Number of Articles: 6
Development of Fluency, Accuracy, and Complexity in Productive Skills of EFL learners across Gender and Proficiency: A Chaos Complexity Approach
Volume 35, Issue 4 , March 2017, Pages 1-35
Abstract
This study was an attempt to investigate the developmental rate of fluency, accuracy and complexity among 12 EFL learners within the framework of chaos complexity theory. To carry out ... Read More
An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners
Volume 35, Issue 4 , March 2017, Pages 37-70
Abstract
The present study was designed to initially test a model of the role of a set of cognitive (namely, aptitude and working memory) and motivational (namely, language learning goals, self-efficacy ... Read More
Task Condition and EFL Learners’ Individual Differences: The Mediation of Tolerance of Ambiguity and Self-efficacy
Volume 35, Issue 4 , March 2017, Pages 71-102
Abstract
Drawing on Robinson’s cognition hypothesis, the study attempted to examine how task conditions influence EFL learners’ oral performance and whether learners’ individual ... Read More
Task Complexity Manipulation and Accuracy in Writing Performance
Volume 35, Issue 4 , March 2017, Pages 103-132
Abstract
This study aimed to investigate the impact of task sequencing, along +/- reasoning demands dimension, on writing task performance in terms of accuracy. The study was motivated ... Read More
Can Scaffolding Mechanisms of Structuring and Problematizing Facilitate the Transfer of Genre-based Knowledge to Another Discourse Mode?
Volume 35, Issue 4 , March 2017, Pages 133-156
Abstract
A pivotal issue in research on writing concerns whether the knowledge of how genres are constructed and learned in one discipline/genre can be transferred to other contexts, genres, ... Read More
A Multimodal Approach toward Teaching for Transfer: A Case of Team-Teaching in ESAP Writing Courses
Volume 35, Issue 4 , March 2017, Pages 157-190