Iranian Journal of English for Academic Purposes

Iranian Journal of English for Academic Purposes

Since the beginning of 2019, we have received 469 manuscripts. Out of these:

1. The authors have deleted or withdrawn 80 manuscripts. 

2. 302 manuscripts are rejected.

3. 87 manuscripts are accepted.

 

Acceptance Rate: 19%

  

Iranian Journal of English for Academic Purposes (IJEAP) is a quarterly journal publishing research in the field of EAP and ESP.

  

Publication Frequency: Four issues a year ( Each one containing at least 6 articles)

Review Policy: Double-blind review

Access: Open Access, Free of Charge

Review time: One month ( The first decision) + About two months (review time)

Publication and Reviewing Fee (4000000 Rials): (2 500 000 Rials, Publication Fee) + (1 500 000 Rials, Review Fee)

Number of volumes and issues published: Ten volumes (30 issues)

Type of paper rerviewed and accepted: Original Research Paper

 

Main points related to submission:

We do not accept email submissions. All submissions and related affairs are done through journal online submission system.

Main points to consider before submission:

1. You cannot add or delete any author to the list after submitting the paper.

2. You cannot change the corresponding author after the manuscript is accepted, revised, or submitted.

3. Authors can publish just one paper in every four issues. We do not even consider the second submission until three full issues are published after the issue containing the author's published paper.  

4. There is no fixed format for the copyright form. You need to upload a word file, in which you mention the originality of research and accept that all the rights and interests are assigned and transferred to the Iranian Journal of English for Academic Purposes.

5. You need to upload the following files: A. Main file without authors' names but including the abstract and title, B. Title page, C. Cover letter, D. Copyright transfer form, E. Similarity check result (ithenticate), and F. The data file (SPSS, transcription of the interviews, or the word file if you have done content analysis)

 

 

Current Issue: Volume 15, Issue 1 - Serial Number 15, Winter 2026 

The Role of Mobile-mediated Dynamic Assessment in the Language Development of Iranian EFL Learners

Pages 137-157

Zahra Zarei, Mansoor Ganji, Hooshang Khoshsima, Ali Beikian, Khaled Kordi Tamandani

Keywords Cloud

  • EFL learners
  • reading comprehension
  • academic writing
  • EFL teachers
  • research articles
  • EAP
  • critical thinking
  • ESP
  • Writing skill
  • accuracy
  • Flipped classroom
  • discussion
  • Gender
  • EFL
  • listening comprehension
  • Teaching Experience
  • Needs Analysis
  • Dynamic assessment
  • Lexical Bundles
  • applied linguistics
  • Motivation
  • willingness to communicate
  • Speaking Skill
  • Perception
  • Metadiscourse
  • Autonomy
  • oral production
  • English for Specific Purposes
  • EFL writing
  • fluency
  • structural equation modeling
  • complexity
  • scaffolding
  • EAP Teachers
  • English language teaching
  • Corpus analysis
  • pedagogical competence
  • Vocabulary Learning Strategies
  • structural analysis
  • Reading achievement
  • Demotivation
  • Content Instructors
  • EFL Context
  • Educational levels
  • Online Learning
  • language proficiency
  • Writing Self-Efficacy
  • teacher education
  • Iran
  • metacognitive instruction
  • novice teachers
  • Professional Development
  • Language teacher immunity
  • self-regulation
  • high school
  • English teacher
  • Metacognitive strategies
  • Linguistic Imperialism
  • grammar
  • Writing
  • Iranian EFL Teachers
  • Language anxiety
  • Writing Ability
  • Thematic Analysis
  • speaking
  • PhD Dissertation
  • pronunciation
  • Interactionist dynamic assessment
  • move analysis
  • Research Article
  • assessment literacy
  • language
  • ESP Students
  • vocabulary learning
  • Iranian English teachers
  • feedback
  • moves
  • academic achievement
  • EAP students
  • Interpropositional Relations
  • AI-driven Feedback
  • Validity
  • Cooperative learning
  • English language teachers
  • Corpus
  • Mediation
  • Teacher development
  • language learners
  • Inferential Reading Comprehension
  • multiple intelligences
  • evaluation
  • Self-assessment
  • cognition
  • English teachers
  • Monologism
  • generic structure
  • ELT Teachers
  • Teaching
  • rhetorical moves
  • epistemic modality markers
  • Critical Pedagogy
  • Persian/English
  • alternative assessment
  • Demotivation Reduction Strategies
  • Learning styles
  • Grounded theory
  • content teachers
  • Mixed-Methods Research
  • professional competence
  • English Proficiency
  • psychology
  • anxiety
  • Writing assessment
  • writing proficiency
  • Interpreting Competence
  • Reading attitude
  • purchasing intention
  • Threats
  • TEFL
  • collocations
  • Boredom
  • variability
  • Novice Rater
  • chunk
  • questionnaire validation
  • Iranian English language learners
  • Asynchronous Computer-mediated
  • Uptake
  • English for the Students of Chemical Engineering
  • Contextualized memorization
  • affiliation
  • Rote memorization
  • Teacher Autonomy
  • Personal Background
  • corpus linguistics
  • emergence
  • Writing Confidence
  • Occluded Genre
  • EFL teacher
  • self-regulated learning
  • Backchanneling, EFL Learners, Interactional Competence, Iranian Context, Spoken Communication
  • pre-class content delivery
  • Training
  • Pedagogical Reasoning
  • Perceived Difficulty of Task
  • Literature
  • Book Reviews
  • Essay writing
  • Phrasal Verb (PV)
  • Language education policy
  • Academic Lectures
  • Desire for Change
  • English Translation
  • Grammatical Metaphor
  • publication
  • Sequential Learning
  • Language Development
  • Assessment Training
  • English Language Institutes
  • vocabulary learning strategy
  • Peer feedback
  • instructional strategies
  • L2 Motivational Self-Systems
  • Face-to-face
  • instructional effectiveness
  • Flipped classes
  • Cabin Crew
  • SLA
  • attitudes
  • Keywords: Advanced Reading Texts
  • Course
  • Scenario-based learning
  • TEFL Postgraduate students
  • Translation competence
  • Scoring
  • Senior EFL Students
  • Professionalism
  • content richness
  • constructivism
  • Critical Language Awareness
  • Multisensory teaching
  • model
  • Course Evaluation
  • Rhetorical Structures
  • Machine Translation
  • AI-powered assessment tools
  • EFL teachers\' perceptions
  • Translators
  • IELTS
  • plosives
  • Explicit knowledge
  • academic literacy
  • Face-To-Face Class
  • scoring methods
  • Teachers
  • English for General Purposes Instructors
  • Dialogue Journal
  • Writing Attitude
  • reflective practice
  • Correctional Study

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