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Ghanbaran, Samira; Ketabi, Saeed; Shahnazari, Mohammadtaghi – Journal of Psycholinguistic Research, 2023
The merits of the application of flow theory in foreign language teaching have been demonstrated in recent research. This experimental study was aimed at investigating the role of task type and modality in the perception of flow experience by learners as they are engaged in communication tasks. The participants were 78 non-English major university…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Nonmajors
Sima Khezrlou – Computer Assisted Language Learning, 2024
This study investigated whether repetitions of a wiki-mediated collaborative writing task with the intervention of consciousness-raising could enhance learners' attention to past-counterfactual conditional in English and their explicit and implicit knowledge development. Sixty learners worked in pairs to complete the same essay-writing task four…
Descriptors: Task Analysis, Collaborative Writing, Knowledge Level, Repetition
Zahra Sadat Roozafzai – Journal on English Language Teaching, 2024
This study explores the role of cognitive task complexity in English as a Foreign Language (EFL) curriculum development and its impact on learner engagement, motivation, and learning outcomes. A mixed-methods approach, combining qualitative and quantitative methods, was employed to gain comprehensive insights into the topic. The qualitative…
Descriptors: Task Analysis, Teacher Attitudes, Student Attitudes, Learner Engagement
Marzieh Souzandehfar – International Journal of Language Testing, 2024
This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an…
Descriptors: Speech Communication, Thinking Skills, Problem Solving, Applied Linguistics
Noroozi, Majeed; Taheri, Seyyedmohammad – Cogent Education, 2022
Task-Based Language Teaching has been developed in response to the teacher-dominated, focus-on-forms methods such as Present, Practice, Produce (PPP). The body of literature is replete with studies examining the learning efficacy of the PPP approach versus TBLT; however, these studies did not use assessment tasks in comparing these two methods. To…
Descriptors: Task Analysis, Performance Based Assessment, Grammar, Decision Making
Khezrlou, Sima – Language Awareness, 2023
Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex…
Descriptors: Multilingualism, Second Language Learning, Second Language Instruction, English (Second Language)
Farhad Ghiasvand; Zahra Banitalebi – International Journal of Language Testing, 2023
A bulk of research has revealed that emotions play a crucial role in different aspects of second/foreign language (L2) education. However, the emotions that English as a foreign language (EFL) students experience during assessment have been neglected, so far. Against this backdrop, this qualitative study intended to unveil the typologies,…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction
Firoozkohi, Amir Hossein; Nushi, Musa – MEXTESOL Journal, 2021
The present study examines Iranian EFL instructors' conceptualizations of task-based language teaching (TBLT) to identify whether teaching experience plays a significant role in their familiarity with the theoretical underpinnings of TBLT. One hundred sixty-two EFL instructors, reportedly practicing CLT, took part in the study; they were grouped…
Descriptors: Experienced Teachers, Beginning Teachers, Teaching Experience, Language Teachers
Farahian, Majid; Avarzamani, Farnaz – Eurasian Journal of Applied Linguistics, 2019
There have been plenty of research studies which have demonstrated the efficacy of focus on form (FonF) approach in language teaching. However, processing instruction as a kind of FonF approach has not been given due attention. As such, the present study is an attempt to shed more lights upon the effects of the processing instruction (PI) on EFL…
Descriptors: Second Language Learning, English (Second Language), Language Processing, Comparative Analysis
Safdari, Saeed – Language Teaching Research, 2021
L2 motivational self system (L2MSS) has offered novel pathways for motivating language learners by introducing the concepts of possible selves, vision and imagery. The aim of the study was to examine the effectiveness of a vision-based motivational intervention program in improving motivational attributes of Iranian learners of English as a…
Descriptors: Learning Motivation, Second Language Learning, Second Language Instruction, English (Second Language)
Rassaei, Ehsan – Computer Assisted Language Learning, 2023
The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students' smartphones for improving and assessing EFL learners' ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the…
Descriptors: Computer Assisted Testing, Second Language Learning, Second Language Instruction, English (Second Language)
Kargar, Aliasghar; Ahmadi, Alireza – Language Learning Journal, 2023
As language acquisition research supports the value of the interactive scaffolded environment and awareness-raising communicative tasks for the development of pragmatic knowledge, the present study attempted to investigate the effect of Collaborative Translation Task (CTT) on learning and retention of request speech act strategies. The main…
Descriptors: Translation, Task Analysis, Second Language Learning, Second Language Instruction
Zabihi, Reza – Language Learning Journal, 2022
The study reported in this article examined the impact of task type on the ways in which learners resolve grammatical language-related episodes (LREs) and whether the level of engagement affects subsequent language development. Data were collected over a six-week period. Thirty-two Iranian second language (L2) learners were paired up to complete a…
Descriptors: Task Analysis, Second Language Learning, Second Language Instruction, Grammar
Derakhshan, Ali – International Journal of Instruction, 2018
The present study sought to investigate the effects of Summary Writing (SW), Picture Writing (PW), and Topic Writing (TW) tasks on the accuracy and complexity of Iranian intermediate EFL learners' writing performance. To this end, of 61 students majoring English Literature in Golestan University, Gorgan, Iran, 43 (10 males, 33 females) of them…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Writing Skills
Dabbagh, Ali; Babaii, Esmat – TESL-EJ, 2021
The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to…
Descriptors: Scoring, Pragmatics, Native Language, Second Language Learning