Language learning styles are among the main factors that help determine how –and how well–our students learn a second or foreign language. In the traditional classroom, the primarymode of interaction was face-to-face dialogue between the teacher and the student. This studypresents an analysis of the types of interaction in Jahad-e-Daneshgahi Institute, among 45EFL students in Miyaneh city, and the relationship between interaction types and languagelearning styles. The data were gathered through: Key English Test which consists of threeparts, Part A: Reading and writing, Part B: listening, Part C: speaking, and Grasha-Riechmann student learning style scales (Grasha, 1996) was used to determine the role oflanguage learning styles which consists of 5-point likert-scale instrument. . For analyzing thegathered data between interaction types and language learning styles Cronbach α was used.The questionnaires were distributed among participants in one session, Key English Test wastaken in the next session, and then the data was inserted into SPSS. Finally, Findingsindicated that there is negative relationship between interaction types and language learningstyles تفاصيل المقالة

The present study attempted to investigate the writing performance of EFL learners through process vs. product writing on IELTS test. To do this, the researcher randomly selected 60 candidates who wanted to take the IELTS Test. They had already taken and passed several technical courses regarding the skills in that test. After they were divided into two experimental groups, they were given a writing pre-test. Then, each of the process and product strategies were practiced with the experimental groups. The feedback that was given for the process strategy focused on the steps of writings related to that specific task with little focus on grammatical and spelling mistakes. On the other hand, there were strict corrections on grammatical and spelling mistakes of the writing tasks in product strategy. The results revealed that there was a significant difference between the pretest and posttest scores of the process and product groups. Also, there was a significant difference between the process and product strategy which indicated that process strategy was more effective than the product strategy. تفاصيل المقالة

As a tool for self-evaluation and also self-regulation, rubrics can be very useful in equipping the language teachers with an assessment device. Moreover, teachers need feedback for their professional development, but how feedback is provided is a challenging question. This study was an attempt to find the effectiveness of self-evaluation through rubrics on setting up group work activities by EFL teachers as compared with the effect of supervisors’ evaluation in this regard. Additionally, EFL teachers’ attitudes with respect to the efficacy of rubrics in setting up group work activities were examined. To this end, 10 female EFL teachers with 2 years of experience were selected and further divided into two groups. One group used rubrics for setting up group work activities and the other used post-observation feedback. Their performances were video recorded and rated by two raters. The results of statistical analysis indicated that the group of teachers who used rubrics to set up group work activities and evaluate their performance significantly outperformed the group of teachers who received post-observation feedback. Teachers’ responses to the attitude questionnaire also showed that overall teachers held a positive attitude towards the use of rubrics to self-evaluate their own performance. تفاصيل المقالة

Abstract Acquiring vocabulary, as a significant and challenging part of language learning process, has always been consistent with reading. In this study, the researchers examined the effect of enhanced extensive reading on EFL learners’ incidental acquisition of English vocabulary, with specific focus on phrasal verbs. Twenty five homogenized participants were selected and divided into two groups of A (experimental group) and B (control group), with 12 and 13 students in each group respectively (N=25). The experimental group received enhanced extensive reading instruction, while the control group received unenhanced extensive reading instruction. After administering a pre-test and a post-test, collecting data and statistical analysis, the results revealed that the learners who received enhanced extensive reading outperformed the ones who received unenhanced extensive reading instruction. تفاصيل المقالة

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ grammar learning. The participants were 60 adult learners of English, assigned to two experimental groups and one control group. The two experimental groups were exposed to structured input-based tasks in two types of explicit and implicit information. A pretest-posttest design was employed in order to detect any improvement in participants’ grammar learning. The results revealed that (a) the experimental groups significantly outperformed the control group, (b) participants’ grammar learning significantly improved in both the experimental groups, (c) structured input-based tasks with explicit information was significantly superior to structured input-based tasks without explicit information. تفاصيل المقالة

Acquiring vocabulary has always been recognized as a significant and challenging part of language learning process. In this study, the researcher examined the extent to which form recall of target lexical items by learners of English as a foreign language (EFL) is affected by a) repetition and b) by the type of target item; single words versus collocations. The treatment consisted of non-communicative, (partly) decontextualized activities, in which the target items were taught and examined. For this purpose, 27 Iranian intermediate EFL learners were chosen and divided into two groups of A with 14 and B with 13 participants. In all activities, the participants had to supply the target items’ forms. Data were collected in a classroom setting in two groups, differing only in the type of target item. In class A, the research focused on single words and in class B the focus was on collocations. A pre and post test was administered to the participants before and after the treatment. The findings show a large effect of spaced repetition on form recall of single words and collocations. However, the participants in class A who were treated with single words outperformed the other group. تفاصيل المقالة

Negotiation, as an interactional strategy and proactive focus on form (FoF) have received increased attention in second language research. The combination of negotiation and proactive FoF, however, has not been examined in relation to L2 vocabulary learning. To address this gap, the present study investigated how the amount of negotiation and proactive FoF impacted learners’ vocabulary knowledge development. The participants were 100 adult learners of English, assigned to three experimental groups and one control group. The three experimental groups investigated three categories of no negotiation, limited negotiation, and extended negotiation in proactive FoF. A pretest-posttest design was employed in order to detect any improvement in participants’ vocabulary knowledge components, consisting of collocations, synonyms, derivation, and hyponymy. The results revealed that (a) participants’ vocabulary knowledge significantly improved in all the experimental groups, (b) extended negotiation was significantly superior to limited negotiation, and limited negotiation was significantly superior to no negotiation in proactive FoF, and (c) derivation was the least affected vocabulary component by the treatment. تفاصيل المقالة

Over the last few years, role of computers has become a controversial issue in language learning. This study was designed to examine the impact of computer anxiety and computer self-efficacy on the speaking section of the TOEFL iBT test taken by Intermediate EFL learners. The researchers intended to find out, which var- iable i.e. computer anxiety and/or self-efficacy would result in better performance in speaking section of the TOEFL iBT. Independent-Samples t-test and ANOVA were run to analyze the data. The results of the study demonstrated that computer anxiety and computer self-efficacy significantly affected the perfor- mance of Iranian EFL learners. Computer anxiety and self-efficacy, however, function differently. The computer self-efficacy was more effective on Iranian EFL learners’ performance in the speaking section of the TOEFL iBT. تفاصيل المقالة