On the construct and perceptual validity measures of L1-based vs. L2-based elicitation as a measure of L2 classroom performance assessment von Mohammadi Darabad, Ali, Abbasian, Gholam-Reza, Mowlaie, Bahram, Rostami Abusaeedi, Ali-Asghar

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Developments of English Language Speaking Skill, Awareness and Metacognitive Strategy Use in the Light of Dynamic Assessment Models von Samaneh Khodabakhsh, Gholam-Reza Abbasian, Mojgan Rashtchi, Bahram Mowlaie

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Iranian Instructors’ Practices and Criteria for Teaching English Translation von Heidari, Elham, Mowlaie, Bahram

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L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation von Ali Mohammadi Darabad, Gholam-Reza Abbasian, Bahram Mowlaie, Ali Asghar Rostami Abusaeedi

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Comparative investigation of the effect of cooperative group size on Iranian EFL learners' writing proficiency and attitudes von Mowlaie, Bahram, Azimi Movaghar, Zahra

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The effect of teachers’ attitude about communicative language teaching on their practice: Do they practice what they preach? von Mowlaie, Bahram, Rahimi, Ali

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Comparative effects of partial dictation and dictogloss on listening comprehension ability of EFL learners von Abdolmajid, Milad, Mowlaie, Bahram, Rahimi, Ali

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Partial Dictation vs. Dictogloss Effect on Listening Comprehension of Iranian EFL Learners von Mowlaie, Bahram

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Relationship between cultural awareness and Iranian EFL Learners' motivation von Mowlaie, Bahram, Arasteh, Yeganeh

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The effect of language proficiency on the negotiation in peer review in EFL context von Mowlaie, Bahram, Maftoon, Parviz

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