3rd National Conference on New Trends in English Language Teaching and Testing , شهریور ماه ۱۳۹۷

Accepted papers in 3rd National Conference on New Trends in English Language Teaching and Testing

• A Comparative CDA of George Orwell s Animal Farm and its Persian Translation by Saleh Hosseini Based on Van Leeuwen s Model of CDA: With Pedagogical Implications

• A Triangulated Study on the Impact of Digitally-Based Exams on Iranian EFL Teachers’ Development and Job Satisfaction

• The Effect of Different Components of Involvement Load of Tasks on Vocabulary Learning

• The Impact of Dynamic Assessment of Critical Writing on Critical Thinking of Iranian Intermediate EFL Learners

• Pedagogical innovation in higher education

• TOULMIN’S MODEL OF ARGUMENT THROUGH PROCESS

• Students’ Speaking Accuracy and American Drama

• The Effect of critical reading strategies on Reading Comprehension of EFL learners

• The Effect of critical reading strategies on Reading Comprehension of Female students in Ava novin English institution in Zahedan

• Scaffolding and Dynamic Assessment as a Strategy to Aid Translator Trainees

• Alternative Assessment: The Impact of Self-assessment vs. Peer-assessment on Iranian Intermediate EFL Learners’ Paragraph Writing Ability

• The effect of Movie sessions on Intermediate students’ Willingness To Communicate through Speaking

• PERSPECTIVES TOWARDS INTERCULTURAL COMMUNICATIVE COMPETENCE AMONG INTERNATIONAL ENGLISH MAJOR STUDENTS

• The Relationship between Teachers’ Perceptions of Professional Identity and Teacher Burnout, a Case Study of Teachers in Mashhad

• Exploring the Relationship between Logical-Mathematical Intelligence and Grammar Learning Ability of Iranian EFL Intermediate Students

• Use of ICT tools in English Vocabulary teaching for primary students in Hong Kong

• Reverse Transfer of Segmental Features: Scrutiny of Iranian EFL Teachers’ Speech

• Comparing Experienced and Novice EFL Teachers’ Perceptions Towards Teaching Culture to Teenagers in Educational Contexts in Isfahan

• Actions and Perceptions in Terms of Feedback: Considering the Issues of Teachers, Learners, and Time

• The Acquisition of French (L3) Orthography by Persian (L1) Speakers Learners of English (L2)

• The Effect of Computer Assisted Language Learning on Teaching English Grammar for Iranian EFL Learners

• The Effect of Multiple Intelligences on Language Achievement of Iranian EFL Learners

• EFL Learners’ Reading Comprehension and Vocabulary Learning: Contributions from Formative Assessment Technique of One Question-One Comment as a Questioning-Reporting Strategy

• The Effect of Multiple Choice Test and Matching Test on Iranian Intermediate EFL Learners’ Pronunciation Accuracy

• The Effect of Teacher Portfolio Writing on the Enhancement of Iranian EFL Teachers’ Self-efficacy

• The Relationship between Iranian Upper advanced EFL Learners’ Reading Self Efficacy Beliefs and their Reading Comprehension Performance

• A Corpus-based Study of Academic Vocabulary in Physiotherapy Research Articles

• Construction of social identity: A Critical Discourse Analysis

• Involving students in the process of teaching

• Oral Placement Tests in English Language Institutes in Iran Agree with Interview Principles

• Learners’ Sensory Learning Style and Autonomy

• Iranian Lecturers Perceptions Of EFL Students Autonomy

• Teaching and Learning American Slang based on Kolb’s Learning Approaches

• Integrating Syntax and Semantics In Collocation Acquisition

• Exploring the Effects of First Language Metalinguistic Comments on the Accuracy and Durability of Iranian Learners’ Recognition of Third Person /s/

• Planned Focus-on-Form in the EFL Context through Authentic Texts Rich in Comparative and Superlative Adjectives

• Role-Play-Based Assessment as an Alternative Assessment to Evaluate English for Occupational Purposes Students’ Language Use: A Pragmatic Approach

• Evaluation of ELT Materials Development: A Critical Review of the English Textbooks at Iranian Highschools

• Foreign Language Anxiety: The Case of Proficiency and Gender

• The Relationship between Integrative Task Ratings and Iranian EFL Learners Self-Ratings on Task Performance

• EFL learners’ misconceptions or erroneous beliefs about language learning: An ESP context

• A Shift toward an Intercultural Stance in EFL Material

• The Impact of Read-Aloud Method on Reading Comprehension and Motivation: The Case of Iranian EFL Learners

• Investigating the effect of cake model and sandwich model of dynamic assessment in EFL environments on perception of reading.

• Enhancing Iranian Pilots’ Aviation English Proficiency and Motivation through the Application of Content and Language Integrated Learning (CLIL)

• The Relationship between Cognitive Styles and Performance on Achievement Test of Iranian EFL Learners

• Pragmatically-oriented Input in Business English Textbooks:The Case of Speech Act Realization

• The Impact of Digitally-Based Exams on Teacher Performance and Student Exam Results

• Differential Effectiveness of Corrective Feedback Techniques on the Development of Advanced Iranian EFL Learners’ Grammar Ability

• Evaluation of the Iranian Eleventh Grade High School English Textbook (Vision II) from EFL Teachers Perspective

• The Effect of Teaching Code Switching, Synonym, and Paraphrase Strategies on Speaking Performance of Iranian Intermediate EFL Learners

• Blended Learning vs. Traditional Classroom Setting To Improve English Idioms: A Comparative Study

• The Application of Vygotskian Perspective in Multilevel English Classes in Iran Universities

• The difference of formative writing assessment procedures Among novice and experienced teachers

• Beliefs about Language Learning: A Comparison of EFL Learners with Synopsis versus Ectasis Cognitive Styles

• A Comparison of Personality Type and Intercultural Competence of Foreign Language Learners

• A Triangulated Study on Occupational English Language Needs of Iranian Bank Clerks

• The Impact of Flooding Input in Teacher Talk on the Advanced EFL Learners Knowledge of Cleft Sentences

• The Comparative Effect of Dynamic Assessment and Portfolio Assessment on EFL Learners’ Achievement of Speech Acts