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The Role of EFL Learners' L2 Self-Identities, and Authenticity Gap on Their Intention to Continue LMOOCs: Insights from an Exploratory Partial Least Approach

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Amir Reza Rahimi – Computer Assisted Language Learning, 2025

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…

Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, MOOCs

The Impact of ENGAGE Model and TBLT Application on the Overall Writing Ability of Iranian EFL Learners

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Mohaddeseh Salimpoor Aghdam; Javad Gholami; Mahnaz Saeidi – Language Teaching Research Quarterly, 2024

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.…

Descriptors: Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction

Situation-Model Representations of Conflicting Textual Information in L2 Readers: The Effects of Prior Beliefs and L2 Proficiency

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Karimi, Mohammad N.; Ashkani, Parisa – Language Awareness, 2023

In a knowledge society characterized by an abundance of information sources that present conflicting perspectives on socio-scientific controversies, it is extremely important for readers to construct effective mental models of such controversies. Nevertheless, readers' mental representations of controversial information are assumed to be biased…

Descriptors: Second Language Learning, Second Language Instruction, Models, Task Analysis