الموضوعات : پژوهش در برنامه ریزی درسی

Azizeh Chalak ¹ , Parviz Birjandi ² , S. Esmail Hosseini ³ , Ahmad Reza Jafari Dehkordi ⁴ , Omid Tabatabaei ⁵ , Sondos Mansouri ⁶ , Amir Farzad Ashouri ⁷ , Mansour Koosha ⁸ , Sahar Najarzadegan ⁹ , Ahmad Reza Lotfi ¹⁰ , MohammadAli Nadi ¹¹ , Mohsen Salimian ¹² , Fakhri Shatalebi ¹³ , Nader Soleimani ¹⁴ , Mansoor Tavakoli ¹⁵ , Omid Tabatabaei ¹⁶ , Hossein Bagheri ¹⁷ , Hossein Heidari Tabrizi ¹⁸ , Zahra Fotovatnia ¹⁹ , GholamReza Akbari ²⁰ , Behrouz Nouri Samani ²¹ , Safura Masaeli ²² , GholamReza Zareie ²³ , Naser Abasszadeh ²⁴ , Narges Saeedian ²⁵

1 -
2 -
3 -
4 -
5 -
6 -
7 -
8 -
9 -
10 -
11 -
12 -
13 -
14 -
15 -
16 -
17 -
18 -
19 -
20 -
21 -
22 -
23 -
24 -
25 -

تاريخ الإرسال : 26 الثلاثاء , رجب, 1432 تاريخ التأكيد : 17 السبت , جمادى الثانية, 1434 تاريخ الإصدار : 10 الثلاثاء , رجب, 1431

الکلمات المفتاحية: speaking ability, motivation, reading comprehension, translation, recasts, Students, job burnout, teacher, test anxiety, University, interaction, Assessment, Feedback, Iranian universities, Tolerance for ambiguity, contextual factors, Vocabulary, Textbook evaluation, task, core, Periphery, Translation strategy, test score pollution, Situational, Test preparation, Test‐wiseness, Critical language testing, Multi‐level view of SL assessment, Intermodal Transfer, Zero‐Equivalent FL forms, Interlanguage Knowledge, Learning Activity/Context, Performance Variability, EFL Iranian Learners, Rhetorical Modes, Rating Type, Iranian EFL Oral Proficiency, Undergraduate English Translation Students, Preference Organization, Dispreferred Seconds (responses), Preferred Seconds, Dispreferred Markers, Risk‐takers, Risk‐averse Learners, Word Type, Word Family, BNC Lists, Iranian EFL Secondary and High School Textbooks, UG, the Subset‐ Superset Directionality Hypothesis, Explicit Written GJ Task, Grammaticality Judgement Task, Implicit Written GJ Task, L2 Grammatical Pro􀏐iciency, Repeated Measures Design, Subjacency, study styles, scholastic achievement motive, Morphological Kknowledge, Morphological Structure Knowledge, Iranian EFL Pre‐university Students, Breadth of Vocabulary Knowledge, Lexical Inferencing Strategies, Secondary School, instruction procedure,