1.TBLT or Technology: Which is Effective to Teach Resumptive Pronouns in Writing?

作　　者：Bahar Rajabi ;Bahar Rajabi ;Mahmood Hashemian 等

出　　处：Procedia - Social and Behavioral Sciences. 2015 ;192:321-326.doi:10.1016/j.sbspro.2015.06.046

出版社：Elsevier

文章 ID：1019288225

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2.Impact of Traditional, Blended Learning, and Task Planning on the Learning of Resumptive Pronouns by Iranian EFL Learners

作　　者：Bahar Rajabi ;Mahmood Hashemian

出　　处：Mediterranean Journal of Social Sciences. 2015 ;6(4):39-46.doi:10.5901/mjss.2015.v6n4s1p39

出版社：Mediterranean Center of Social and Educational Research (MCSER)

文章 ID：248532287

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3.Improving Oral Fluency of EFL Students with Different Proficiency Levels through Explicit Instruction of Face Threatening Strategies

作　　者：Reza Biria ;Sayed Mirhossein Hosseini Pozveh ;Bahar Rajabi

出　　处：Theory and Practice in Language Studies. 2017 ;7(10):933-942.doi:10.17507/tpls.0710.16

出版社：Academy Publisher

文章 ID：201940167

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4.A Comparative Study of the Effectiveness of Two Methods of Teaching Resumptive Pronouns in Writing: TBLT and Blended Learning

作　　者：Bahar Rajabi ;Mahmood Hashemian

出　　处：English Language Teaching. 2015 ;8(9):196.doi:10.5539/elt.v8n9p196

出版社：Canadian Center of Science and Education

文章 ID：222512094

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