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Download full textAzizi, Mahmoud; Pavlikova, Martina; Nováková, Katarína Slobodová; Baghana, Jerome – European Journal of Contemporary Education, 2021
The role of corrective feedback in general and focused feedback in particular has been investigated widely in second language (L2) writing over the past several decades. Moreover, Dynamic Assessment (DA) with its roots in socio-cultural theory has been noticed to play a role in fostering language learner development and assessment. However, their…
Descriptors: English (Second Language), Second Language Learning, Feedback (Response), Alternative Assessment
Khaki, Mojgan; Tabrizi, Hossein Heidari – Language Teaching Research Quarterly, 2021
The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers' direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120…
Descriptors: Feedback (Response), Process Approach (Writing), Writing Instruction, Teaching Methods
Direct linkFiroozjahantigh, Mojgan; Fakhri Alamdari, Ebrahim; Marzban, Amir – Cogent Education, 2021
The instruction of metadiscourse markers to L2 writers has been recommended by some scholars to assist them in employing a certain tone in persuading readers. Nonetheless, there is a dearth of research investigating the effect of process-based instruction on hedging and boosting devices to L2 learners. To fill this gap, the present study aimed at…
Descriptors: Writing Processes, Process Approach (Writing), Writing Instruction, English for Academic Purposes
Ghorbanchian, Elahe; Youhanaee, Manijeh; Amirian, Zahra – English Language Teaching, 2019
Cognitive complexity is traditionally used for describing human cognition along a simplicity-complexity axis in tests like TOFEL IBT and GRE where text creation and rhetorical organization are quintessentially important. Accordingly, this study sought to investigate the impact of mentor text modelling on cognitive complexity of academic writing…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Rahimi, Mehrak; Yadollahi, Samaneh – Cogent Education, 2017
The present study investigated the effects of offline vs. online digital storytelling on the development of EFL learners' literacy skills (reading and writing). Forty-two lower intermediate language learners participated in the study as the experimental (n = 21) and control groups (n = 21). The Reading-Writing section of the Key English Test was…
Descriptors: Story Telling, Statistical Analysis, Control Groups, Experimental Groups
Khoshsima, Hooshang; Sayadi, Fatemeh – Advances in Language and Literary Studies, 2016
This study aimed at investigating the effect of virtual language learning method on Iranian intermediate EFL learners writing ability. The study was conducted with 20 English Translation students at Chabahar Maritime University who were assigned into two groups, control and experimental, after ensuring of their homogeneity by administering a TOEFL…
Descriptors: Computer Simulation, English (Second Language), Second Language Learning, Second Language Instruction
Naghdipour, Bakhtiar; Koç, Sabri – Asia-Pacific Education Researcher, 2015
The curriculum for teaching undergraduate university students in Iran majoring in English generally includes paragraph writing in the second year and essay writing (4-5 paragraphs) in the third year. The first-year course 'Grammar and Writing (I & II)' offered in two consecutive semesters covers grammar only, despite the inclusion of writing…
Descriptors: Intervention, Writing Instruction, Foreign Countries, Teaching Methods
