Vol 11, No 1 (2022)

Published: 2022-04-03
Author geographical coverage: Iran, Indonesia, Vietnam, Ghana, Malaysia, and Libya

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Articles
Critical Pedagogy in an EFL Context: Towards Solving the Definition Precision Problem

Leila Akbarpour* -  Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran, Islamic Republic of

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1-16
Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact

Dini Rosita Sari* -  Sekolah Menengah Atas Negeri 1 Nunukan, North Kalimantan, Indonesia

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17-30
The Contributions of Teacher Humor in EFL Classes in Vietnam: University Students’ Perspectives

Pham Trut Thuy -  Nam Can Tho University, Viet Nam
Le Thanh Thao* -  Can Tho University, Viet Nam

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31-50
Academic House Style and Acknowledgement Writing: the Case of Two Ghanaian Universities

Cecilia Agyeiwah Agyemang Owusu Debrah* -  University of Energy and Natural Resources, Ghana
Alberta Dansoah Nyarko Ansah -  University of Energy and Natural Resources, Ghana

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51-64
Iranian EFL and Malaysian ESL University Students’ Use of Language Learning Strategies

Sara Kashefian-Naeeini* -  Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran, Islamic Republic of
Nooreiny Maarof -  Faculty of Education Language and Psychology, Segi University, Petaling Jaya, Malaysia

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65-78
Accounting for Iranian EFL Teachers' Burnout: Educational Beliefs and Teacher Self-Disclosure in Focus

Mohammad Ali Ayatollahi* -  (Scopus ID 55179382600) Department of English, Sepidan Branch, Islamic Azad University, Sepidan, Iran, Islamic Republic of
Ali Reza Nemati -  Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran, Islamic Republic of
Al Tiyb Suliman Al Khaiyali -  Sabha University, Libya

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79-92

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Publisher
English Education Department,
Faculty of Education and Teacher Training,
Universitas Islam Negeri Walisongo Semarang
Jl. Prof Hamka Ngaliyan Semarang, Jawa Tengah, Indonesia

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