Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| Innovation in Language… | 1 |
| Journal of Psycholinguistic… | 1 |
| Journal on English Language… | 1 |
| Reading in a Foreign Language | 1 |
| Studies in Second Language… | 1 |
| Support for Learning | 1 |
| Teaching English with… | 1 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
| Tests/Questionnaires | 2 |
Education Level
| Elementary Education | 2 |
| Secondary Education | 2 |
| Adult Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Iran | 7 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGhanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud – Support for Learning, 2017
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…
Descriptors: Team Teaching, Teacher Collaboration, Reading Skills, Reading Difficulties
Babapour, Maryam; Ahangari, Saeideh; Ahour, Touran – Innovation in Language Learning and Teaching, 2019
Reading comprehension is a key skill that can influence the learning outcome and further language development. Thus, the purpose of this study was to investigate the effect of two types of reading interventions, Collaborative Strategic Reading (CSR) and Shadow Reading (SHR), on EFL learners' reading comprehension across two proficiency levels. To…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Reading Comprehension
Abdolrezapour, Parisa – Journal of Psycholinguistic Research, 2017
The paper reports a study on an emotionally-loaded dynamic assessment procedure used with Iranian EFL learners. It focuses on the effect of using emotional intelligence characteristics (based on Goleman's framework) as a tool for motivating learners while performing reading tasks. The study with 50 intermediate learners aged 12-15 used three…
Descriptors: Reading Comprehension, Second Language Learning, Reading Improvement, Intervention
Download full textBahmani, Roghayeh; Farvardin, Mohammad Taghi – Reading in a Foreign Language, 2017
This study aimed to examine the effects of different text difficulty levels on foreign language reading anxiety (FLRA) and reading comprehension of English as a Foreign Language (EFL) learners. To this end, 50 elementary EFL learners were selected from two intact classes (n = 25 each). Each class was assigned to a text difficulty level (i.e.,…
Descriptors: Difficulty Level, Reading Materials, English (Second Language), Second Language Instruction
Ebadi, Saman; Saeedian, Abdulbaset – Teaching English with Technology, 2016
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's…
Descriptors: Instructional Design, Second Language Learning, Second Language Instruction, Postmodernism
Abdolrezapour, Parisa; Tavakoli, Mansoor; Ketabi, Saeed – Studies in Second Language Learning and Teaching, 2013
The aim of this study was to gain more in-depth understanding of students' emotions in an EFL context by applying dynamic assessment (DA) procedures to the development of learners' emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures;…
Descriptors: Second Language Learning, Guidelines, Emotional Intelligence, Student Evaluation
Keyvanfar, Arshya; Bakshiri, Naeimeh – Journal on English Language Teaching, 2011
Recently ELT has witnessed the debate between the proponents of non-interventionist and interventionist views towards SLA. The former, also known as zero option, sees L2 acquisition as an incidental process leaving no role for instruction (Krashen, 1981; Prbhu, 1987), while the latter considers instruction effective and even crucial for some…
Descriptors: English (Second Language), English Instruction, English Language Learners, Intervention
