Number of Articles: 6
Reflective Teaching through Videotaping in an English Teaching Course in Iran
Volume 35, Issue 2 , July 2016, Pages 1-38
Abstract
The purpose of this study was to investigate videotaping as a strategy for EFL teachers’ reflective teaching. To this end, eight participants were selected from a language institute ... Read More
Enhancing Iranian EFL Learners’ Descriptive Writing Skill through Genre-based Instruction and Metalinguistic Feedback
Volume 35, Issue 2 , July 2016, Pages 39-68
Abstract
English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, ... Read More
Lexis-Based Instruction and IELTS Candidates’ Development of L2 Speaking Ability: Use of Formulaicity in Monologic Versus Dialogic Task
Volume 35, Issue 2 , July 2016, Pages 69-98
Abstract
Although lexis research (e.g., Lewis, 1997; Taguchi, 2008) has already evidenced the possibility of teaching formulaic sequences (FS), further research is still needed to examine the ... Read More
The Impact of Training EFL Learners in Self-Regulation of Reading on their EFL Literal and Critical Reading Comprehension: Implementing a Model
Volume 35, Issue 2 , July 2016, Pages 99-122
Abstract
Self-regulation is the ability to regulate one’s thoughts and actions to attain goals. Accordingly, self-regulated learning (SRL) involves plans and behaviors to achieve learning ... Read More
On Anthropomorphism in Technology-Enhanced Language Learning: Does Modality Matter in Agent-Based Multimedia Instruction on L2 Idioms?
Volume 35, Issue 2 , July 2016, Pages 123-160
Abstract
The present study aimed to satisfy a twofold purpose: On the one hand, it sought to verify the postulation that agent-based instruction could offer a compromise approach to teaching ... Read More
Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study
Volume 35, Issue 2 , July 2016, Pages 161-189