Zohreh R. Eslami
Cited by
Cited by
Raising the pragmatic awareness of language learners
Z Eslami-Rasekh
ELT journal 59 (3), 199-208, 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
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
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
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
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
Classroom Activities Viewed from Different Perspectives: Learners' Voice and Teachers' Voice.
Z Eslami-Rasekh, K Valizadeh
TESL-EJ 8 (3), n3, 2004
Face-keeping strategies in reaction to complaints: English and Persian
ZR Eslami
Journal of Asian Pacific Communication 14 (1), 179-195, 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
Invitations in Persian and English: Ostensible or genuine
ZR Eslami
Intercultural Pragmatics 2 (4), 453-480, 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
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
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
Core strategies to support English language learners
S Barr, ZR Eslami, RM Joshi
The Educational Forum 76 (1), 105-117, 2012
How to develop appropriate refusal strategies
ZR Eslami
Speech act performance: Theoretical, empirical and methodological issues …, 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
Discourse markers in academic lectures
ZR Eslami, A Eslami-Rasekh
Asian EFL Journal 9 (1), 22-38, 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
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
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
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