| An investigation into cultural effects of L2 learning a case study of Iranian young versus adult learners of English |
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| L2 vocabulary learning through multimodal representations |
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| Cultural effects of L2 learning a case study of Iranian learners learning English |
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| Analysis of Complimenting in L1 vs. L2 Written Discourse A Case Study of Iranian Students Writing Review Letters |
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| Functional analysis of Iranian learners L2 Complimenting in written discourse |
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| Are English and Persian Distinct in their Discursive Elements An Analysis of Applied Linguistics Texts |
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| A contrastive study on metadiscourse elements used in humanities vs non humanities across Persian and English |
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| A critical look into the basic assumptions of teaching English as an International Language (EIL) |
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| Analysis and categorization of the most prevalent errors of intermediate and elementary Iranian EFL learners in writing in Iran |
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| A constructivist model for the technological enhancement of university materials |
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| The Relationship between L2 Learner s Breadth of Vocabulary Knowledge Lexical Inferencing Strategy Use and Their Success in Reading Comprehension |
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| بررسي اثر حافظه كوتاه مدت بر توان يادگيري وازگان زبان انگليسي فراگيران فارسي زبان از طريق موبايل و بازنمايي چند رسانه اي |
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| برسي تاثير حافظه كوتاه مدت بر يادگيري وازگان زبان انگليسي از طريق تلفن همراه |
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| Apragmatic account of metaphor interpretattion as reported by Iranian EFL learners |
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| The effect of constructivist language teaching/learning on students conceptions of 1.2 reading |
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| L1 use in L2 composing context A disruptive or constructive role |
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| The Effect of Constructivist vs. Conventional Teaching on Reading Comprehension |
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| A cognitively based exploration of Langauge switching (L-S) in the wirting performance of iranian el learners |
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| Do English for Special Poruposes (ESP) Textbooks Prepare Students for Writing Research Articles (RAS) A Case of Metadiscourse Analysis |
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| Language learning strategies among pre-university students and the relationship between their teachers advice and studnt proficiency level |
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