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The Role of Incidental Unfocused Prompts and Recasts in Improving English as a Foreign Language Learners' Accuracy

Peer reviewed

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Rahimi, Muhammad; Zhang, Lawrence Jun – Language Learning Journal, 2016

This study was designed to investigate the effects of incidental unfocused prompts and recasts on improving English as a foreign language (EFL) learners' grammatical accuracy as measured in students' oral interviews and the Test of English as a Foreign Language (TOEFL) grammar test. The design of the study was quasi-experimental with pre-tests,…

Descriptors: English (Second Language), Second Language Learning, Statistical Analysis, Advanced Students

A Comparative Study on Mentor Text Modelling and Common Approaches to Teaching Writing in Iranian EFL Context

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Liaghat, Farahnaz; Biria, Reza – International Journal of Instruction, 2018

This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL…

Descriptors: Foreign Countries, Comparative Analysis, Teaching Methods, Writing Instruction

Measuring ESL Readers' Ability to Apply Reasoning in Reading: A Validity Study of the TOEFL Reading Comprehension Subtest.

Peer reviewed

Perkins, Kyle – Journal of Research in Reading, 1988

Reports on an attempt to measure English as a Second Language (ESL) students' ability to apply reasoning in reading, using an experimental test based on Piaget's concrete operations. Suggests that the Test of English as a Second Language (TOEFL) reading comprehension subtest does not measure the ability to apply reasoning in reading; therefore,…

Descriptors: Cognitive Ability, Cognitive Processes, English (Second Language), Evaluation Methods