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The developmental use of syntactic features in essays written by Iranian EFL learners A computational approach to writing quality
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1397 - 02 |
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Multiple profiles of linguistic features and tehir relation to judgements of essay quality
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1396 - 07 |
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multiple profiles of linguistic features and their relation to judgment of essay quality (linguistics, language teaching, translation and literature
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1396 - 07 |
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BOURDIEUS LINGUISTIC AND CULTURAL CAPITAL AND SECOND LANGUAGE LEARNING THEORETICAL AND EMPIRICAL EVIDENCE
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1396 - 06 |
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The Use of Cohesive Devices in L1 L2 Writing and Their Relation to Judgments of Essay Quality
|
1395 - 11 |
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Heteroglossia in social network Discovering the Identity Performance and Linguistic Repertoirethrough Romantic Text messaging in Telegram
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1395 - 09 |
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An Investigation into the Impact of Texting on Learners Correspondence Ability
|
1392 - 08 |
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Pronunciation differences between American and British English
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1392 - 05 |
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EIL Iranian Teachers Professional Identity and Perception of Professional Competence
|
1392 - 02 |
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Analyzing aspects of vocabulary knowledge across private institute English textbooks in Iran
|
1391 - 11 |
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an analysis of politeness in Iranian EFL students e-mail requests to faculty
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1391 - 08 |
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mobile mediated versus traditional method of L2 vocabulary learning A comparison between vocabulary learning with and without pictorial annotation
|
1390 - 10 |
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Analyzing gender differences in using SMS text messages
|
1390 - 07 |
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Is Short Term Memory (STM) Modality and Gender Specific A Study of Cell-Phone Assisted EFL Vocabulary Learning
|
1390 - 03 |
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Are MI and Motivation Catered for in EAP Textbooks
|
1390 - 03 |
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A Study of L2 Composing Task An Analysis of Conceptual and Linguistic Activities and Text Quality
|
1390 - 03 |
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The effects of short term memory and gender on cell phone assisted vocabulary learning
|
1390 - 02 |
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Cultural load in English language textbooks an anlysis of Interchange series
|
1389 - 11 |
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Cultural effects of L2 learning a case study of Iranian learners learning English
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1389 - 11 |
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L2 vocabulary learning through multimodal representations
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1389 - 11 |