This study scrutinized the effects of words' superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult…

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

As a social-interactional positive behavior, the flow of compassion (i.e., selfcompassion, compassion for others, and compassion from others), which refers to sensitivity to suffering in self and others with a commitment to try to alleviate and prevent it, has yet to be investigated in a highly social-interactional context such as foreign language…

This research investigated the effect of three definitional, sentential, and textual vocabulary learning strategies on Iranian intermediate EFL learners' vocabulary learning and retention. Based on Oxford Solutions Placement Test, of 94 total population, 66 Iranian EFL learners were selected as homogeneous participants at the intermediate level…

The need to create more efficient approaches to teaching L2 writing has grown due to the increasing demands placed on English writing proficiency in a global setting. The present investigation aimed to explore the impacts of the ENGAGE Model and task-based language teaching (TBLT) method on Iranian EFL learners' overall L2 writing performance.…

The documentation of test takers' achievements has been accomplished through large-scale assessments to find general information about students' language ability. To remove subjectivity, Cognitive Diagnostic Assessment (CDA) has recently played a crucial role in perceiving candidates' latent attribute patterns to find multi-diagnostic information…

Discourse markers (DMs) as linguistic devices have a significant role in the coherence of conversation--a speakers' fluency. With the growing use of English worldwide, it is of great importance to focus on DMs as an essential part of communication which provides discourse coherence. This study was conducted to develop a description of spoken…

Despite the important role emotions play in affecting second/foreign language (L2) learners' cognition, such as their learning processes, few empirical studies have tried to find out how emotions affect the four main skills (i.e., listening, speaking, reading, and writing). In order to fill this gap, the present study aims to investigate the…

Cognitive diagnostic models (CDMs) have received sustained attention in educational settings because they can be used to operationalize formative assessment to provide diagnostic feedback and inform instruction. A large number of CDMs have been developed over the past few years. An important component of all CDMs is a Q-matrix that specifies a…

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…