| The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement M Amiryousefi Innovation in Language Learning and Teaching 13 (2), 147-161, 2019 | 234 | 2019 |
| Mnemonic instruction: A way to boost vocabulary learning and recall M Amiryousefi, S Ketabi Journal of Language Teaching and Research 2 (1), 178, 2011 | 177 | 2011 |
| Metadiscourse: Definitions, Issues and Its Implications for English Teachers. M Amiryousefi, AE Rasekh English Language Teaching 3 (4), 159-167, 2010 | 107 | 2010 |
| The differential effects of two types of task repetition on the complexity, accuracy, and fluency in computer-mediated L2 written production: a focus on computer anxiety M Amiryousefi Computer Assisted Language Learning 29 (5), 1052-1068, 2016 | 73 | 2016 |
| Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: A focus on the role of age and gender M Amiryousefi Innovation in Language Learning and Teaching 12 (3), 221-234, 2018 | 69 | 2018 |
| Homework: Voices from EFL teachers and learners M Amiryousefi Iranian Journal of Language Teaching Research 4 (2), 35-54, 2016 | 46 | 2016 |
| Vocabulary: Challenges and Debates. M Amiryousefi, HV Dastjerdi English Language Teaching 3 (3), 89-94, 2010 | 45 | 2010 |
| The relationship between test anxiety, motivation and MI and the TOEFL iBT reading, listening and writing scores M Amiryousefi, M Tavakoli Procedia-Social and Behavioral Sciences 15, 210-214, 2011 | 44 | 2011 |
| Iranian EFL teachers and learners’ beliefs about vocabulary learning and teaching M Amiryousefi International Journal of Research Studies in Language Learning 4 (4), 29-40, 2015 | 41 | 2015 |
| Iranian EFL learners’ and teachers’ beliefs about the usefulness of vocabulary learning strategies M Amiryousefi SAGE Open 5 (2), 2158244015581382, 2015 | 39 | 2015 |
| Anti-textbook arguments revisited: A case study from Iran M Amiryousefi, S Ketabi Procedia-Social and Behavioral Sciences 15, 215-220, 2011 | 39 | 2011 |
| The differential effects of collaborative vs. individual prewriting planning on computer-mediated L2 writing: Transferability of task-based linguistic skills in focus M Amiryousefi Computer Assisted Language Learning 30 (8), 766-786, 2017 | 36 | 2017 |
| The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education M Amiryousefi, R Geld Innovation in Language Learning and Teaching 15 (1), 13-25, 2021 | 30 | 2021 |
| The Effects of Reading Only vs. Reading plus Enhancement Activities on Vocabulary Learning and Production of Iranian Pre-University Students. M Amiryousefi, Z Kassaian English Language Teaching 3 (2), 94-98, 2010 | 24 | 2010 |
| A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: Retrospect and prospect MS Seyyedrezaei, M Amiryousefi, A Gimeno-Sanz, M Tavakoli Computer Assisted Language Learning, 1-34, 2022 | 16 | 2022 |
| The influence of affective variables on the complexity, accuracy, and fluency in L2 oral production: The contribution of task repetition M Amiryousefi Journal of English Language Teaching and Learning 8 (17), 25-48, 2016 | 15 | 2016 |
| Role of individual difference variables in EFL teachers’ immunity development M Ahmadi, M Amiryousefi, A Hesabi Two Quarterly Journal of English Language Teaching and Learning University …, 2020 | 14 | 2020 |
| Iranian EAP students‟ reading strategy use and their beliefs about reading comprehension components: Toward an EAP reading model M Amiryousefi, HV Dastjerdi, M Tavakoli World Applied Sciences Journal 18 (8), 1172-1179, 2012 | 14 | 2012 |
| Interrelationships between willingness to communicate, self-concept, ideal L2 self, and teacher credibility among Persian language learners in Iran M Amiryousefi, M Mirkhani Journal of Teaching Persian to Speakers of Other Languages 8 (TOME 18), 51-68, 2019 | 11 | 2019 |
| The relation between MI and motivation and students’ likes and dislikes of course books: A comparison between Interchange and Top Notch Elementary books M Amiryousefi, HV Dastjerdi Procedia-Social and Behavioral Sciences 30, 1709-1713, 2011 | 10 | 2011 |
Ana Gimeno-SanzUniversitat Politècnica de València在 upvnet.upv.es 的电子邮件经过验证
Ana Gimeno-SanzUniversitat Politècnica de València在 upvnet.upv.es 的电子邮件经过验证
Renata GeldUniversity of Zagreb Faculty of Humanities and Social Sciences在 m.ffzg.unizg.hr 的电子邮件经过验证