Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Abednia, Arman
2012.
Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran.
Teaching and Teacher Education,
Vol. 28,
Issue. 5,
p.
706.
Karami, Hossein
2012.
The Development and Validation of a Bilingual Version of the Vocabulary Size Test.
RELC Journal,
Vol. 43,
Issue. 1,
p.
53.
Kaivanpanah, Shiva
and
Soltani Moghaddam, Majid
2012.
Knowledge Sources in EFL Learners’ Lexical Inferencing across Reading Proficiency Levels.
RELC Journal,
Vol. 43,
Issue. 3,
p.
373.
Normand-Marconnet, Nadine
2012.
Is self-assessment a pedagogical challenge in an Islamic context? A case study of Iranian students learning French.
International Journal of Pedagogies and Learning,
Vol. 7,
Issue. 3,
p.
200.
Ahmadi, Alireza
and
Thompson, Nathan A.
2012.
Issues Affecting Item Response Theory Fit in Language Assessment: A Study of Differential Item Functioning in the Iranian National University Entrance Exam.
Journal of Language Teaching and Research,
Vol. 3,
Issue. 3,
Farhady, Hossein
and
Tavassoli, Kobra
2013.
The Companion to Language Assessment.
p.
1790.
Karami, Hossein
2013.
An investigation of the gender differential performance on a high-stakes language proficiency test in Iran.
Asia Pacific Education Review,
Vol. 14,
Issue. 3,
p.
435.
Abednia, Arman
and
Izadinia, Mahsa
2013.
Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness.
Language Awareness,
Vol. 22,
Issue. 4,
p.
338.
Esfandiari, Rajab
and
Myford, Carol M.
2013.
Severity differences among self-assessors, peer-assessors, and teacher assessors rating EFL essays.
Assessing Writing,
Vol. 18,
Issue. 2,
p.
111.
Rostami, Fatemeh
and
Zafarghandi, Amir Mahdavi
2014.
EAP Needs Analysis in Iran: The Case of University Students in Chemistry Department.
Journal of Language Teaching and Research,
Vol. 5,
Issue. 4,
Das, Sharmistha
Shaheen, Robina
Shrestha, Prithvi
Rahman, Arifa
and
Khan, Rubina
2014.
Policy versus ground reality: secondary English language assessment system in Bangladesh.
The Curriculum Journal,
Vol. 25,
Issue. 3,
p.
326.
Kashef, Seyyed Hossein
Pandian, Ambigapathy
and
Khameneh, Sima Modir
2014.
Toward a Learning-centered EAP Instruction: An Attempt to Change Students’ Reading Attitude.
Theory and Practice in Language Studies,
Vol. 4,
Issue. 1,
Mahdavi Zafarghandi, Amir
Khalili Sabet, Masoud
and
Sharoudi Lomar, Shabab
2014.
Developing an ESP needs profile of Iranian students of Business Administration.
International Journal of Research Studies in Language Learning,
Vol. 3,
Issue. 5,
Rahimi, Muhammad
and
Zhang, Lawrence Jun
2015.
Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication.
System,
Vol. 55,
Issue. ,
p.
111.
Akbari, Zahra
2015.
Current Challenges in Teaching/Learning English for EFL Learners: The Case of Junior High School and High School.
Procedia - Social and Behavioral Sciences,
Vol. 199,
Issue. ,
p.
394.
Shirazizadeh, Mohsen
2015.
English in Post-Revolutionary Iran: From Indigenization to Internationalization.
Zeitschrift für Anglistik und Amerikanistik,
Vol. 63,
Issue. 3,
p.
343.
Sadeghi, Karim
and
Khezrlou, Sima
2016.
The experience of burnout among English language teachers in Iran: self and other determinants.
Teacher Development,
Vol. 20,
Issue. 5,
p.
631.
Safari, Parvin
2016.
Reconsideration of Language Assessment is a MUST for Democratic Testing in the Educational System of Iran.
Interchange,
Vol. 47,
Issue. 3,
p.
267.
Akbari, Zahra
2016.
The Study of EFL Students Perceptions of their Problems, Needs and Concerns over Learning English: The Case of MA Paramedical Students.
Procedia - Social and Behavioral Sciences,
Vol. 232,
Issue. ,
p.
24.
Ghahari, Shima
and
Farokhnia, Farzaneh
2017.
Triangulation of language assessment modes: learning benefits and socio-cognitive prospects.
Pedagogies: An International Journal,
Vol. 12,
Issue. 3,
p.
275.