The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and their teaching effectiveness. Classes taught by eight NNS…

This study sought to examine the effectiveness of two categories of feedback, namely recasts and prompts. Also, the study focused on the relationship between subsets of each feedback type and the extent to which they led to learner uptake and repair in an EFL context. Data were collected through non-participant observations of three intact…

This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The…

The current study was an attempt to investigate the effects of different corrective feedback (CF) conditions on Iranian EFL learners' spoken accuracy and fluency (AF) and the trade-off between them. Consequently, four pre-intermediate intact classes were randomly selected as the control, delayed explicit metalinguistic CF, extensive recast, and…

Mastering pronunciation in EFL context, where direct access to native speaker is scarce, is a highly challenging objective for many language students in Iran. Stress as a suprasegmental feature, more specifically, poses its own problems, specially when suffixes are added to words. There are different types of suffixes, two of which are neutral…