Intentional vocabulary learning via WhatsApp: Does the type of input matter? by Mojgan Rashtchi, Parisa Yazdani

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The Primacy of Teacher Imperative Commentaries in the Improvement of Iranian English Majors’ Writing Ability by Mojgan Rashtchi, Shahriar Mirshahidi

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How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? by mojgan rashtchi, beheshteh jabalameli

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Comparative Critical Reading Strategy and Writing Achievement of Iranian EFL Learners by Mojgan Rashtchi, Mohammad Aghajanzadeh

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Task-Based Listening Assessment and the Influence of Construct-Irrelevant Variance by Arshya Keyvanfar, Mojgan Rashtchi

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Re-examining the effectiveness of processing instruction components for teaching the present subjunctive: Do learning styles make a difference? by Mastaneh Haghani, Mojgan Rashtchi

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Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners? by Mojgan Rashtchi, Mahnaz Afzali

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Process Writing and Enhancement of Critical Thinking Ability: Is Writing a Vehicle or an Ingredient of Critical Thinking? by Reihaneh Sheikhy Behdani, Mojgan Rashtchi

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The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers by Akram Bagheri, Masood Siyyari, Mojgan Rashtchi

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The Development of a Reflective Language Learning Model: A Structural Equation Modeling Approach by Salman Asshabi, Mojgan Rashtchi, Massood Siyyari

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Cheating in online assessment: a qualitative study on reasons and coping strategies focusing on EFL teachers’ perceptions by Kaveh Jalilzadeh, Mojgan Rashtchi, Fatemeh Mirzapour

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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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Shedding Light on Ecological Critical Language Awareness Construct: A Questionnaire Development and Validation Study in the Iranian EFL Context by Ghazaleh Cheraghpour Samvati, Parviz Maftoon, Mojgan Rashtchi

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The effects of interactionist versus interventionist dynamic assessment models on Iranian EFL learners’ speaking sub-skills: a mixed-method study by Saeid Sarabi Asl, Mojgan Rashtchi, Ghafour Rezaie

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A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners by Saeid Sarabi Asl, Mojgan Rashtchi, Ghafour Rezaie

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Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus by Somayeh Nilforoushan, Mojgan Rashtchi, Gholam-Reza Abbasian

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Efficacy of In-Service Education and Training (INSET) Courses in Improving EFL Teachers’ Technological Pedagogical and Content Knowledge (TPACK) by Maryam Mahmoudi, Mojgan Rashtchi, Gholam-Reza Abbasian

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ADHD learners as victims or survivors in L2 learning contexts: a case of application of dynamic assessment to selective attention and reading comprehension ability by Hadiseh Salehi, Roya Khoii, Mojgan Rashtchi, Ali Akbar Arjmandnia

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