Responding to Student's Writing: EFL Students' Reactions to Teacher's Written/Oral Responses in One-Draft Only Composition Classrooms

Por Parviz Maftoon, Mitra Rabiee
Publicado em 2007-12-01

English Teacher Education Programs and Professionalism: The case of Iranian Novice/Experienced Teachers

Por Hossein Aghaalikhani, Parviz Maftoon
Publicado em 2018-03-01

The effect of building formal schemata on EFL students' writing achievement

Por Parviz Maftoon, Hatav Mardani Babamiri
Publicado em 2011-12-01

The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Compa...

Por Alireza Amjadiparvar, Parviz Maftoon, Massood Yazdanimoghaddam
Publicado em 2018-12-01

Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS)

Por Mahsa Mahmoodarabi, Parviz Maftoon, Masood Siyyari
Publicado em 2021-06-01

An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners

Por Mina Bolghari, Parviz Birjandi, Parviz Maftoon
Publicado em 2019-06-01

Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types

Por Nastaran Nosratzadegan, Zohreh Seifoori, Parviz Maftoon
Publicado em 2017-02-01

The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Writing Instruction on Academic Writing Motivation of Iranian EFL Learners

Por Alireza Amjadiparvar, parviz Maftoon, masood yazdanimoghaddam
Publicado em 2018-11-01

Feasibility of Using a Task-Oriented Focus on Form Instructional Model for the Study of Request Speech Act

Por Mohammad Mehdi Soleimani, Parviz Birjandi, Parviz Maftoon
Publicado em 2021-02-01

The Effect of Recast vs. Self Correction on Writing Accuracy: The Role of Awareness

Por Parisa Daftarifard, Masoumeh Ahmadi Shirazi, Parviz Maftoon
Publicado em 2011-01-01

ESP in-service teacher training programs: Do they change Iranian teachers' beliefs, classroom practices and students' achievements?

Por Peyman Rajabi, Gholam Reza Kiany, Parviz Maftoon
Publicado no Ibérica, Revista de la Asociación Europea de Lenguas para Fines Específicos (2012)