Kafi, M., Khoshsaligheh, M., & Hashemi, M. (2018). Translation Profession in Iran: Current Challenges and Future Prospects. Translator, 24 (1), 89-103.
Ghandeharion, A., & Badrlou, L. (2018). Iranian Advertisements: A Postcolonial Semiotic Reading. Kasetsart Journal - Social Sciences, 39 (2), 334-342.
Khoshsaligheh, M., Ameri, S., & Mehdizadkhani, M. (2018). A socio-cultural study of taboo rendition in Persian fansubbing: an issue of resistance. Language and Intercultural Communication, 18 (6), 663-680.
Ameri, S., Khoshsaligheh, M., & Khazaee Farid, A. (2018). The Reception of Persian Dubbing: A Survey on Preferences and Perception of Quality Standards in Iran. Perspectives Studies in Translation Theory and Practice, 26 (3), 435-451.
Khoshsaligheh, M., Pishghadam, R., Simindokht Rahmani, & Ameri, S. (2018). Relevance of Emotioncy in Dubbing Preference: A Quantitative Inquiry. Translation and Interpreting, 10 (1), 75-91.
Ansarifar, A., Shahriari, H., & Pishghadam, R. (2018). Phrasal complexity in academic writing: A comparison of abstracts written by graduate students and expert writers in applied linguistics. Journal of English for Academic Purposes, 31 (1), 58-71.
Gholamali Kalanzadeh, Manoochehr Jafarigohar, Ghonsooly, B., & Hassan Soleimani (2018). Mixed Effects of Input Enhancement, Explicit Instruction, Corrective Feedback, and Pushed Output in an Input-Output Mapping Practice1. Journal of Research in Applied Linguistic, 9 (1), 57-82.
Pishghadam, R., Golshan Shakibaee, & Shayesteh Sadafian, S. (2018). Introducing Cultural Weight as a Tool of Comparative Analysis:An Emotioncy-Based Study of Social Class. Humanities Diliman, 15 (1), 139-158.
Khoshsaligheh, M., & (2018). Translation and cross-cultural adaptation of the hip disability and osteoarthritis score into Persian language: Reassessment of validity and reliability. International Journal of Preventive Medicine, 9 (23), 1-6.
Khoshsaligheh, M. (2018). Seeking Source Discourse Ideology by English and Persian Translators: A Comparative Think Aloud Protocol Study. International Journal of Society, Culture & Language, 6 (1), 31-46.
Noorbakhsh, Z., Pishghadam, R., & Sabouri, F. (2018). Stroke and Gender Identity in Teacher Success from Learners’ Viewpoints. Sri Lanka Journal of Social Sciences, 41 (1), 39-48.
Pishghadam, R., Makiabadi, H., & Mohtasham, M. (2018). Cultural Understanding of Controversial Issues in Class and Teacher Credibility: Introducing the Concept of Envolvement. Altre Modernita, 19 (1), 191-207.
Ameri, S., & Khoshsaligheh, M. (2018). Exploring the Attitudes and Expectations of Iranian Audiences in Terms of Professional Dubbing into Persian. Hermes, 30 (57), 175-193.
Naji Meidani, E., Pishghadam, R., & Hosseini Fatemi, A. (2018). Constructing and validating a language teachers’ temporal intelligence scale and examining its relationship with teacher burnout. Innovation in Language Learning and Teaching, 12 (4), 1-17.
Piri, S., Pishghadam, R., & Z. Eslami (2018). New models of L2 achievement basedon EFL learners’ joint attention and their emotional, social, and cultural capitals. IRAL - International Review of Applied Linguistics in Language Teaching, 40 (1), 1-24.
A. Akrami, Ghonsooly, B., M. Yazdani, & P. M. Alami (2018). Construction and Validation of a Computerized Open-ended Bi-functional Translation Assessment System. New Voices in Translation Studies, 1 (18), 1-37.
R. Araghian, Ghonsooly, B., & A. Ghanizadeh (2018). Investigating problem-solving strategies of translation trainees with high and low levels of self-efficacy. Translation, Cognition and Behavior, 1 (1), 74-97.
Abdi, Z., & Khoshsaligheh, M. (2018). Applying Multimodal Transcription to Persian Subtitling. Studies About Languages, 18 (32), 21-38.
Khoshsaligheh, M., Kafi, M., & Noorani, S. (2018). Translators’ Image in Iranian Feature Films: A Sociological Perspective. Forum: International Journal of Interpretation and Translation, 16 (2), 324-340.
Rahmani Doqaruni, V., Ghonsooly, B., & Pishghadam, R. (2018). A Practical Model for Integrating Action Research Time into Second Language Education Schedule. International Journal of Action Research, 14 (1), 52-66.
Piri, S., Pishghadam, R., Zohreh Eslami Rasekh, & L. Quentin Dixon (2018). Predictors of L2 achievement: Testing a model based on EFL learners' emotional, social, and cultural capitals. Issues in Educational Research, 28 (3), 737-755.
Khajavy Fadafen, G., Ghonsooly, B., Hosseini Fatemi, A., & Anne C. Frenzel (2018). Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework. Iranian Journal of Language Teaching Research, 6 (2), 39-55.
Askarzadeh Torghabeh, R. (2018). The Study of Revenge Tragedies and Their Roots. International Journal of Applied Linguistics and English Literature, 7 (4), 234-237.
Zhaleh, K., Ghonsooly, B., & Pishghadam, R. (2018). Effects of Conceptions of Intelligence and Ambiguity Tolerance on Teacher Burnout: A Case of Iranian EFL Teachers1. Journal of Research in Applied Linguistic, 9 (2), 118-140.
Vahidnia, F., Ghonsooly, B., & Shahriari, H. (2018). Proposing a working definition for the concept of teacher’s pet in the Iranian higher education context. Social Psychology of Education, 0 (0), 1-20.
T. Omidian, Shahriari, H., & A. Siyanova-chanturia (2018). A cross-disciplinary investigation of multi-word expressions in the moves of research article abstracts. Journal of English for Academic Purposes, 36 (1), 1-14.
Ameri, S., & Khoshsaligheh, M. (2018). Voice-over Translation of News Programs on Television: Evidence from Iran. Hikma, 17 (1), 9-23.
Attaran, A., Ghonsooly, B., Hosseini Fatemi, A., & Shahriari, H. (2018). Immunology of Language Learners: A Social Psychological Perspective. Interchange, 49 (1), 1-25.
Ghandeharion, A. (2018). The Thousand and One Nights and Twentieth-Century Fiction: Intertextual Readings. Acta Via Serica, 3 (2), 199-203.
Roya Araghian, & Ghonsooly, B. (2018). The relationship between burnout and personality. Babel - International Journal of Translation, 64 (5), 840-864.
Ghazanfari, M., Barani, G., & Rokhsari, S. (2018). An Investigation into Metadiscourse Elements Used by Native vs. Non-native University Students across Genders. Iranian Journal of Applied Language Studies, 10 (1), 60-94.
Shahriari, H., Shadloo, F., & Ansarifar, A. (2018). An Examination of Relative Clauses in Argumentative Essays Written by EFL Learners. Journal of Language and Education, 4 (4), 77-87.
Soltanian, N., Ghabanchi, Z., Saeed Rezaei, & Pishghadam, R. (2018). Quantifying Investment in Language Learning: Model and Questionnaire Development and Validation in the Iranian Context. Issues in Language Teaching, 7 (1), 25-56.