Vol. 8, No. 4 (2015), English Language Teaching

• • Identifying Affirmative Beliefs about English Language Learning: Self-Perceptions of Thai Learners with Different Language Proficiency
  • •  Tuntiga Wang   
    •  Krich Rajprasit   
    • p1
    •  PDF 
      
• • The Effect of Dynamic Assessment in Synchronous Computer-Mediated Communication on Iranian EFL Learners’ Listening Comprehension Ability at Upper-Intermediate Level
  • •  Davood Mashhadi Heidar   
    •  Akbar Afghari   
    • p14
    •  PDF 
      
• • Chinese College Students’ English Reading Comprehension in Silent and Loud Reading-Mode
  • •  Yan Jiang   
    • p24
    •  PDF 
      
• • Project Based Learning: In Pursuit of Androgogic Effectiveness
  • •  Berrington X. S. Ntombela   
    • p31
    •  PDF 
      
• • Is There Room for Pragmatic Knowledge in English Books in Iranian High Schools?
  • •  Javad Gholami   
    • p39
    •  PDF 
      
• • Absence of National Culture in Foreign Language Teaching and Intercultural Communication Competence Training of College Students in China Frontier Minority Areas
  • •  Jinan Jia   
    • p52
    •  PDF 
      
• • The Effect of Explicit Instruction of Textual Discourse Markers on Saudi EFL Learners’ Reading Comprehension
  • •  Abdulaziz Ali Al-Qahtani   
    • p57
    •  PDF 
      
• • The Status of Pragmatics among Iranian EFL Learners
  • •  Mehri Mohammad-Bagheri   
    • p67
    •  PDF 
      
• • Students’ Perceptions of the Effectiveness of the English Program Taught at the College of Technological Studies in Kuwait
  • •  Hussein A. Aldaihani   
    •  Khaled M. Shuqair   
    •  Abdullah M. Alotaibi   
    •  Sulaiman Alrabah   
    • p80
    •  PDF 
      
• • Pluricentric Views towards English and Implications for ELT in China
  • •  Liang Jianli   
    • p90
    •  PDF 
      
• • Oral Academic Discourse Socialization of In-Service Teachers in a TEFL Program
  • •  Parviz Ahmadi   
    •  Arshad Abd. Samad   
    • p97
    •  PDF 
      
• • On Students’ De-Motivation, Gender, Major, and Educational Level in Iranian EFL Context
  • •  Mohammad Aliakbari   
    •  Marzieh Hemmatizad   
    • p106
    •  PDF 
      
• • The Effect of Asynchronous/Synchronous Approaches on English Vocabulary Achievement: A Study of Iranian EFL Learners
  • •  Fatemeh Khodaparast   
    •  Narjes Ghafournia   
    • p117
    •  PDF 
      
• • The Effect of Peer-Assisted Mediation vs. Tutor-Intervention within Dynamic Assessment Framework on Writing Development of Iranian Intermediate EFL Learners
  • •  Shiva Seyed Erfani   
    •  Sareh Nikbin   
    • p128
    •  PDF 
      
• • Reviewer Acknowledgements for English Language Teaching, Vol. 8, No. 4
  • •  Gavin Yu   
    • p142
    •  PDF 
      

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