Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Language Teaching Research | 1 |
| Reading Matrix: An… | 1 |
| Teaching English with… | 1 |
| Working Papers in TESOL &… | 1 |
Author
| Ajabshir, Zahra Fakher | 1 |
| Arani, Samaneh Ghanei | 1 |
| Ghahari, Shima | 1 |
| Heidarolad, Meissam | 1 |
| Rassaei, Ehsan | 1 |
| Sadeghi, Karim | 1 |
| Yazdanimoghaddam, Massood | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 4 |
Education Level
| Adult Education | 3 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
| Iran | 4 |
Laws, Policies, & Programs
Assessments and Surveys
| Test of English as a Foreign… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textAjabshir, Zahra Fakher; Sadeghi, Karim – Teaching English with Technology, 2019
This study investigated the effect of computer-assisted instruction (CAI) on adult second language (L2) learners' vocabulary recognition and production across high and low proficiency levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All participants in the CAI group were categorized into high and low…
Descriptors: Asynchronous Communication, Computer Mediated Communication, Computer Assisted Instruction, Second Language Instruction
Direct linkRassaei, Ehsan – Language Teaching Research, 2017
The current study investigated the effects of three forms of output activity on EFL learners' recognition and recall of second language (L2) vocabulary. To this end, three groups of learners of English as a foreign language (EFL) were instructed to employ the following three output activities after reading two narrative texts: (1) summarizing the…
Descriptors: Vocabulary Development, Second Language Learning, Multiple Choice Tests, Second Language Instruction
Arani, Samaneh Ghanei; Yazdanimoghaddam, Massood – Working Papers in TESOL & Applied Linguistics, 2016
The present study was an attempt to examine the impact of input flooding (IF) and textual enhancement (TIE) on EFL learners' syntactic development. Four homogenous groups were selected based on the pre-test and placement tests. During the treatment, the first group (i.e., IF) received reading comprehension passages in which the structure was…
Descriptors: Foreign Countries, Linguistic Input, Language Acquisition, Second Language Learning
Ghahari, Shima; Heidarolad, Meissam – Reading Matrix: An International Online Journal, 2015
Provision of multiple-choice (MC) glosses, which combines the advantages of glosses and inferring, has recently gained its share of supporters as a potential technique for enhancing L2 texts and increasing word gain for L2 learners. Upon taking an actual TOEFL, the participants underwent a vocabulary pretest to ensure that the target words were…
Descriptors: Incidental Learning, English (Second Language), Second Language Learning, Vocabulary Development
