C-Test construct validity: Evidence from nonparametric item response theory von Shoahosseini, Roya, Baghaei, Purya, Khodabakhshzadeh, Hossein, Ashraf, Hamid

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On the Iranian English as Foreign Language Novice and Experienced Teachers' Attributional Styles and Professional Identity von Kalali Sani, Seyed Farzad, Motallebzadeh, Khalil, Khodabakhshzadeh, Hossein, Zeraatpisheh, Mitra

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Iranian EFL Teachers' Professional Identity and Their Goal Orientation von Seyed Farzad Kalali Sani, Khalil Motallebzadeh, Hossein Khodabakhshzadeh, Mitra Zeraatpisheh

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Quality in English Language Teaching: Postulating a Prospective Quality Enhancement Model von Kafi, Zahra, Khalil Motallebzadeh, Khodabakhshzadeh, Hossein, Mitra Zeraatpisheh

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A Comparative Study on Professional Competencies of Iranian EFL Teachers at Public and Private Sectors von Hosseinnia, Mansooreh, Hamid Ashraf, khodabakhshzadeh, Hossein, Gholam Hassan Khajavi

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A Sociopsychological Study of Professional Competencies of a 21st Century EFL Teacher von Hosseinnia, Mansooreh, Ashraf, Hamid, Khodabakhshzadeh, Hossein, Khajavy, Gholam Hassan

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Developing, glocalizing & validating a quality indices rubric in English language teaching: A case of CIPP model von Kafi, Zahra, Motallebzadeh, Khalil, Khodabakhshzadeh, Hossein, Zeraatpisheh, Mitra

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Investigating the Relationship between Proficiency Level and Perceived Test Consequences: A Case Study of Iranian High School Students von Khodabakhshzadeh, Hossein, Khosravani, Mahmood

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A Model and Questionnaire of Professional Competencies of Iranian EFL Teachers at Public and Private Sectors and its Relation with their Students’ Achievement von Hosseinnia, Mansooreh, Ashraf, Hamid, Khodabakhshzadeh, Hossein

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The Effect of Collaborative Writing on Iranian EFL Learners' Task Achievement in Writing and Their Perception von Khodabakhshzadeh, Hossein, Samadi, Farideh

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Enhancing Writing Ability and Self-regulation through Teacher-led Collaborative Modeling von Tahmasebi, Reza, Khodabakhshzadeh, Hossein

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EFL Teachers’ Creativity and Their Teaching's Effectiveness: A Structural Equation Modelling Approach von Khodabakhshzadeh, Hossein, Hosseinnia, Mansooreh, Moghadam, Hossein Abedi, Ahmadi, Fatemeh

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EFL Teachers Assessment Literacy Needs Inventory: A Case of Fulcher’s Assessment Literacy von Mohammad Reza khodashenas, Hossein Khodabakhshzadeh, Purya Baghaei, Khalil Motallebzadeh

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The Effect of Implementation of Smart Board on Iranian Lower-Intermediate EFL Learners' Reading Comprehension and Their Intrinsic Motivation in Reading von Rajabi, Ali, Khodabakhshzadeh, Hossein

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The Relationship between English Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their Teaching Effectiveness von Khodabakhshzadeh, Hossein, Arabi, Mahdi, Samadi, Farideh

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The Effect of Employing Electronic Peer Assessment on Iranian EFL Learners’ Writing Ability and Autonomy von Ghadi, Samareh Abbassi, Khodabakhshzadeh, Hossein

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Investigating EFL Teachers' Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory von Khodabakhshzadeh, Hossein, Kafi, Zahra, Hosseinnia, Mansooreh

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Learning Style, Metacognition and Creativity as Predictors of the Foreign Language Achievement: A Structural Equation Modeling Approach von Khodabakhshzadeh, Hossein, Hosseinnia, Mansooreh, Rahimian, Shaghayegh

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Exploring Gender-based Language Identity Among Iranian EFL Learners von Khodabakhshzadeh, Hossein, Hosseinnia, Mansooreh, Ahmadi, Fatemeh

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The Effect of Mock Tests on Iranian EFL learners’ Test Scores von Khodabakhshzadeh, Hossein, Zardkanloo, Reza

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