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Karim Sadeghi; Neda Bakhshi – International Journal of Language Testing, 2025
Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of…
Descriptors: Language Tests, Second Language Learning, English (Second Language), Computer Assisted Testing
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Souzandehfar, Marzieh; Ahmed Abdel-Al Ibrahim, Khaled – Asian-Pacific Journal of Second and Foreign Language Education, 2023
Over the past few years, there has been an increasing focus on innovative approaches to language instruction in English as a Foreign Language (EFL) contexts. Task-supported language Instruction (TSLI) has emerged as one such approach. While previous research has demonstrated the effectiveness of TSLI in improving language proficiency, its broader…
Descriptors: Self Esteem, Academic Achievement, Foreign Countries, English (Second Language)
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Azad, Mohammad Taghei; Ahmadian, Moussa – MEXTESOL Journal, 2021
Morphological analysis and incidental learning are two vocabulary learning strategies that language learners may use in order to acquire the meanings of new words. To date, however, few studies have compared the effectiveness of these two strategies. Hence, the current study was carried out to compare the effect of morphological analysis and…
Descriptors: Morphology (Languages), Vocabulary Skills, Incidental Learning, Teaching Methods
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Boroumand, Mohsen; Mardani, Mahdi; Khakzad Esfahlan, Farzaneh – Language Teaching Research Quarterly, 2021
One of the most important communicative skills is listening and, at the same time, the Achilles' heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, as various studies show, self-efficacy measures are closely tied to the effective use of learning strategies. Considering the key role that concept mapping,…
Descriptors: Direct Instruction, Instructional Effectiveness, Concept Mapping, Listening Skills
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Esmaeili, Sonour; Tamjid, Nasrin Hadidi; Sadeghi, Karim; Seifoori, Zohreh – International Journal of Learning Technology, 2020
This study investigates the effects of the flipped teaching method (FTM) while using two types of corrective feedback (CF), explicit and implicit. A total of 80 Iranian EFL learners participated in the study. Of the participants, 40 studied grammar using the FTM, and the other 40 in a traditional manner. Each group was divided into two groups of…
Descriptors: Flipped Classroom, English (Second Language), Second Language Instruction, Foreign Countries
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Sohbati, Amir Hossein; Boroumand, Mohsen; Esfahlan, Farzaneh Khakzad – Online Submission, 2021
The present study examined two input modification techniques, namely lexical elaboration (LE) and typographical enhancement (TE), and the combination of these two (LE & TE) to seek the difference among them as far as incidental vocabulary learning through reading is concerned. Ninety six Iranian EFL students whose reading proficiency was at…
Descriptors: Vocabulary Development, Incidental Learning, Linguistic Input, Second Language Learning
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Mansooreh Dashti Khavidaki – SAGE Open, 2023
The significance of producing socially appropriate utterances, not just linguistically correct ones, has given rise to a plethora of studies on speech acts. In this regard, the performance of second and foreign language learners against the norms of the target language and the factors affecting them have yet to be thoroughly investigated. To…
Descriptors: Speech Acts, Social Distance, Language Proficiency, Second Language Learning
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Mahmood Yenkimaleki; Vincent J. van Heuven; Mostafa Hosseini – Foreign Language Annals, 2024
The present study examines the effect of feedback (FB) and feedforward (FF) in prosody instruction for developing listening comprehension skills in the nonnative language by interpreter trainees, using a pretest-posttest-delayed posttest design. Three groups of 25 interpreter trainees at Bu-Ali Sina University in Iran took part in the study, all…
Descriptors: Feedback (Response), Suprasegmentals, Listening Comprehension, Listening Skills
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Mohammad Ahmadi Safa; Fateme Motaghi – Language Teaching Research, 2024
Studies have documented the significance of scaffolding as a sociocultural theory driven type of assistance for the development of English as foreign language (EFL) learners' language skills in general; however, the comparative efficacy of various cognitive and/or metacognitive scaffolding procedures for EFL learners' listening comprehension…
Descriptors: Correlation, Listening Comprehension, English (Second Language), Second Language Learning
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Enayati, Fatemeh; Gilakjani, Abbas Pourhosein – International Journal of Language Education, 2020
Regarding the large amount of vocabulary that learners should learn and the limited amount of time available in the EFL classes, Computer Assisted Language Learning (CALL) is considered as an attractive option for learning. One specific benefit of using CALL vocabulary instruction is to provide systematic repetition of words, ensuring that learned…
Descriptors: Foreign Countries, Computer Assisted Instruction, Second Language Instruction, Second Language Learning
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Ghaemi, Hamed – Language Testing in Asia, 2022
Listening comprehension in English, as one of the most fundamental skills, has an essential role in the process of learning English. Mokken scale analysis (MSA) is a probabilistic-nonparametric approach to item response theory (IRT) which determines the one-dimensionality and scalability of test. Mokken scaling techniques are a useful tool for…
Descriptors: Second Language Learning, English (Second Language), Nonparametric Statistics, Item Response Theory
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Malmir, Ali; Derakhshan, Ali – Iranian Journal of Language Teaching Research, 2020
Since its inception, pragmatic competence has been studied vastly; the majority of these studies, however, have examined pragmatic production, and pragmatic comprehension is chiefly under-researched. This lack of adequate research also stands true for the underlying pragmatic comprehension processes and strategies. Therefore, the present…
Descriptors: Gender Differences, Second Language Learning, Second Language Instruction, English (Second Language)
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Taheri, Hamideh; Sadighi, Firooz; Bagheri, Mohammad Sadegh; Bavali, Mohammad – Cogent Education, 2019
The purpose of this study is threefold: firstly, to explore the relationship between EFL learners' cognitive intelligence, emotional intelligence, and language learning achievement, secondly, to find out the relationship between EFL learners' language learning styles and strategies and their L2 achievement, and thirdly, to uncover the relationship…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Intelligence
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Ali Akbar Ariamanesh; Hossein Barati; Manijeh Youhanaee – International Journal of Language Testing, 2023
The present study investigates the efficacy of preparation time in four speaking tasks of TOEFL iBT. As the current pre-task planning time offered by ETS is very short, 15 to 30 seconds, we intended to explore how the test-takers' speaking quality would change if the preparation time was added to the response time, giving the respondents a…
Descriptors: English (Second Language), Second Language Learning, Language Tests, Test Preparation
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Toluei, Bahareh; Tahririan, Mohammad Hassan – Language Learning Journal, 2023
Anticipatory completions can be a potential place in which the second speaker expresses disagreement with the first speaker. 'Doing disagreement' is a significant feature of group work interaction, and resolving such disagreements can pose an interactional challenge for students in classroom contexts (Sharma 2012). Examining disagreement episodes…
Descriptors: Discourse Analysis, English (Second Language), Second Language Learning, Second Language Instruction
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