The study examines the effects of using computer delivered Processing Instruction (PI) to teach English reflexives. Thirty intermediate ESL learners participated in the pretest-treatment-posttest study. Participants received the input-based PI activities. Gains were assessed by traditional offline tasks such as sentence interpretation and…

Metacognition is regarded as a retrospective skill promoting learners' learning performance, deep thinking, and academic well-being. Stimulated Recall (SR) is regarded as a reliable approach to inspiring learners' metacognition in the classroom. However, the outbreak of COVID-19, causing widespread class suspension, may impair the effect of SR on…

This study investigated the effectiveness of integrating Student Team Achievement Division (STAD), a structured cooperative learning method, and "WebQuest," an inquiry-based technological model (IBTM) on developing university English as a Foreign Language (EFL) students' advanced-level argumentative writing skills and enhancing…

Two groups of English as a second language students engaged in a fourteen-week repeated reading (RR) treatment: (1) a 3x group (n = 16), which engaged in three readings per session, and (2) a 5x group (n = 15), which engaged in five readings per session. Reading rate and background knowledge were measured at five points to assess the effect of…

This mix-method research attempts at extending our knowledge about the impact of L1 glossing (Persian) for abstract words on reading comprehension in English. It also examines learners' attitudes towards abstract glossed words while engaged in reading. Sixty students in Iranian language institutes were recruited to participate in the quantitative…

This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and "WebQuest," STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-posttest comparison of the experimental group (N=54) versus the control…

Despite a growing amount of research on collaborative dialogue during task performance, little attention has been given to the occurrence of collaborative dialogue across task modality and its impact on language development. To expand our current understanding of task modality effects on learning opportunities, we examined the process of engaging…

This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills…