Teacher Evaluation Training and Its Effect on EFL Teacher Evaluators’ Perceptions and Practices by Mohsen Shafaghi, Masoomeh Estaji

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Examining Washback of Language Assessment within an Educational Context: Voices from Teachers and Examiners by Zia Tajeddin, Masoomeh Estaji

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Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire by Masoomeh Estaji, Mohsen Shafaghi

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On the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?* by Masoomeh Estaji, Saeedeh Fassihi

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IELTS Washback Effect and Instructional Planning: The Role of IELTS-Related Experiences of Iranian EFL Teachers (Research Article) by Masoomeh Estaji, Farhad Ghiasvand

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Investigating the Impact of Collaborative and Static Assessment on the Iranian EFL Students’ Reading comprehension, Critical Thinking, and Metacognitive Strategies of Reading by Masoomeh Estaji, Farzaneh Khosravi

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The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference? by Masoomeh Estaji, Farhad Ghiasvand

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The Interplay of Emotional Intelligence, EFL Students’ Gender, and their Writing Performance: A Correlational Study of Iranian University Students by Masoomeh Estaji, Yalda Shahmoradi

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Classroom Supervision and Professionalism: Matches and Mismatches in the Perceptions of Novice and Experienced Teachers by Masoomeh Estaji, Farhad Ghiasvand

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IRANIAN EFL TEACHERS’ EXPECTATIONS AND PERCEPTIONS ABOUT TEACHER CLASSROOM JUSTICE TRAINING by Masoomeh Estaji, Kiyana Zhaleh

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The First Certificate in English Textbook Washback Effect: A Comparison of Teachers' and Learners' Perceptions by Masoomeh Estaji, Hajar Alikhani

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Phraseological competence in IELTS academic writing task 2: phraseological units and test-takers’ perceptions and use by Masoomeh Estaji, Mina Hashemi

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Persian proficiency test: Designing and analyzing the structure, reliability, and validity by Masoomeh Estaji, Azam Rostami

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Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners by Masoomeh Estaji, Fatemeh Safari

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Teacher educators’ perceptions of Teacher Quality Standards: Any congruence between local and global standards? by Masoomeh Estaji, Saina Kiani

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The Use of Self-Repair Strategies in Classroom Conversations: Does the Teacher’s Level of Reflection Make a Difference? by Masoomeh Estaji, Melika Rajabi

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Teacher’s Reflection and Its Components as Predictors of EFL Teacher’s Sense of Classroom Management by Masoomeh Estaji, Roya Vafaeimehr

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Teacher Assessment Identity in Motion: The Representations in E-Portfolios of Novice and Experienced EFL Teachers by Masoomeh Estaji, Farhad Ghiasvand

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The Representation of Collocational Patterns and Their Differentiating Power in the Speaking Performance of Iranian IELTS Test-Takers by Masoomeh Estaji, Mohammad Reza Montazeri

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Employing a Cooperative Learning Technique as a Means to Promote Iranian EFL Learner’s Critical Thinking by Masoomeh Estaji, Shabnam Moradi Aghdam

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