Oral communication is one of the main reasons language learners attend language classes. As pronunciation is among the most significant aspects of oral communication, this study attempted to see how learning-oriented assessment (LOA) could affect pronunciation learning of Iranian EFL learners. To this end, 64 language learners in a private…

Language Teachers' tasks are overwhelmingly complex. The most to burden them is motivating their learners. A vast sea of literature has suggested different motivational strategies, one, in particular, is a group-work strategy. In this study, first, we proposed DSM, a decision support model (a type of unsupervised one), to group adult learners in a…

Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at…

Idiomatic expressions are among the most difficult and challenging aspects in the realm of lexicon. The focus of the present study was on investigating the effect of short stories and pictures on learning idiomatic expressions by beginner EFL learners. For this aim, 52 Iranian EFL learners were chosen and assigned to three groups randomly: two…

The current study set out to investigate the effect of strategy-based instruction (SBI) on motivation, self-regulated learning, and reading comprehension ability of Iranian English as a Foreign Language (EFL) learners. To fulfil the purposes of this study, 55 intermediate EFL learners were selected and randomly assigned to two groups including a…

Most adult English Language Learners (ELLs) in the United States struggle with the basics of English literacy and reading comprehension. The lack of metacognitive awareness during reading prevents ELL students from engaging actively in the learning process. The CALLA method was used as a conceptual framework for explicit instruction. The problem…

The increasing advance of mobile devices and wireless technologies has generated great interest in ubiquitous learning (u-learning) among academia, practitioners, and policy makers. However, design elements that incorporate learning styles and learning strategies into u-learning system applications in English as a Foreign Language (EFL) education…

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred…

The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N = 95) language learners studying at a language institute in the…

The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the…

This dissertation examined the effects of the inferencing reading strategy using a emotionally charged instruction for students from countries who do not speak English as their first language. A quasi-experimental study applying quantitative research methods to collect data from the two sections of Level four Reading classes during a ten week…

The present study was an attempt to examine the impact of input flooding (IF) and textual enhancement (TIE) on EFL learners' syntactic development. Four homogenous groups were selected based on the pre-test and placement tests. During the treatment, the first group (i.e., IF) received reading comprehension passages in which the structure was…

This study has sought to explore the effect of reflective teaching on learner autonomy and the intrinsic motivation of Iranian upper-intermediate female learners. The subjects included 60 adult upper-intermediate EFL learners chosen out of ninety, based on the scores obtained through administration of the TOEFL exam. They were randomly assigned to…

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output…

This study examined the extent to which graded readers vis-à-vis scaffolded silent reading (ScSR) resulted in increased vocabulary, reading comprehension, and a positive attitude toward reading. A mixed-methods study was administered to two upper-intermediate adult ESL classes at a community college in southwestern Arizona. Both groups took The…