This quasi-experimental study compares preferences for the amount of instructional guidance between creative and noncreative learners. Instructional guidance is implemented as a two-level factor represented as two variants of a visual design task, only differing in the amount of verbal guidance they gave. Dependent preference outcomes were…

The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peer observation as a tool for professional development that is implemented in an English Language Institute of a Saudi Arabian university. This paper reviews literature on peer observation to develop a conceptual and theoretical…

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…

Making students skillful is the ultimate aim of teaching. The teacher who feel that their jobs are over once they explain and demonstrates the lesson in the class is certainly on the defective side of thinking. Rather, students must be guided towards the objectives of learning demonstrated through modeling, and given ample practice to handle…

This research focuses on inservice science teachers' conceptions of nature of science (NOS) before and after a two-week intensive summer professional development (PD). The PD combined traditional explicit NOS instruction, numerous interactive interventions that highlighted NOS aspects, along with documentary films that portrayed NOS in context of…

The present study examines Iranian language learners' views on different types of oral corrective feedback and explores the relationship with learners' language proficiency. It then compares the learners' views with those of their teachers. The study is based on a 36-item questionnaire completed by 154 English as a foreign language (EFL) learners…

This study investigated the impact of metacognitive instruction on the listening skill, and metacognitive knowledge of a group of male students (N = 30) who were learning English as a Foreign Language (EFL) in Iran. The study participants spoke Persian as a first language and were high-intermediate EFL learners. The participants received a guided…

The purpose of this study was to investigate the relationship between teachers' beliefs about their teaching methods and their sense of self-efficacy. The study also examined the effects of these characteristics on students' satisfaction and academic achievement. Participants included 16 instructors and 255 intermediate students (121 males and 127…

This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

This study deals with the application of the pragmatics research to EFL teaching. The need for language learners to utilize a form of speech acts such as request which involves a series of strategies was significance of the study. Although defining different speech acts has been established since 1960s, recently there has been a shift towards…

Much second language acquisition research in recent decades has assumed that a learner's main purpose for learning a second language (L2) is to develop communicative competence. Consequently, many studies have focused on investigating ways in which teachers and/or the learning environment may support the development of such competence. In…

This study investigated the continuous influence of self-assessment on EFL (English as a foreign language) learners' self-efficacy. The participants, divided into an experimental and a control group, were 57 Iranian EFL learners in an English-language institute. The participants' self-efficacy was measured through a questionnaire that was the same…

The decade since publication of "Place as Text: Approaches to Active Learning" has seen an explosion of interest and productivity in the field of experiential education. This monograph presents a story of an experiment and a blueprint of sorts for anyone interested in enriching an existing program or willing to experiment with pedagogy…

THE NDEA ENGLISH INSTITUTES HELD IN PUERTO RICO AND AT THE UNIVERSITY OF CALIFORNIA AT LOS ANGELES IN 1964 WERE ANALYZED BY USING A FOLLOWUP QUESTIONNAIRE SENT TO ALL INSTITUTE PARTICIPANTS. THE PURPOSES OF THE FOLLOWUP QUESTIONNAIRE WERE TO DETERMINE THE EXTENT TO WHICH (1) THE PARTICIPANTS HAD BEEN ABLE TO USE THE PRINCIPLES AND TECHNIQUES…

Five dentists, 17 dental assistants, and three dental hygienists participated in the dental assistant teacher training institute held at Marquette University, Milwaukee, Wisconsin, June 25 to July 21, 1967. Curriculum objectives were based upon analysis of the job of the dental assisting instructor; the following units were chosen to meet the…