NotesFAQContact Us
Collection
Advanced
Search Tips
Location
Iran36
USSR1
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 36 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Reza Shahi; Hamdollah Ravand; Golam Reza Rohani – International Journal of Language Testing, 2025
The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at…
Descriptors: Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Omid Mallahi – Asian-Pacific Journal of Second and Foreign Language Education, 2024
The present study explores the status of argumentative essay writing strategy use and identifies the problems a convenient sample of Iranian EFL learners face while writing argumentative essays in English. Adopting a complementary process-genre approach and a mixed-methods research design, the researcher designed a genre-specific argumentative…
Descriptors: English (Second Language), Second Language Instruction, Essays, Persuasive Discourse
Peer reviewed Peer reviewed
Direct linkDirect link
Rafatbakhsh, Elaheh; Ahmadi, Alireza – Asian-Pacific Journal of Second and Foreign Language Education, 2023
Estimating the difficulty of reading tests is critical in second language education and assessment. This study was aimed at examining various text features that might influence the difficulty level of a high-stakes reading comprehension test and predict test takers' scores. To this end, the responses provided by 17,900 test takers on the reading…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Mehri Izadi; Maliheh Izadi; Farrokhlagha Heidari – Education and Information Technologies, 2024
In today's environment of growing class sizes due to the prevalence of online and e-learning systems, providing one-to-one instruction and feedback has become a challenging task for teachers. Anyhow, the dialectical integration of instruction and assessment into a seamless and dynamic activity can provide a continuous flow of assessment…
Descriptors: Adaptive Testing, Computer Assisted Testing, English (Second Language), Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Zare, Mohammad; Bagheri, Mohammad Sadegh; Sadighi, Firooz; Rassaei, Ehsan – Cogent Education, 2021
The current study focused mainly on the role of the linguistic complexity of IELTS writing Task 2. In other words, it investigated the differential effects of two interrelated linguistic complexities of writing Task 2 on the three levels of discourse representation and what IELTS candidates perceived through analyzing IELTS writing topics both at…
Descriptors: Second Language Learning, English (Second Language), Language Tests, Writing Tests
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Esfandiari, Rajab; Meihami, Hussein; Jahani, Fatemeh – TESL-EJ, 2022
In spite of the existence of writing courses for postgraduate students in English-as-a-foreign-language (EFL) contexts, their academic writing proficiency remains low. Therefore, EFL students' academic experiences and expectations need to be explored to identify their needs. To this end, a dynamic narrative approach was adopted to examine the…
Descriptors: Graduate Students, English (Second Language), Second Language Learning, Second Language Instruction
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ansarin, Ali Akbar; Khabbazi, Salva Kazemipour – Eurasian Journal of Applied Linguistics, 2021
This study aims at comparing the effect of single- and dual-annotation modes, working memory (WM), and three tasks of different involvement loads (sentence writing, close deletion, and paragraph writing) on passive and active vocabulary development of proficient English as a foreign language (EFL) learners. While listening to an expository text,…
Descriptors: Cognitive Processes, Difficulty Level, Short Term Memory, Vocabulary Development
Peer reviewed Peer reviewed
Direct linkDirect link
Nushi, Musa; Orouji, Fereshte – SAGE Open, 2020
Listening has long been recognized as a challenging skill for teachers, students, and researchers working within the English as a Second Language (ESL)/English as a Foreign Language (EFL) contexts. Moreover, up until the recent past, it was the least researched of the four language skills in second language acquisition studies. One of the issues…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Niazifar, Alireza; Shakibaei, Goodarz – Asian-Pacific Journal of Second and Foreign Language Education, 2019
This study investigated the effects of different text difficulty levels on Iranian EFL learners' foreign language reading motivation and reading comprehension. To fulfil this objective, 40 Iranian participants were selected among 50 students based on the results of Interchange Placement Test (Richards et al, Placement and Evaluation Package…
Descriptors: Reading Motivation, Reading Comprehension, Student Placement, Language Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Marashi, Hamid; Erami, Neda – Language Learning Journal, 2021
This study was an attempt to investigate the effect of choice theory-based instruction on Iranian EFL learners' vocabulary achievement. To fulfil the purpose of this study, 60 female advanced EFL learners were selected from among a total number of 90 learners through their performance on a piloted sample Cambridge ESOL Certificate of Advanced…
Descriptors: Comparative Analysis, Pretests Posttests, Linguistic Theory, Second Language Learning
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Saeli, Hooman; Rahmati, Payam; Dalman, Mohammadreza Dalman – Advances in Language and Literary Studies, 2021
This study examined low-proficiency Iranian EFL students' affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /?/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in…
Descriptors: Oral Language, Error Correction, Pretests Posttests, Accuracy
Peer reviewed Peer reviewed
Direct linkDirect link
Namaziandost, Ehsan; Nasri, Mehdi; Ziafar, Meisam – Asian-Pacific Journal of Second and Foreign Language Education, 2019
Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners' reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Linguistic Input
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Mirsalari, Seyed Ali; Khoram, Alireza – International Journal of Language Education, 2019
Collocations are one of the areas that create problems for EFL learners. Iranian EFL learners like other EFL learners encounter serious problems in producing collocations. The current study is an attempt to examine the Iranian EFL learners' ability to produce English collocations. It also attempts to identify the strategies that they usually adopt…
Descriptors: Foreign Countries, Phrase Structure, Teaching Methods, English (Second Language)
Peer reviewed Peer reviewed
Direct linkDirect link
Rezaeian, Mehrdad; Sadighi, Firooz; Yamini, Mortaza; Bagheri, Mohammad Sadegh – Asian-Pacific Journal of Second and Foreign Language Education, 2018
Following an emergentist approach, the authors examined the comprehension of four different types of restrictive relative clauses (direct object/oblique vs. subject/indirect object) with animate/inanimate referents by Iranian EFL learners. To this end, an Oxford placement test and two sets of comprehension tests within a week's interval were…
Descriptors: Phrase Structure, Second Language Learning, Second Language Instruction, English (Second Language)
Marashi, Syed Mojtaba – Online Submission, 2020
The notion of "textuality" encouraged Halliday and Hasan in 1976 to present their model of discourse analysis through raising questions about whether "cohesion" was a semantic concept or a structural relation, whether a text was a structural unit or not or even if there were semantic or structural relationships within a text.…
Descriptors: Connected Discourse, English (Second Language), Second Language Learning, Language Tests
Previous Page | Next Page »
Pages: 1  |  2  |  3