Fluency}, 
abstract ={This study examines the effect of video recording in Google Drive as the self-assessing E-portfolio on high school EFL learners’ speaking fluency.  To that end, a quasi-experimental comparison group research was implemented in which thirty Iranian high school EFL students were assigned either to e-portfolio or comparison groups. While the e-portfolio group assessed their own performance by keeping electronic portfolios in Google Drive, their counterparts in the comparison group presented their performance in the class. The students’ speaking fluency was assessed through both pre- and post-tests. A speaking rubric was used to get the students’ scores. The results of the independent sample t test showed that taking advantage of self-assessment through video-based e-portfolios improved the learners’ speaking fluency. The study had relevant implications for both material designers and language teachers not only to promote student speaking skills, but also to enhance students’ lifelong learning.  },  
Keywords = {E-portfolios, Self-assessment, Speaking Fluency, Video recording,},
volume = {5},
Number = {2}, 
pages = {49-60}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.49},
url = {http://ijreeonline.com/article-1-321-en.html},  
eprint = {http://ijreeonline.com/article-1-321-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Aouine, Akli and SadekFodil, Mohame},  
title = {EFL Teachers’ Views and Implementation of Problem-Solving Tasks in the Algerian Secondary Schools}, 
abstract ={The present paper addresses the issues of EFL teachers’ views and implementation of problem solving in third-year classes in the Algerian Secondary Schools. The focal aim is to highlight the importance of problem solving as a means to improve the activities of teaching and learning. The survey involved a random sample of 50 teachers to whom a questionnaire was administered. Marzano’s (2001) New Taxonomy of Educational Objectives was used as the analytical framework. According to the obtained findings, teachers (96%) agreed that problem solving is a crucial component of instruction. The majority of teachers claimed that they implement problem-solving tasks in the classroom. The main benefits of implementing problem solving in the classroom that the respondents mentioned include: the development of students’ cognitive abilities, their autonomy, and the teaching practices. The findings have important implications for pedagogical strategies that might promote the teaching and assessment of problem solving in EFL contexts.    },  
Keywords = {problem solving, EFL, Algerian secondary schools, teaching, assessment},
volume = {5},
Number = {2}, 
pages = {61-81}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.61},
url = {http://ijreeonline.com/article-1-303-en.html},  
eprint = {http://ijreeonline.com/article-1-303-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {BabajaniAzizi, Danial and Ahmadian, Mehrshad and Miri, Fatemeh},  
title = {Pragmatic and Grammatical Awareness in IELTS Speaking Part 3}, 
abstract ={Although discrete research on pragmatic and grammatical awareness is well-visited in second language acquisition, the exploration and assessment of these two variables in tandem in standardized language proficiency tests has not garnered thick literature. On this ground, this study attempted to examine the correlation of both pragmatic and grammatical awareness with IELTS speaking Part 3. To this end, 120 homogenized Uzbek IELTS-taken applicants were asked to fill out pragmatic and grammatical awareness questionnaire adopted from Albertson (2011) followed by IELTS speaking Part 3 administration in order to obtain a correlation between pragmatic awareness and IELTS speaking Part 3 as well as grammatical awareness and IELTS speaking Part 3, respectively. The results of data analyses via running Pearson correlation coefficient indicated that both pragmatic awareness and grammatical awareness were significantly correlated with IELTS speaking Part 3. The findings imply that building on these two types of awareness would probably help learners increase their performance on IELTS speaking Part 3. Additionally, the students’ awareness-raising on pragmatic aspect of language in IELTS speaking Part 3 upon which interaction is based could probably convince the examiners on IELTS speaking venues that they are fully aware of pragmatic items and their conveyed message would not be misunderstood.},  
Keywords = {Pragmatic awareness, grammatical awareness, IELTS Speaking Part 3,},
volume = {5},
Number = {2}, 
pages = {82-102}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.82},
url = {http://ijreeonline.com/article-1-338-en.html},  
eprint = {http://ijreeonline.com/article-1-338-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {PourhoseinGilakjani, Abbas and Namaziandost, Ehsan and Ziafar, Meisam},  
title = {A Survey Study of Factors Influencing Iranian EFL Learners’ English Pronunciation Learning}, 
abstract ={English pronunciation is one of the most important and complicated parts of foreign language teaching and learning. Due to its complexity, pronunciation has been overlooked in English language teaching. Understandable pronunciation is an important part of communicative competence. Individuals who have acceptable pronunciation can easily improve their language skills better than those who have weak pronunciation. Thus, English pronunciation is very significant for successful communication. This study investigated the factors influenced Iranian EFL learners’ English pronunciation learning. To this end, fifty Iranian EFL learners participated voluntarily in this study. A quantitative method was used as the design of this study. The researchers used a survey questionnaire as the instrument of this study. The collected data were analyzed via using frequency and percentage. The findings of this research indicated that factors such as pronunciation instruction, attitude, motivation, and error correction respectively were the most important factors that had the greatest effects on Iranian learners’ pronunciation improvement. It was also concluded that when teaching pronunciation into their classes, EFL teachers and learners should be equipped with these factors that can considerably increase their success in the correct teaching and learning of English pronunciation.},  
Keywords = {pronunciation, pronunciation learning, factors, EFL},
volume = {5},
Number = {2}, 
pages = {103-123}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.2.103},
url = {http://ijreeonline.com/article-1-395-en.html},  
eprint = {http://ijreeonline.com/article-1-395-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Atashpanjeh, Alireza and HaseliSonghori, Mehdi},  
title = {Etymological Vs. Literal Teaching of Idiomatic Expressions in an EFL Context: No Difference in Retention of Idioms Constituents}, 
abstract ={In an attempt to profile the effect of two methods of teaching Second Language (L2) idioms, Etymological vs. Literal, a group of English Language learners (n= 14) were selected to participate in this study. It was a within-subjects study and the chosen idioms were taught in 6 sessions regarding the two methods to the same group (each method in three sessions). In the first three sessions, 30 idioms were taught literally. In the next three sessions, 30 other idioms were taught etymologically. Then, their post-tests were performed immediately after instruction. Finally, a delayed posttest was conducted after one-week interval to find out the amount of retention of idioms’ constituents. The results indicated no significant effect in the retention and later production of L2 idioms and their constituents in English as a Foreign Language (EFL) context. Following either of these methods regarding time and goals of instruction can be considered as an implication of this study.     },  
Keywords = {idiom, idiom instruction, etymology teaching method, literal teaching method,},
volume = {5},
Number = {3}, 
pages = {1-11}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.1},
url = {http://ijreeonline.com/article-1-312-en.html},  
eprint = {http://ijreeonline.com/article-1-312-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Yazdizadeh, Zeynab and Shakibaei, Goodarz and Namaziandost, Ehs},  
title = {Investigating the Relationship between Iranian Undergraduate TEFL Learners’ Self-regulation and Self-efficacy}, 
abstract ={The present empirical study investigated the relationship between Iranian undergraduate TEFL learners’ self-regulation and their self-efficacy. For this end, there have been a total number of 120 college students learning English as a foreign language who volunteered to complete the two quantitative questionnaires of self-regulation and self-efficacy respectively. The participants were informed of the anonymous nature of the data collection process in advance. They were also told that their responses would certainly be kept confidential and that they had the right to quit at any part of the survey. It took around 15–20 minutes for each respondent to complete the survey. In the meanwhile, some of the participants (around ten) also willingly answered the qualitative descriptive semi-structured questions of the interview, until that the interview responses were saturated. After the process of data collection, the findings were measured through correlation analysis, indicating that self-regulation and self-efficacy were jointly linked and had a directly positive relationship. Accordingly, it was revealed that the employment of these two highly associated psychological constructs could systematically guide and help learners to enhance their learning capabilities and lead them to ultimate desired learning goals. Ultimately, it was concluded from the findings of the current study that the delicate association between self-regulation and self-efficacy was really helpful for learners to lead them successfully to their academic goals.  },  
Keywords = {academic goals, psychological constructs, self-regulation, self-efficacy, quantitative questionnaire,},
volume = {5},
Number = {3}, 
pages = {12-23}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.12},
url = {http://ijreeonline.com/article-1-308-en.html},  
eprint = {http://ijreeonline.com/article-1-308-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Soleimani, Maryam and Modirkhamene, Sim},  
title = {Various Corrective Feedback Types in Collaborative vs. Individual Writing Conditions}, 
abstract ={One of the important issues in EFL instruction is the idea of eliminating students’ linguistic errors through providing corrective feedback (CF). Accordingly, this study investigated the effect of various CF types (i.e., comprehensive, selective, and no feedback) on advanced EFL learners’ writing in different writing conditions (i.e., individual & collaborative). 132 EFL advanced learners aged from 14-20 were considered as the main participants. Learners were divided into 6 groups (i.e., three individual and three collaborative writing conditions). Furthermore, each writing condition included three groups with selective, comprehensive, and no correction orientations. Data collection tools and procedures encompassed an institutionalized Placement Test, pre-test, and post-test. The treatment that lasted for nine sessions was followed by a post-test. Data were submitted to a series of ANOVA tests with follow up pair-wise comparisons and independent-samples t-tests. Findings indicated that: (1) CF, especially selective one, was more effective in enhancing learners’ writing accuracy, and (2) members of the collaborative writing groups outperformed those in the individual ones in terms of their writing accuracy development. The theoretical and practical implications are discussed in relation to enhancing writing accuracy of the learners.    },  
Keywords = {corrective feedback, collaborative writing, selective feedback, comprehensive feedback, EFL learners},
volume = {5},
Number = {3}, 
pages = {24-39}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.24},
url = {http://ijreeonline.com/article-1-352-en.html},  
eprint = {http://ijreeonline.com/article-1-352-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Salbego, Nayara and Celso, Tumolo},  
title = {Online Oral Negotiated Interaction: A Study of Brazilian Beginners Using WhatApp}, 
abstract ={This article reports on a study of interaction amid beginners with the use of the technological resource WhatsApp. Its major objective was to analyze online oral negotiated interaction characteristics, using mainly WhatsApp audio-recorded messages, but also multimodal interaction (text, images, GIFs, emoticons, etc.). It was a qualitative, interpretive, and exploratory case study applied to 33 participants from a public technical school in Brazil, in which participants were in the first year of High School. The analysis revealed that negotiated interaction was the main component of interaction, although in a different sense if related to the theoretical framework held in Second Language Acquisition (SLA). Therefore, this study added a discussion on interaction in SLA, which considered the peculiarities of the online oral negotiated interaction among beginner learners of English using WhatsApp. The interpretive findings discussed in this article may enlighten pedagogical practices in SLA as well as broaden possibilities in terms of activities development to work on online oral interaction amongst beginners, with the aid of technological resources. Finally, this study may serve the purpose of promoting reflections on SLA theories about interaction.    },  
Keywords = {Brazil EFL, English beginners, meaning negotiation, online oral negotiated interaction, WhatsApp EFL interaction, WhatsApp audio-recorded messages},
volume = {5},
Number = {3}, 
pages = {40-60}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.40},
url = {http://ijreeonline.com/article-1-409-en.html},  
eprint = {http://ijreeonline.com/article-1-409-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {HekmatshoarTabari, Bizhan and HekmatshoarTabari, Bamsh},  
title = {EFL Teachers’ Familiarity with Post-Method: Considering Demographic Variables}, 
abstract ={The present study intends to study Iranian EFL teachers’ attitude towards post-method pedagogy (PMP) and its implementation in private language institutes. The participants of this study were 80 male and female EFL teachers from different private institutes in two cities of Mazandaran province in Iran.  For the purpose of data collection, this study applied a Likert type questionnaire. In order to analyze it, minimum, maximum, mean, and standard deviation were calculated, then different tests including Friedman test, Wilcoxon test, Pearson Correlation, and Independent T-test were utilized. Considering the findings of the study, one cannot conclude that teachers have a positive attitude toward post-method principles. In fact, the findings show uncertainty about the actual emergence of PMP principles in EFL institutes in Iran and the fact that there is a long distance to the actual realization of principles of Particularity, Practicality, and Possibility, especially the last one. Furthermore, there is a significant relationship between respondent teachers’ familiarity of some principles of PMP and their experience, field of study, and education degree.  },  
Keywords = {post-method pedagogy (PMP), practicality, particularity, possibility, EFL teacher,},
volume = {5},
Number = {3}, 
pages = {61-77}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.61},
url = {http://ijreeonline.com/article-1-382-en.html},  
eprint = {http://ijreeonline.com/article-1-382-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Aghayani, Behnam and Janfeshan, Kamr},  
title = {The Effect of Self-Directed Learning on EFL Learners’ Writing Performance}, 
abstract ={The focus of the present study was to explore the effect of self-directed learning method on Iranian EFL students’ writing achievement in two levels of language proficiency (pre-intermediate and intermediate). It also attempted to find out if there was any significant difference between two groups of learners, control and experimental, in each level regarding their development of writing skill. In order to reach this goal, 30 male EFL learners that were selected based on random sampling, participated in this study. After the treatment was over, both groups in each level were given the post-test, the results of which were compared with pre-test results. Then, an independent sample t-test was run to find the effectiveness of two approaches to detect the differences among the means of the two groups in each level. The results of the present research indicated that the self-directed learning method had significant effects on the pre-intermediate and intermediate students’ performance of English writing ability. The results also indicated that there was a significant difference between the two groups of learners in each level regarding their development of English writing ability.  },  
Keywords = {EFL learners, self-directed learning, writing performance, writing, proficiency level,},
volume = {5},
Number = {3}, 
pages = {78-89}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.78},
url = {http://ijreeonline.com/article-1-366-en.html},  
eprint = {http://ijreeonline.com/article-1-366-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Mohammadi, Saeedeh},  
title = {Classroom Climate, Academic Self-Concept, Learning Self-regulation, and Academic Identity Status among EFL Students: A Structural Equation Modeling Approach}, 
abstract ={Practical improvements in students’ overall success can be made if we take into account the contribution of learning environments to learners’ various attributes that would greatly affect their academic selves. This study aimed at scrutinizing the possible associations among Iranian EFL students’ perceived classroom climate, academic self-concept, learning self-regulation, and academic identity status. 420 university students were asked to fill out College and University Classroom Environment Inventory (CUCEI), Academic Self-Concept (ASC) Scale, Learning Self-Regulation Questionnaire (SRQ-L), and Academic Identity Status (AIS) Questionnaire. Using Structural Equation Modeling (SEM) and based on its several goodness-of-fit criteria, the proposed model of the possible interactions of the main variables was confirmed. Furthermore, classroom climate was correlated positively with subscales of learning self-regulation and academic self-concept and negatively with academic identity status. Besides significant correlations among study variables, the final model also revealed some intra-scales associations. Multiple regression analysis also indicated some significant predictions. The findings could provide classroom instructors and university syllabus designers with implications so that they can plan the EFL environments and class activities taking into consideration students’ various academic characteristics. This involves their status of self-concept, identity, and regulation to help them achieve highly recognized long-term academic objectives.  },  
Keywords = {classroom climate, academic self-concept, learning self-regulation, academic identity status, structural equation modeling},
volume = {5},
Number = {3}, 
pages = {90-105}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.3.90},
url = {http://ijreeonline.com/article-1-408-en.html},  
eprint = {http://ijreeonline.com/article-1-408-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {KhandaghiKhameneh, Ashraf and FakhraeeFaruji, Laleh},  
title = {The Effect of Teaching Discourse Markers (DMs) on Speaking Achievement among Iranian Intermediate EFL Learners}, 
abstract ={This study aimed to investigate the effect of teaching discourse markers (DMs) on Iranian intermediate EFL learners’ speaking achievement. In the first step, 60 homogeneous intermediate students out of 110 were chosen from a private English language institute and randomly divided into two equal groups, namely an experimental group and a control group. Then they were pretested through a researcher-made speaking test. During the treatment, the experimental group was taught DMs by conversations. Then, they found the DMs in transcriptions of conversations. Also, the researcher used a researcher-made booklet containing the instructional materials related to DMs to be taught to the learners. On the other hand, there was not any direct instruction to DMs to the students in the control group. They only narrated the assigned storybook, and performed conversations by role play. These posters were used based on the related topics of the learner’s textbooks. After the treatment which took 12 sessions, the researcher administered the modified version of the mentioned pre-test as the post-test to find out the effect of the treatment on the participants’ speaking achievement. When the data were collected, one-way ANCOVA was run to analyze them. The results showed that there was no significant difference between experimental and control group in the post-test. Indeed, the findings indicated that teaching discourse markers (DMs) did not have any effect on Iranian intermediate EFL learners’ speaking achievement.},  
Keywords = {Discourse, Discourse Markers, Intermediate EFL learners, Pragmatic, Speaking Achievement,},
volume = {5},
Number = {4}, 
pages = {1-13}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.1},
url = {http://ijreeonline.com/article-1-398-en.html},  
eprint = {http://ijreeonline.com/article-1-398-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Alotumi, Mohialdee},  
title = {The Effect of Computer-Assisted Language Learning Project (CALLP) on Yemeni EFL Student Teachers’ Perceived TPACK Self-Efficacy}, 
abstract ={Though English Language Teacher Education Programs (ELTEPs) in Yemen offer two technology-related courses for EFL student teachers, they have not rendered a course for CALL as part of their curricula. Therefore, a pioneering initiative of Computer Assisted Language Learning Project (CALLP) was implemented to expose EFL student teachers to CALL concepts and skills. This quasi-experimental study aimed at examining the effect of CALLP on student teachers’ perceived self-efficacy using the EFL student teachers’ technological pedagogical content knowledge (TPACK)-for-EFL self-efficacy survey (known as TPACK-EFL). The study employed a one-group pre-test-post-test design and a mixed-method approach for collecting data from a sample of 400 EFL student teachers in four public universities across the country. The findings revealed that student teachers’ perceived TPACK self-efficacy significantly increased as a result of CALLP. Furthermore, the participants believed that the technology-related courses offered in their ELTEPs were not enough to prepare them well to use CALL in EFL instruction. Therefore, it was recommended that a CALL course should be integrated into ELTEPs to enhance student teachers’ CALL competency and to make them fit to harness CALL while teaching in the digital era.},  
Keywords = {computer-assisted language learning (CALL), English as a foreign language (EFL), pre-service teacher, self-efficacy change, student teacher, teacher education, teacher efficacy, teacher training, TPACK,},
volume = {5},
Number = {4}, 
pages = {14-40}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.14},
url = {http://ijreeonline.com/article-1-439-en.html},  
eprint = {http://ijreeonline.com/article-1-439-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Rahimi, Siamak and Rezaee, Afshi},  
title = {Obstacles Inhibiting Iranian EFL Teachers’ Implementation of Task-Based Instruction}, 
abstract ={Although Task-Based Instruction (TBI) has received large attention on the part of English practitioners throughout the world, it seems that there is yet a huge gap between the Iranian EFL teachers’ perceptions and practices in implementing it in real classes. Hence, this study set out to unearth the possible sources of difficulties in using TBI in EFL classes. To meet the goals, a total of 120 male and female EFL teachers were selected through stratified random sampling from Iran language institute (ILI) branches in Tehran, Iran. After critically reviewing the literature and using a flow chart technique, a questionnaire including 20 items was developed, piloted, and distributed among the participants. Then, the collected data were analyzed through the Confirmatory Factor Analysis (CFA). Results indicated that three main factors, namely lack of appropriate assessment methods, cultural difference, and efficacy of the method received the utmost significance from the EFL teachers’ perspectives that have led to not using TBI. In the end, the implications of the findings were discussed for different stakeholders.  },  
Keywords = {Confirmatory factor analysis, EFL teachers, Inhibiting factors, Task-based instruction,},
volume = {5},
Number = {4}, 
pages = {41-60}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.41},
url = {http://ijreeonline.com/article-1-415-en.html},  
eprint = {http://ijreeonline.com/article-1-415-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Adabi, Yunes and Ghafournia, Narjes},  
title = {The Relationship among Anxiety, Motivation, and Burnout: A Study of Iranian EFL Teachers}, 
abstract ={Over the years, teachers are considered as one of the most influential factors, which play an important role in pedagogical and educational settings. Numerous research studies have been done about teachers and their performance in the classrooms. Among the investigated factors motivation, anxiety, burnout can be considered as having higher importance concerning related literature. Therefore, the present study sheds light on their interaction and relationship with Iranian language teachers’ performance. To this purpose, 80 male and female English teachers with at least 10 years of teaching experiences were selected in Neyshabur, and their motivation, anxiety, and burnout were examined through filling out the related questionnaires. The design of the study was correlational, focusing on the correlation between each two variables. The data analysis showed that there is a significant correlation between teachers’ burnout and the research factors such as their motivation and anxiety. Finally, some pedagogical implications of the study concerning the improvement of teachers’ performance at schools are presented. The findings of the present study put much emphasis on designing and administrating teacher-training programs with especial regard to psychological traits such as language teachers’ motivation and anxiety to reduce the probable great burnout, which the majority of language teachers may feel after several years of teaching experiences.   },  
Keywords = {Teachers' Anxiety, Teachers' Burnout, Teachers' Motivation,},
volume = {5},
Number = {4}, 
pages = {61-79}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.61},
url = {http://ijreeonline.com/article-1-405-en.html},  
eprint = {http://ijreeonline.com/article-1-405-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Mathews, Yolanda and Basco, Lelanie},  
title = {Social Presence, Synchronous Tool Usage and Learning Performance in the e-Learning Classroom: 
What is the Bottom Line?}, 
abstract ={This study aimed to determine the university students’ level of social presence, preferred synchronous learning tool, and learning performance and their differences according to sex, age, year, major, Blackboard experience, and perceived computer literacy. The relationship between students’ social presence, preferred synchronous tool, and learning performance was also determined. The respondents were 29 students enrolled in the ESL online elective class, Global Business Communication, at a university in South Korea. There were two sets of online surveys used in this study. The statistical tools used in this study were the mean, Wilcoxon Signed Rank Test, Mann-Whitney Test, and Kruskal-Wallis Test. The results showed that the students maintained a Moderately High level of social presence throughout the duration of the course, chose KakaoTalk as their preferred synchronous learning tool, and concluded the course with an overall average grade, or learning performance level of “B”. There was a significant difference regarding the students’ learning performance when they were classified according to Blackboard experience; and no significant relationship existed between the students’ social presence, preferred synchronous tool, and learning performance.},  
Keywords = {Blackboard, learning performance, e-Learning, social presence, synchronous online tools},
volume = {5},
Number = {4}, 
pages = {80-100}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.80},
url = {http://ijreeonline.com/article-1-458-en.html},  
eprint = {http://ijreeonline.com/article-1-458-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Nouri, Narges and Rahimy, Rami},  
title = {Hermeneutics of Teacher Education: An Inclusion-Based Model}, 
abstract ={The present study aimed to investigate the concept of “Teacher Education” from a hermeneutic point of view. This view was selected since there were rare cases in the whole literature related to teacher education. On the other hand, defining a hermeneutic model could be expected to provide a more objective and tangible of teacher education nature and its configuration in the minds of those who directly deal with or discuss it. The main question for which this study tried to find an answer was whether it was possible to present a hermeneutic model for giving an operational definition to teacher education. To answer the question, the study followed a survey-qualitative methodology: first the concept of teacher education was investigated through archival scrutiny and its definition deficiencies were determined. Next, the same procedure was followed for the hermeneutics concept. The data of the study were analyzed via non-statistical comparative analysis, and it was concluded that it was possible to define teacher education hermeneutically; however, the vastness of the issue needed more survey.},  
Keywords = {curriculum, hermeneutics, teacher education, teacher educator identity},
volume = {5},
Number = {4}, 
pages = {101-112}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.101},
url = {http://ijreeonline.com/article-1-490-en.html},  
eprint = {http://ijreeonline.com/article-1-490-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}

@article{ 
author = {Mihanyar, Sahar and Ashraf, Hami},  
title = {Positive Assessment: Iranian Pre-Intermediate EFL Learners\' Speaking Skill and their Self-Efficacy}, 
abstract ={The current study was conducted to discover the impact of the positive assessment on Iranian pre-intermediate EFL learners speaking skill and their self-efficacy. To accomplish the research, 40 Iranian females (17 to 8 years old) were selected from Shokooh Andishe Language Institute in Mashhad. A KET test which administered to determine the participants’ level of proficiency. Then, they were divided into two groups, one control group and one experimental group (each included 20 participants). Two instruments, including KET speaking test and a self-efficacy questionnaire, were administrated to both groups as pretests. The experimental group received the treatment based on the principles of positive assessment i.e. using phrases such as very good, excellent, giving small gifts, using thrilling labels and so forth. At the end of the study, the same instruments (as post-tests) were conducted to collect the required data for the analysis. To measure the statistical differences between the means of two groups, some independent samples T-tests were calculated. The results of the analyses indicated that the experimental group outperformed the control group both in the case of speaking skill and self-efficacy. The findings of this research might be useful for EFL teachers and EFL learners, also they can be helpful for training programmers, institutes, and course designers.               },  
Keywords = {EFL learners, positive assessment, self-efficacy, speaking skill},
volume = {5},
Number = {4}, 
pages = {113-125}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.5.4.113},
url = {http://ijreeonline.com/article-1-478-en.html},  
eprint = {http://ijreeonline.com/article-1-478-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2020}  
}