Journal of English Language Pedagogy and Practice (JAL)

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Persian

The name of the Journal has been changed from the "Journal of Applied Linguistics" to "Journal of English Language Pedagogy and Practice" since 13th march, 2017.

Most Visited Articles

Iranian New Junior High School Book (Prospect 1) Weighted against Material Evaluation Checklist from Teachers' Perspective
The Effect of Semantic Mapping on Reading Comprehension
Content Validity and Reliability of Multiple Intelligences Developmental Assessment Scales (MIDAS) Translated into Persian
EFL Pronunciation Teaching: A Theoretical Review
The Impact of Skill Integration on Task Involvement Load

Publication Information

Publisher
Islamic Azad University, Tabriz Branch
Director-in-Charge
Dr. Mohammad Ali Torabi
Editor-in-Chief
Dr. Mahnaz Saeidi
Manager
Dr. Nasrin Hadidi Tamjid
Editorial Board
Dr. Behrooz Azabdaftari
Dr. Mohammad Alavi
Dr. Parviz Maftoon
Dr. Farahman Farrokhi
Dr. Biook Behnam
Dr. Mohammad Ali Torabi
Dr. Parviz Ajideh
Dr. Bahram Behin
Dr. Mahnaz Saiedi
Dr. Saeideh Ahangari
Executive Director
Aida Allahverdikhan Vaziri

Print ISSN	2645-3576
Online ISSN	2645-35841

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Journal of English Language Pedagogy and Practice (JAL)

The Effect of Story-based, L1 Translation, and Whatsapp Emoticon Puzzle-Solving Techniques on Iranian Intermediate EFL Learners’ Proverb Learning

A Contrastive Study of Stance-Markers in Opinion Columns of English vs. Farsi Newspapers

The Comparative Effect of Using Listening Strategies on Reflective and Impulsive Visually Impaired Learners’ Listening Comprehension

The Effect of Input-based and Output-based Focus on Form Instruction on Learning Grammar by Iranian EFL Learners

Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning

Directed Reading-Thinking Activity and Reading Comprehension

The Dual Meaning Potential of Prepositional Grammatical Metaphor in Prose Fiction

Iranian EFL Teachers' and Students' Perceptions towards the First Grade High School English Textbook (Vision1)

Professional Success among Iranian University Professors of TEFL: A study on the Basis of Goffman's Footing Theory

The Impact of Linear Process versus Genre-Based Approach on Intermediate EFL Learners’ Accuracy in Written Task Performance