Pishghadam, R., & Heidari, F. (2016). Hybrid modeling of intelligence and linguistic factors as predictors of translation quality. Translation and Interpreting, 8 (1), 101-116.
Pishghadam, R., & Shayesteh Sadafian, S. (2016). Emotioncy: A Post-Linguistic Approach toward Vocabulary Learning and Retention. Sri Lanka Journal of Social Sciences, 39 (1), 27-36.
Vahedi, V., Ghonsooly, B., & Pishghadam, R. (2016). Vocabulary Glossing: A Meta-analysis of the Relative Effectiveness of Different Gloss Types on L2 Vocabulary Acquisition. Teaching English with Technology, 16 (1), 3-25.
Pishghadam, R., Jajarmi, H. (2016). Conceptualizing Sensory Relativism in Light of Emotioncy: A Movement beyond Linguistic Relativism. International Journal of Society, Culture & Language, 4 (2), 11-21.
Khoshsaligheh, M., & Ameri, S. (2016). Ideological Considerations and Practice in Official Dubbing in Iran. Altre Modernita, 8 (15), 232-250.
Leila Sayah, Pishghadam, R., Ghonsooly, B., & Hosseini Fatemi, A. (2016). L2 Learners' Perceptions of Teachers' Roles in EFL Settings. Humanising Language Teaching, 18 (1), 1-10.
Pishghadam, R., Sabouri, F., Samavarchi, L., & Hassanzadeh, T. (2016). Examining the gender identity of language teachers using a masculinity-femininity scale: A case from Iran. Issues in Educational Research, 26 (1), 131-146.
Khoshsaligheh, M., & Ameri, S. (2016). Exploring the Singability of Songs in A Monster in Paris Dubbed into Persian. Asia Pacific Translation and Intercultural Studies, 3 (1), 76-90.
Pishghadam, R., Shayesteh Sadafian, S. (2016). Contextualization-Emotionalization Interface: A Case of Teacher Effectiveness. International and Multidisciplinary Journal of Social Sciences-Rimcis, 5 (2), 97-127.
Emad Khosravani, Ghabanchi, Z., & H. R. Kargozari (2016). The Effects of Teacher’s Employment of Language Learning Software on Iranian Pre-Intermediate EFL Learners’ Autonomy’ has. International Journal of Language and Applied Linguistics, 2 (1), 83-98.
Yaghooty, S., & Pishghadam, R. (2016). Delving into the Future of Iran`s English Language Teaching in Light of Technology. Journal of Futures Studies, 21 (1), 49-62.
Kafi, M., Khoshsaligheh, M., & Hashemi, M. (2016). Typology of Capitals Expected and Received by Iranian Translators. SKASE Journal of Translation and Interpretation, 9 (1), 26-43.
Zabetipour, M., & Pishghadam, R. (2016). The Impacts of Open and Closed Postures on EFL Learners’ Perceptions of Class Activity. International Journal of Humanities and Cultural Studies, 3 (1), 270-279.
Sabouri, F., & Pishghadam, R. (2016). English Language Teachers’ Burnout Within the Cultural Dimensions Framework. Asia-Pacific Education Researcher, 25 (4), 677-687.
Mina Azaryoun, & Ghabanchi, Z. (2016). Translation of Puns in the Holly Quran. International Journal of Educational Investigations, 3 (2), 40-56.
Pishghadam, R., Purya Baghaei (2016). Introducing Emotioncy as a Potential Source of Test Bias: A Mixed Rasch Modeling Study. International Journal of Testing, 16 (4), 1-14.
Sara Salar, & Ghonsooly, B. (2016). A comparative analysis of metadiscourse features in knowledge management research articles written in English and Persian. International Journal of Research Studies in Language Learning, 5 (1), 15-27.
Khoshsaligheh, M., & Ameri, S. (2016). Synchrony strategies in voiced-over English nature documentaries into Persian: Implications for research and training. Journal of Media Practice, 17 (1), 48-68.
Sabouri, F., Pishghadam, R., Hosseini Fatemi, A., & Ghonsooly, B. (2016). Culture and Identity: Linking Iranian Identity Components and Cultural Dimensions. Issues in Language Teaching, 4 (1), 49-78.
Ghandeharion, A., & Moosavi Takieh, M. (2016). Yeats’s Archetypal Eternity in The Wild Swans At Coole. Annals of Ovidius University Constanta - Philology, 27 (2), 13-21.
Seyyedrezaie, Z., Ghonsooly, B., Shahriari, H., & Hosseini Fatemi, A. (2016). Examining the Effects of Google Docs-Based Instruction and Peer Feedback Types (Implicit vs. Explicit) on EFL Learners’ Writing Performance. Call-EJ, 17 (1), 35-51.
Samane Khoshbakht, & Ghabanchi, Z. (2016). On The Relationship Between The Iranian EFL Teacher`s Sense of Commitment and Their Self-Esteem. Modern Journal of Language Teaching Methods, 6 (2), 23-28.
Hosseini Fatemi, A., & Charles Choi (2016). Testing a Model of Intercultural Willingness to Communicate based on Ethnocentrism, Ambiguity Tolerance and Sensation Seeking: The Role of Learning English in Iran. Journal of Intercultural Communication Research, 45 (4), 304-318.
Mohammad Hassan Alishahi, Afsaneh Ghanizadeh, Ghonsooly, B., & Omid Akbari (2016). Contextual Discrepancies in EFL Learners' Self-Regulatory Skills. Journal of Applied Linguistics and Language Research, 3 (4), 1-11.
Soroor Sadat Farhang, Majid Elahi Shirvan, & Ghonsooly, B. (2016). Exploring English Language Learning Policies in Iran Based on Secondary School Course Books for Learning English in Light of Globalization and Culture. Sino-US English Teaching, 13 (3), 169-186.
Ghonsooly, B., & Hosseini Fatemi, A. (2016). The Effectiveness of Strategy-Based Instruction in Teaching English as a Second or Foreign Language: A Meta-analysis of Experimental Studies. Sino-US English Teaching, 14 (3), 163-181.
Ghandeharion, A., & Moosavi Takieh, M. (2016). Yeats’s Redefinition of Poetic Self in Nature Symbolism. Epiphany: Journal of Transdisciplinary Studies, 9 (1), 25-31.
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016). Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26 (3), 508-527.
Dehnad, V., & Hosseini Fatemi, A. (2016). Empowering Women: A Multi-perspective Discourse Analysis of Women’s Dignity and Equality in Qur’an. International Journal of Applied Linguistics and Translation, 2 (4), 33-42.
Masoud Motamedynia, Nasrollahi, N., & Ghonsooly, B. (2016). Do Heavy-NP Shift Phenomenon and Constituent Ordering in English Cause Sentence Processing Difficulty for EFL Learners?. Journal of Teaching Language Skills, 35 (1), 139-159.
Ghandeharion, A. (2016). Intertextual Dystopia of A Scanner Darkly: Philip K Dick’s Novel and Richard Linklater’s Movie Adaptation. IUP Journal of English Studies, 11 (3), 24-39.
Ghandeharion, A. (2016). Anxious Masculinity: A Comparative Study of Philip Dick’s Scanner Darkly and Richard Linklater’s Adaptation. Forum for World Literature Studies, 8 (2), 333-350.
Heidari, F., Khoshsaligheh, M., & Hashemi, M. (2016). Narrative Intelligence Represented in Translational Success: Issues of Coherence, Gaps, Complexity and Aesthetics. Sri Lanka Journal of Social Sciences, 39 (2), 75-87.
Pishghadam, R., & Abbasnejad, H. (2016). Emotioncy: A Potential Measure of Readability. International Electronic Journal of Elementary Education, 9 (1), 109-123.
Safoura Jahedizadeh, Afsaneh Ghanizadeh, & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 16 (1), 1-17.
Askarzadeh Torghabeh, R., & Elham Yazdanmehr (2016). Developing intercultural awareness in English for specific purposes and Translation curriculums. Review of Applied Linguistics Research, 2 (2), 1-9.
Akbary, M., Shahriari, H., & Hosseini Fatemi, A. (2016). The value of song lyrics for teaching and learning English phrasal verbs: a corpus investigation of four music genres. Innovation in Language Learning and Teaching, 11 (2), 50-63.
Yazdanjoo, M., Ghorban Sabbagh, M., & Shahriari, H. (2016). Stylistic Features of Holden Caulfield’s Language in J. D. Salinger’s The Catcher in the Rye: A Corpus-Based Study. English Studies, 97 (7), 1-16.
Ghandeharion, A., & Heydari, B. (2016). Shakespeare’s Tragedies Recontextualized as Comedies in Iran’s State TV Sitcom, Kolāh Ghermezī. Forum for World Literature Studies, 8 (4), 572-689.