Derakhshan, Ali
2024.
‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective.
Language Teaching Research 28:1
► pp. 79 ff.
Moradkhani, Shahab & Marjan Ebadijalal
2024.
Professional Identity Development of Iranian EFL Teachers: Workplace Conflicts and Identity Fluctuations.
Journal of Language, Identity & Education 23:2
► pp. 256 ff.
Karizmeh, Mojtaba Soleimani & Naseh Nasrollahi Shahri
Tavakol, Mahbube & Mansoor Tavakoli
2023.
Teaching English to young learners in private sector of Iranian ELT: Challenges and local realities.
International Journal of Applied Linguistics 33:2
► pp. 105 ff.
Ebadijalal, Marjan & Nouroddin Yousofi
2022.
‘Take me to a virtual trip if you want me to write better!’: the impact of Google Expeditions on EFL learners’ writing motivation and performance.
Computer Assisted Language Learning ► pp. 1 ff.
Mazlum, Farhad
2022.
Is English the world’s lingua franca or the language of the enemy? Choice and age factors in foreign language policymaking in Iran.
Language Policy 21:2
► pp. 261 ff.
Mirhosseini, Seyyed-Abdolhamid & Azadeh Emadi
2022.
Words belong to ourselves: Multiliteracies pedagogy in English language education.
The Journal of Educational Research 115:1
► pp. 75 ff.
Norouzi Larsari, Vahid
2022.
An overview of development of French and English language education throughout Iran: Political, economic, social, and military aspects.
International Journal of Research Studies in Education 11:12
Sheikhbanooie, Milad & Majid Farahian
2022.
Construction and validation of barriers to Iranian ESP instructors’ reflective practice scale.
Journal of Applied Research in Higher Education 14:4
► pp. 1303 ff.
Tajeddin, Zia & Monireh Norouzi
2022.
Representation of Teacher Knowledge Base in Teacher Education Programs in Iran. In
Handbook of Research on Teacher Education,
► pp. 549 ff.
Mirvahedi, Seyed Hadi
2021.
Examining family language policy through realist social theory.
Language in Society 50:3
► pp. 389 ff.
Mohebbi, Ahmadreza & A. H. Firoozkohi
2021.
A typological investigation of errors in the use of English in the bilingual and multilingual linguistic landscape of Tehran.
International Journal of Multilingualism 18:1
► pp. 24 ff.
Rasouli, Rezvan & Shahab Moradkhani
2021.
Iranian EFL teachers’ self-reported and enacted culture teaching techniques: A case study.
System 98
► pp. 102468 ff.
Salahi, Fariba & Majid Farahian
2021.
Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing.
Asian-Pacific Journal of Second and Foreign Language Education 6:1
Abbasian, Reza, Bahram Hadian & Mehdi Vaez-Dalili
2020.
Exploring the interplay between Iranian EFL learners’ first language (L1) literacy resources and their performance on L2 receptive skills.
Current Psychology 39:6
► pp. 1900 ff.
Abdzadeh, Yasmina & Will Baker
2020.
Cultural awareness in an Iranian English language classroom: A teaching intervention in an interculturally “conservative” setting.
Journal of English as a Lingua Franca 9:1
► pp. 57 ff.
Eslamdoost, Samaneh, Kendall A. King & Zia Tajeddin
2020.
Professional Identity Conflict and (Re)Construction among English Teachers in Iran.
Journal of Language, Identity & Education 19:5
► pp. 327 ff.
Mahdavy, Babak
2020.
Ideal L2 self in the Expanding Circle: The case of English language learners in Iran.
International Journal of Applied Linguistics 30:2
► pp. 280 ff.
Firoozi, Tahereh, Kioumars Razavipour & Alireza Ahmadi
2019.
The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies.
Language Testing in Asia 9:1
Soodmand Afshar, Hassan & Moslem Yousefi
2019.
Do EFL Teachers ‘Critically’ Engage in Cultural Awareness? A Mixed-Method Investigation.
Journal of Intercultural Communication Research 48:4
► pp. 315 ff.
Aliakbari, Mohammad & Hassan Tarlani‐Aliabadi
2018.
Categorization of writing tasks in Iranian senior high school English textbooks.
International Journal of Applied Linguistics 28:1
► pp. 119 ff.
Alizadeh, Iman & Sammy King Fai Hui
2018.
Exploring language learners’ perception of the effectiveness of an English Language Teaching (ELT) program in Iran.
Cogent Education 5:1
► pp. 1553652 ff.
Henning, Marcus A., Hassan Nejadghanbar & Ukachukwu Abaraogu
2018.
Developing a Revised Cross-Cultural Academic Integrity Questionnaire (CCAIQ-2).
Journal of Academic Ethics 16:3
► pp. 241 ff.
Nasrollahi Shahri, Mohammad Naseh
2018.
Constructing a Voice in English as a Foreign Language: Identity and Engagement.
TESOL Quarterly 52:1
► pp. 85 ff.
Aghagolzadeh, Ferdows & Hossein Davari
2017.
English Education in Iran: From Ambivalent Policies to Paradoxical Practices. In
English Language Education Policy in the Middle East and North Africa [
Language Policy, 13],
► pp. 47 ff.
Ekstam, Jane M. & Elham Sarvandy
2017.
English Language Teaching in Iran: Tradition versus Modernity.
Chinese Journal of Applied Linguistics 40:1
► pp. 112 ff.
Rahimi, Mehrak & Jalil Alavi
2017.
The role of teaching experience in language teachers’ perceptions of a top‐down curriculum change.
The Curriculum Journal 28:4
► pp. 479 ff.
Somayeh Baniasad-Azad, Mansour Tavakoli & Saeed Ketabi
2016.
EFL Teacher Education Programs in Iran: The Absence of Teachers’ Involvement.
Iranian Journal of Applied Linguistics 19:2
► pp. 61 ff.
Asgarian, Amir & Gülşen Musayeva Vefalı
2015.
How do English translation majors use translation strategies? A survey of the Iranian EFL context.
Journal of Multilingual and Multicultural Development 36:3
► pp. 313 ff.
Haddadian-Moghaddam, Esmaeil & Reine Meylaerts
2015.
What about Translation? Beyond “Persianization” as the Language Policy in Iran.
Iranian Studies 48:6
► pp. 851 ff.
Rezaei, Saeed, Mohammad Khatib & Sasan Baleghizadeh
2014.
Language identity among Iranian English language learners: a nationwide survey.
Journal of Multilingual and Multicultural Development 35:5
► pp. 527 ff.
Atai, Mahmood Reza & Farhad Mazlum
2013.
English language teaching curriculum in Iran: planning and practice.
The Curriculum Journal 24:3
► pp. 389 ff.
Dang, Thi Kim Anh, Hoa Thi Mai Nguyen & Truc Thi Thanh Le
2013.
The impacts of globalisation on EFL teacher education through English as a medium of instruction: an example from Vietnam.
Current Issues in Language Planning 14:1
► pp. 52 ff.
Normand-Marconnet, Nadine
2012.
Is self-assessment a pedagogical challenge in an Islamic context? A case study of Iranian students learning French.
International Journal of Pedagogies and Learning 7:3
► pp. 200 ff.
Sangani, Hamid Rahmani & Juup Stelma
2012.
Reflective practice in developing world contexts: a general review of literature and a specific consideration of an Iranian experience.
Professional Development in Education 38:1
► pp. 113 ff.
This list is based on CrossRef data as of 8 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.