Number of Articles: 6
The Impact of Proactive and Reactive Focus on Form in Multimodal Settings on EFL Learners' Comprehension and Production of Modal Auxiliaries
Volume 37, Issue 4 , March 2019, Pages 1-46
Abstract
The major objective of this experimental research was to assess the differences between two varieties of focus on form instruction, namely proactive and reactive across multimodal vs. ... Read More
The Effect of Summary Training on Intermediate EFL Learners’ Reading Comprehension in Individual and Collaborative Conditions
Volume 37, Issue 4 , March 2019, Pages 47-70
Abstract
Inspired by Vygotsky’s Sociocultural Theory (SCT), the current study intended to investigate the effect of summary training (i.e., oral and written) on intermediate EFL learners’ ... Read More
The Integration of Explicit Instruction and Implicit Meaning-Focused Experience for L2 Vocabulary Development: The Comparative Effect of Time Sequence
Volume 37, Issue 4 , March 2019, Pages 71-108
Abstract
The combination of implicit meaning-focused input and explicit instruction has been suggested by recent research as very effective for learning L2 vocabulary; however, the time sequence ... Read More
A Qualitative Inquiry into Perceptions and Practices of High and Low EFL Achievers towards the Limitations and Benefits of Code-Switching
Volume 37, Issue 4 , March 2019, Pages 109-139
Abstract
In English as a Foreign Language (EFL) and bilingual language classrooms, code-switching is widespread among teacher-student and student-student interactions; however, there seem to ... Read More
Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks
Volume 37, Issue 4 , March 2019, Pages 141-165
Abstract
Communicative language use largely entails regular patterns consisting of pre-constructed phrases or sequences. These sequences have been examined by many researchers to find the situation-based ... Read More
Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing
Volume 37, Issue 4 , March 2019, Pages 167-194