This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the…

The present study provides a report on an experiment seeking the effect of proactive intensive form-focused instruction on the grammatical development of intermediate and advanced Iranian EFL learners. More specifically the aim of the study was to discern (a) whether the grammatical knowledge of Iranian EFL learners at different proficiency levels…

The present study attempted to investigate the status of pragmatics among Iranian EFL learners. Status of pragmatics was analyzed in terms of the amount of pragmatic knowledge EFL learners believed to have and the amount of pragmatic knowledge they believed to receive from teachers, classmates, course books, and exams. Additionally, attempts were…

The present study was conducted to compare the impact of direct and metalinguistic written corrective feedback on Iranian EFL learners' grammatical knowledge. The participants were a convenient sample of students in two intact writing classes. The instruction provided in both groups was similar; however, the students in one group received direct…

The aim of the current study was to investigate the impact of indirect corrective feedback on promoting Iranian high school students' spelling accuracy in English (as a foreign language). It compared the effect of direct feedback with indirect feedback on students' written work dictated by their teacher from Chicken Soup for the Mother and…

The use of WCF is a striking necessity in learning of English as a foreign language. If teachers and students can manipulate well the use of written feedback, both parties will benefit. This research looked at the types of feedback given to EFL students during a 16-week study. For the purpose of the current survey eighty students enrolled freely…

This study intends to shed light on the most occurring grammatical and lexical (pragmatic) errors which students make in their compositions. For this purpose, 23 male and female undergraduate students from different majors were asked to take part in the present study. Each week, for four weeks, students were asked to write 4 compositions on…

The current research examines the immediate and delayed effects of three types of corrective feedback, namely recasts, metalinguistic feedback, and clarification requests, on the acquisition of English wh-question forms by Iranian EFL learners. To this end, 134 Iranian EFL learners comprising 4 intact classes participated in the study. Learners in…

This study was an attempt to compare EFL teachers' and intermediate high school students' perceptions of written corrective feedback on grammatical errors and also to specify their reasons for choosing comprehensive or selective feedback and some feedback strategies over some others. To collect the required data, the student version of…

This study tries to answer some ever-existent questions in writing fields regarding approaching the most effective ways to give feedback to students' errors in writing by comparing the effect of error correction and error detection on the improvement of students' writing ability. In order to achieve this goal, 60 pre-intermediate English learners…

This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error…