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 The authors have deleted or withdrawn 80 manuscripts. 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 

Keywords Cloud

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

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