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Direct linkKhajavy, Gholam Hassan; Pourtahmasb, Fereshteh; Li, Chengchen – Innovation in Language Learning and Teaching, 2022
Purpose: The present study investigated the domain-specificity of language mindset with a focus on foreign language (L2) reading mindset. We further examined whether L2 reading mindset could predict several L2 reading-specific outcomes, including L2 reading achievement and L2 reading emotions above and beyond general language mindset.…
Descriptors: Second Language Learning, Second Language Instruction, Reading Achievement, Reading Attitudes
Download full textDehqan, Mahmood; Azizi, Danial Babajani; Miri, Fatemeh – MEXTESOL Journal, 2022
The present study sought to investigate the effects of meaning-focused input (MFI) and meaning-focused output (MFO) activities on willingness to communicate (WTC) of English as a Foreign Language (EFL) learners. The study aimed at exploring learners' perceptions towards the efficacy of MFO and MFI activities for developing WTC. The participants of…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
Kamdideh, Zahra; Barjesteh, Hamed – International Journal of Instruction, 2019
Increasing EFL learners' willingness to communicate has always been a concern to teachers. This study aimed at investigating the effect of extended wait time in EFL classrooms on the learners' willingness to communicate. In order to carry out this quasi-experimental study, 60 adult EFL learners at a basic level of proficiency in English (CEFR A1…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
Nematizadeh, Shahin – Journal for the Psychology of Language Learning, 2021
Willingness to communicate (WTC) has recently been researched as a dynamic variable, with some investigations viewing it as a complex dynamic system (CDS). One important property associated with CDS is the notion of attractor states, which are characterized by stable patterns of behavior. The present study employed an idiodynamic method to monitor…
Descriptors: Second Language Learning, Second Language Instruction, Language Fluency, Task Analysis
Mohammadi, Jahangir; Barati, Hossein; Youhanaee, Manijeh – English Language Teaching, 2019
This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders' English achievements and their willingness to communicate. A pre-experimental design was used in this study. The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as experimental and…
Descriptors: Blended Learning, English (Second Language), Second Language Learning, Second Language Instruction
Rezaabadi, Omid Talebi – Advances in Language and Literary Studies, 2016
This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening…
Descriptors: Correlation, Social Class, Teaching Methods, Test Anxiety
Ghorbandordinejad, Farhad; Ahmadabad, Roghayyeh Moradian – Journal of Psycholinguistic Research, 2016
This study investigated the relationship between autonomy and English language achievement among third-grade high school students as mediated by foreign language classroom anxiety in a city in the north-west of Iran. A sample of 400 students (187 males, and 213 females) was assessed for their levels of autonomy and foreign language anxiety using…
Descriptors: Foreign Countries, High School Students, Personal Autonomy, Academic Achievement
Bayat, Abbas; Jamshidipour, Ahmadreza; Hashemi, Masoud – Online Submission, 2017
This study investigated the continuous influence of applying formative assessment on EFL (English as a foreign language) learners' anxiety and listening efficacy. The participants, divided into an experimental and a control group, were 60 Iranian EFL learners in an English-language institute. This study thus highlights the pedagogical implications…
Descriptors: Formative Evaluation, College Students, Anxiety, Experimental Groups
Mostafavi, Fatemeh; Vahdany, Fereidoon – Advances in Language and Literary Studies, 2016
The current study aimed at investigating the possible effects of explicit teaching of affective strategies on Iranian EFL learners' oral language proficiency and the extent of their anxiety in EFL classroom. First, PET test was administered to a total number of 120 female third grade high school EFL students. Then, 60 participants whose score fell…
Descriptors: Oral Language, Language Proficiency, English (Second Language), Second Language Learning
Serraj, Samaneh; Noordin, Noreen Bt. – English Language Teaching, 2013
Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Listening Comprehension
Mesgarshahr, Abulfazl; Abdollahzadeh, Esmaeel – Studies in Second Language Learning and Teaching, 2014
One of the pedagogical implications of the research on the Willingness to Communicate (WTC) might be to propose practical ways of making language learners more willing to communicate in the classroom. This study investigated the impact of teaching communication strategies (CSs) on Iranian EFL learners' WTC. To this end, 8 intact classes were…
Descriptors: Communication Strategies, English (Second Language), Second Language Learning, Second Language Instruction
Pishghadam, Reza; Khodadady, Ebrahim; Rad, Naeemeh Daliry – English Language Teaching, 2011
This study attempts comprehensively to investigate the effect of form versus meaning-focused tasks on the development of collocations among Iranian Intermediate EFL learners. To this end, 65 students of Mashhad High schools in Iran were selected as the participants. A general language proficiency test of Nelson (book 2, Intermediate 200A) was used…
Descriptors: Grammar, English (Second Language), Second Language Learning, Second Language Instruction
