| 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 | 159 | 2017 |
| The relationship between cognitive and metacognitive strategies, age, and level of education S Khezrlou The Reading Matrix 12 (1), 2012 | 88 | 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 | 77 | 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 | 71 | 2016 |
| Form-focussed instruction in CALL: What do learners think? S Khezrlou Relc Journal 50 (2), 235-251, 2019 | 55 | 2019 |
| Cognitive strategy training: Improving reading comprehension in the language classroom S Khezrlou Teaching English as a Second Language Quarterly (Formerly Journal of …, 2012 | 46 | 2012 |
| 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 | 42 | 2020 |
| 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 | 38 | 2017 |
| 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 | 35 | 2021 |
| Task repetition and corrective feedback: The role of feedback types and structure saliency S Khezrlou English Teaching & Learning 43 (2), 213-233, 2019 | 34 | 2019 |
| Training planning in second language narrative writing S Khezrlou ELT Journal 74 (1), 49-62, 2020 | 26 | 2020 |
| Explicit instruction through task repetition: Effects on explicit and implicit knowledge development S Khezrlou Language Awareness 30 (1), 62-83, 2021 | 20 | 2021 |
| Self-regulated vocabulary strategy use: Implications for CALL and individual variables S Khezrlou, K Sadeghi Mextesol Journal 36 (1), 1-17, 2012 | 19 | 2012 |
| Semantic and Thematic List Learning of Second Language Vocabulary. J Gholami, S Khezrlou CATESOL Journal 25 (1), 151-162, 2014 | 15 | 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 | 14 | 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, 2022 | 13 | 2022 |
| Learners’ reflective practice between the repeated performances of tasks: Effects on second language development S Khezrlou Dutch Journal of Applied Linguistics 10, 2021 | 8 | 2021 |
| 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 | 7 | 2023 |
| Focus on form in task repetition through oral and written task modeling S Khezrlou International Review of Applied Linguistics in Language Teaching, 2021 | 7 | 2021 |
| Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition M Abdi Tabari, S Khezrlou, Y Tian Innovation in Language Learning and Teaching 18 (1), 1-16, 2024 | 6 | 2024 |
Rod EllisCurtin University在 auckland.ac.nz 的电子邮件经过验证
