| Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions S Khezrlou, R Ellis, K Sadeghi System 65, 104-116, 2017 | 167 | 2017 |
| The relationship between cognitive and metacognitive strategies, age, and level of education S Khezrlou The Reading Matrix 12 (1), 2012 | 97 | 2012 |
| Burnout among English language teachers in Iran: Do socio-demographic characteristics matter? K Sadeghi, S Khezrlou Procedia-Social and Behavioral Sciences 98, 1590-1598, 2014 | 85 | 2014 |
| The experience of burnout among English language teachers in Iran: self and other determinants K Sadeghi, S Khezrlou Teacher Development 20 (5), 631-647, 2016 | 79 | 2016 |
| Form-focussed instruction in CALL: What do learners think? S Khezrlou Relc Journal 50 (2), 235-251, 2019 | 57 | 2019 |
| The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency S Khezrlou Journal of Second Language Studies 3 (1), 31-54, 2020 | 48 | 2020 |
| Cognitive strategy training: Improving reading comprehension in the language classroom S Khezrlou Teaching English as a Second Language Quarterly (Formerly Journal of …, 2012 | 48 | 2012 |
| Effects of timing and availability of isolated FFI on learners’ written accuracy and fluency through task repetition S Khezrlou The Language Learning Journal 49 (5), 568-580, 2021 | 42 | 2021 |
| Calling Iranian learners of L2 English: Effect of gloss type on lexical retention and reading performance under different learning conditions K Sadeghi, S Khezrlou, S Modirkhameneh Journal of Research in Reading 40, S66-S86, 2017 | 41 | 2017 |
| Task repetition and corrective feedback: The role of feedback types and structure saliency S Khezrlou English Teaching & Learning 43 (2), 213-233, 2019 | 33 | 2019 |
| Training planning in second language narrative writing S Khezrlou ELT Journal 74 (1), 49-62, 2020 | 28 | 2020 |
| Explicit instruction through task repetition: Effects on explicit and implicit knowledge development S Khezrlou Language Awareness 30 (1), 62-83, 2021 | 27 | 2021 |
| Self-regulated vocabulary strategy use: Implications for CALL and individual variables S Khezrlou, K Sadeghi Mextesol Journal 36 (1), 1-17, 2012 | 20 | 2012 |
| Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain MA Tabari, S Khezrlou, Y Tian International Review of Applied Linguistics in Language Teaching 62 (2), 871-901, 2024 | 18 | 2024 |
| Semantic and thematic list learning of second language vocabulary J Gholami, S Khezrlou The CATESOL Journal 25 (1), 2014 | 17 | 2014 |
| Glossing mode in self-regulated vocabulary learning, and its relationship with gender, age, and field of study K Sadeghi, S Khezrlou Journal of Asia TEFL 9 (3), 2012 | 17 | 2012 |
| The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions? S Khezrlou Language awareness 32 (3), 387-420, 2023 | 12 | 2023 |
| Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge S Khezrlou Computer Assisted Language Learning, 1-36, 2022 | 11 | 2022 |
| Learners’ reflective practice between the repeated performances of tasks: Effects on second language development S Khezrlou Dutch Journal of Applied Linguistics 10, 2021 | 10 | 2021 |
| Focus on form in task repetition through oral and written task modeling S Khezrlou International Review of Applied Linguistics in Language Teaching, 2021 | 9 | 2021 |
Mahmoud Abdi TabariUniversity of Nevada, Renoایمیل تأیید شده در unr.edu