Journal of English Language Pedagogy and Practice (JAL)

Login ▼
- Login
- Register
Persian

The name of the journal has been changed from 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
Content Validity and Reliability of Multiple Intelligences Developmental Assessment Scales (MIDAS) Translated into Persian
The Effect of Emotionality and Openness to Experience on Vocabulary Learning Strategies of Iranian EFL Students
EFL Pronunciation Teaching: A Theoretical Review
Towards a Contrastive Pragmatic Analysis of Congratulation Speech Act in Persian and English

Publication Information

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	2008-8434
Online ISSN	2538-1695

Indexing Databases XML

Editorial Board

RSS Feed

open access

Indexing and Abstracting


	DOAJ
	Google Scholar
	Noormags
	Ensani

Journal of English Language Pedagogy and Practice (JAL)

Learning Style Preferences in Male and Female Professional Translators

Do Critical Thinking Skills Lead to Success in Language Teaching? A Case of Iranian EFL Teachers Based on Their Gender and Degree of Education

Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy

Iranian EFL Learners' Willingness to Communicate, Self-Perceived Communication Competence, and Communication Apprehension in L1 and L2: A Comparative Study

Contextualizing Grammar Instruction through Meaning-Centered Planned Pre-emptive Treatment and Enhanced Input in an EFL Context

Towards the Development of a Socially-Informed, Process-Oriented Model of Research in Metadiscourse

The Comparative Effect of Visual vs. Auditory Input Enhancement on Learning Non-Congruent Phrasal Verbs by Iranian EFL Learners

On the Differential Effects of Computer-Mediated and Metalinguistic Corrective Feedback on Iranian EFL Learners’ Writing Accuracy

Investigating the Reliability and Factor Structure of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL Context

The Relationship between Iranian Male and Female EFL Learners’ Motivation and their Identity: Perfectionism and Hardiness