| Raising the pragmatic awareness of language learners Z Eslami-Rasekh ELT journal 59 (3), 199-208, 2005 | 396 | 2005 |
| Understanding why students drop out of high school, according to their own reports: Are they pushed or pulled, or do they fall out? A comparative analysis of seven nationally … JJ Doll, Z Eslami, L Walters Sage Open 3 (4), 2158244013503834, 2013 | 287 | 2013 |
| Teachers' Sense of Self-Efficacy, English Proficiency, and Instructional Strategies: A Study of Nonnative EFL Teachers in Iran. ZR Eslami, A Fatahi Tesl-Ej 11 (4), n4, 2008 | 264 | 2008 |
| Presentation of local and international culture in current international English-language teaching textbooks J Shin, ZR Eslami, WC Chen Language, Culture and Curriculum 24 (3), 253-268, 2011 | 232 | 2011 |
| Teachers' Voice vs. Students' Voice: A Needs Analysis Approach to English for Acadmic Purposes (EAP) in Iran. ZR Eslami English Language Teaching 3 (1), 3-11, 2010 | 188 | 2010 |
| The Effect of Explicit Metapragmatic Instruction on the Speech Act Awareness of Advanced EFL Students. Z Eslami-Rasekh, A Eslami-Rasekh, A Fatahi TESL-EJ 8 (2), n2, 2004 | 141 | 2004 |
| Classroom Activities Viewed from Different Perspectives: Learners' Voice and Teachers' Voice. Z Eslami-Rasekh, K Valizadeh TESL-EJ 8 (3), n3, 2004 | 113 | 2004 |
| Face-keeping strategies in reaction to complaints: English and Persian ZR Eslami Journal of Asian Pacific Communication 14 (1), 179-195, 2004 | 99 | 2004 |
| Enhancing the pragmatic competence of non-native English-speaking teacher candidates (NNESTCs) in an EFL context ZR Eslami, A Eslami-Rasekh Investigating pragmatics in foreign language learning, teaching and testing …, 2008 | 98 | 2008 |
| Invitations in Persian and English: Ostensible or genuine ZR Eslami Intercultural Pragmatics 2 (4), 453-480, 2005 | 94 | 2005 |
| The effects of task involvement load on L2 incidental vocabulary learning: A meta‐analytic study S Huang, V Willson, Z Eslami The Modern Language Journal 96 (4), 544-557, 2012 | 81 | 2012 |
| The Relationship between Teacher and Peer Support and English-Language Learners' Anxiety. S Huang, Z Eslami, RJS Hu English Language Teaching 3 (1), 32-40, 2010 | 81 | 2010 |
| ESL teachers' perceptions and factors influencing their use of classroom-based reading assessment Y Jia, ZR Eslami, LM Burlbaw Bilingual Research Journal 30 (2), 407-430, 2006 | 79 | 2006 |
| Core strategies to support English language learners S Barr, ZR Eslami, RM Joshi The Educational Forum 76 (1), 105-117, 2012 | 75 | 2012 |
| How to develop appropriate refusal strategies ZR Eslami Speech act performance: Theoretical, empirical and methodological issues …, 2010 | 74 | 2010 |
| Effect of language proficiency and degree of formal training in simultaneous interpreting on working memory and interpreting performance: Evidence from Mandarin–English speakers YZ Tzou, ZR Eslami, HC Chen, J Vaid International Journal of Bilingualism 16 (2), 213-227, 2012 | 73 | 2012 |
| Discourse markers in academic lectures ZR Eslami, A Eslami-Rasekh Asian EFL Journal 9 (1), 22-38, 2007 | 67 | 2007 |
| Pragmatic transfer and Iranian EFL refusals: A cross-cultural perspective of Persian and English MH Keshavarz, ZR Eslami, V Ghahreman K. Bardovi-Harlig, JC, 2006 | 58 | 2006 |
| The role of asynchronous computer mediated communication in the instruction and development of EFL learners' pragmatic competence ZR Eslami, A Mirzaei, S Dini System 48, 99-111, 2015 | 53 | 2015 |
| The use of dictionary and contextual guessing strategies for vocabulary learning by advanced English-language learners S Huang, Z Eslami English Language and Literature Studies 3 (3), 1, 2013 | 44 | 2013 |
Azizullah Mirzaei (Fatahi)Associate Professor of Applied Linguistics, Shahrekord University, IRANVerified email at lit.sku.ac.ir
