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A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context

model.resource.ir.sain.university.scholarly.model.UniversityScholarly
Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context

model.resource.ir.sain.university.scholarly.model.UniversityScholarly
An investigation of the relationship among principal instructional leadership, collective teacher efficacy and teacher job satisfaction: A structural equation modeling approach

model.resource.ir.sain.university.scholarly.model.UniversityScholarly
Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study

model.resource.ir.sain.university.scholarly.model.UniversityScholarly
Emotion regulation and psychological well-being in teacher work engagement: A case of British and Iranian English language teachers

model.resource.ir.sain.university.scholarly.model.UniversityScholarly
A Structural Model of Teacher Self-Efficacy, Resilience, and Burnout among Iranian EFL Teachers

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The Effect of Second Language Reading Strategy Instruction on Young Iranian EFL Learners’ Reading Comprehension

model.resource.ir.sain.university.scholarly.model.UniversityScholarly
The Contribution of a Course Management System (CMS)-Supported Instruction to Developing Grammar Performance: A Case of Iranian EFL Learners

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