Developing Pedagogical Content Knowledge (PCK) through an enriched teacher education program: cases of four Iranian pre-service EFL teachers von Reza Adel, Seyyed Mohammad, Azari Noughabi, Mostafa

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Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI) von Heydarnejad, Tahereh, Zareian, Gholamreza, Ghaniabadi, Saeed, Adel, Seyyed Mohammad Reza

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From the State of Motivated to Demotivated: Iranian Military EFL Learners' Motivation Change von Jodaei, Hojjat, Zareian, Gholamreza, Amirian, Mohammad Reza, Adel, Seyyed Mohammad Reza

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Relationships between EFL teachers' perceptions of consequential validity of formative assessment and data-driven decision-making self-efficacy and anxiety von Atai-Tabar, Maryam, Zareian, Gholamreza, Amirian, Seyyed Mohammad Reza, Adel, Seyyed Mohammad Reza

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Intersectionality in Second Language Education and the Birth of a New Term von Tahmineh Khalili, Seyyed Mohammad Reza Adel

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Authenticity in teaching: a constant process of becoming von Ramezanzdeh, Akram

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The Influence of Applying Emotion Based Language Instruction in Teaching Oral Skills to EFL Learners von Heydarnejad, Tahereh, Ebrahimi, Mohammad Reza, Adel, Seyyed Mohammad Reza

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A Bourdieusian analysis of the educational field and professional identity of EFL teachers: A hermeneutic phenomenological analysis von Hashemi Moghadam, Hamidreza, Adel, Seyyed Mohammad Reza, Ghaniabadi, Saeed, Amirian, Seyyed Mohammad Reza

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The Association of Experienced in-service EFL teachers’ immunity with engagement, emotions, and autonomy von Noughabi, Mostafa Azari, Amirian, Seyed Mohammad Reza, Adel, Seyyed Mohammad Reza, Zareian, Gholamreza

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The interplay of teacher motivation and learner motivation: A Q method study von Jodaei, Hojjat, Zareian, Gholamreza, Amirian, Seyyed Mohammad Reza, Adel, Seyyed Mohammad Reza

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Developing In-Service EFL Teachers’ Immunity Through Post-induction Mentoring von Azari Noughabi, Mostafa, Amirian, Seyed Mohammad Reza, Adel, Seyyed Mohammad Reza, Zareian, Gholamreza

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Reflective Teaching Through Journal Writing: a Study on EFL Teachers’ Reflection-for-Action, Reflection-in-Action, and Reflection-on-Action von Moghaddam, Rokhsareh Ghorbani, Davoudi, Mohammad, Adel, Seyyed Mohammad Reza, Amirian, Seyyed Mohammad Reza

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The Influence of Emotion Based Language Instruction on Speaking and Writing Skills among EFL learners: An Empirical Study von Adel, Seyyed Mohammad Reza, Najjari, Hossein, Farivar, Marziyeh, Heydarnejad, Tahereh

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A Study of Socio-Cultural Conception of Writing Assessment Literacy: Iranian EFL Teachers’ and Students’ Perspectives von Ataie-Tabar, Maryam, Zareian, Gholamreza, Amirian, Seyyed Mohammad Reza, Adel, Seyyed Mohammad Reza

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Authenticity in teaching and teachers' emotions: a hermeneutic phenomenological study of the classroom reality von Ramezanzadeh, Akram, Adel, Seyyed Mohammad Reza, Zareian, Gholamreza

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A Bourdieusian analysis of the educational field and professional identity of EFL teachers von Hashemi Moghadam, Hamidreza, Adel, Seyyed Mohammad Reza, Ghaniabadi, Saeed, Amirian, Seyyed Mohammad Reza

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Construction and Validation of a Critical Pedagogy Questionnaire to Assess ELT Teachers: A Mixed-Method Study von Seyyed Mohammad Reza Adel, Ahmadreza Egtesadi, Fatemeh Sadeghi

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Emotions and socially just teaching: a qualitative study von Ramezanzadeh, Akram, Adel, Seyyed Mohammad Reza, Zareian, Gholamreza, Ghazanfari, Mohammad

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A Comparison of Moves in Conclusion Sections of Research Articles in Psychology, Persian Literature and Applied Linguistics von Seyyed Mohammad Reza Adel, Rokhsareh Ghorbani Moghadam

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Femininities in teaching: dialectic of self and others von Ramezanzadeh, Akram, Adel, Seyyed Mohammad Reza, Eghtesadi, Ahmad Reza

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