Meaning-focused output and meaning-focused input: The case of passive and active vocabulary learning by Masood Noroozi, Masood Siyyari

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English teachers’ beliefs and practices in teaching vocabulary: The case of teaching experience by Jahangir Mardali, Masood Siyyari

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Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development by Mahsa Mahmoodarabi, Parviz Maftoon, Masood Siyyari

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Exploring the Role of 5E-Based Online Activities in English Language Students’ Critical Thinking and Creativity by Melissa Vafaeikia, Susan Marandi, Masood Siyyari

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Developing and Validating an English Language Teacher Commitment Questionnaire (ELTCQ) in Iran High Schools by Akram Bagheri, Masood Siyyari, Mojgan Rashtchi

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Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS) by Mahsa Mahmoodarabi, Parviz Maftoon, Masood Siyyari

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Characterization and development of critically-thinker EFL readers’ reading ability: AWC vs. QAR approaches by Moloud Mohammadi, Gholam-Reza Abbasian, Masood Siyyari

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The Relationship between L2 Listening Comprehension and Listening Fatigue among Iranian Intermediate EFL Learners by Saeid Najafi Sarem, Hamid Marashi, Masood Siyyari

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EFL/ESL Teachers’ Writing Assessment Literacy: State of the Arts by Kaveh Jalilzadeh, Seyyed Mohammad Alavi, Masood Siyyari

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Adaptation and validation of a critical thinking scale to measure the 3D critical thinking ability of EFL readers by Moloud Mohammadi, Gholam-Reza Abbasian, Masood Siyyari

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