Representation of Multicultural Values in Islamic-English Textbooks in Iran: EFL Teachers’ and Learners’ Perceptions

Shirin Sadat Navabi Sohi

Psychoanalytical Reading of Tess of the d’Urbervilles and Jude the Obscure under Klein and Winnicott’s Perspectives

Somayeh Aali

The Effect of Classroom Interaction in the Form of Pair and Group Activities on Willingness to Communicate and Oral Fluency among Iranian Intermediate EFL Learners

Atena Vaezi

The Relationship Between EFL Teachers’ Professional Identity and their Motivational Strategy Use

Fereshte Rezvani

Quality Assessment of the Persian Translation of ‘Introductory Handbook on the Prevention of Recidivism and the Social Reintegration of the Offenders’ Based on House TQA Model

Narges Rasouli Dogaheh