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Mohammad Reza Khodadust – Iranian Journal of Language Teaching Research, 2024
This quasi-experimental study aimed to investigate the effect of polite corrective feedback (CF) on Iranian EFL learners' immediate and delayed grammatical accuracy. The participants included a convenient sample of 60 intermediate male/female EFL learners (four 15-member groups) selected from a private language institute in Tabriz. After the…
Descriptors: Foreign Countries, English (Second Language), Language Teachers, Students
Michael Sadeghi; Mostafa Pourhaji – Language Teaching Research, 2025
The present study examines the effects of pre-task explicit instruction on second language (L2) oral self-repair behaviour while controlling for the effects of working memory. The participants were 121 Iranian learners of English at incipient levels of language proficiency. Their working memory was measured using an operation span task and then…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Oral Language
Tadayonifar, Mojtaba; Valizadeh, Mohammadreza; Entezari, Mahnaz; Bahraman, Mosfata – Language Learning in Higher Education, 2021
The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner…
Descriptors: Reading Instruction, Reading Strategies, Reading Comprehension, Cognitive Style
Ghoorchaei, Behrooz; Mamashloo, Fatemeh; Ayatollahi, Mohammad Ali; Mohammadzadeh, Ayesheh – Cogent Education, 2022
Investigations have been too limited and inconclusive to find out whether written corrective feedback improves grammatical accuracy of learners. This study aimed at investigating the comparative effects of direct and indirect corrective feedback on short-term and long-term retention of the subject-verb agreement by Iranian EFL writers. The design…
Descriptors: Instructional Effectiveness, Direct Instruction, Error Correction, Feedback (Response)
Estaji, Masoomeh; Savarabadi, Maryam Faraji – Journal of English as an International Language, 2020
The spread of English all around the world has raised the need for English instructors to be aware of the new trends of English as an International Language (EIL) in order to enable their students to communicate internationally. In this Qualitative study, which aimed to examine the cultural awareness of EFL teachers with regard to EIL, 16 Iranian…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers
Ahmadian, Mohammad Javad – Language Teaching Research, 2020
This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners' working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was…
Descriptors: Short Term Memory, Direct Instruction, English (Second Language), Second Language Instruction
Kaivanpanah, Shiva; Akbarian, Is'haaq; Salimi, Hamid – Iranian Journal of Language Teaching Research, 2021
The present study examined the effect of different vocabulary instruction methods on EFL learners' vocabulary learning and retention. Elementary and advanced EFL learners (N = 120), selected through convenience sampling, were randomly assigned to three conditions (i.e., six groups for the two levels). The learners in the explicit group received…
Descriptors: Instructional Effectiveness, Direct Instruction, Teaching Methods, English (Second Language)
Iran Bakhshandeh-Rostami; Khadijeh Jafari – Asian-Pacific Journal of Second and Foreign Language Education, 2018
The importance of teaching explicit knowledge of grammar has been one of the most controversial issues in L2 instruction. Despite the existence of considerable number of studies on different methods of grammar instruction, very few studies have investigated the role of explicit instruction and input enhancement on developing EFL learners' explicit…
Descriptors: Foreign Countries, Direct Instruction, English (Second Language), Knowledge Level
Khodadadi, Soulmaz – Journal of Language and Linguistic Studies, 2021
Learning to write correctly, besides the learning of fluent speaking a foreign language, as two important productive skills had been under a great attention from the beginning of the research over the English language teaching and learning. Errors and mistakes, as inevitable parts of learning a 2nd/FL have also paid much attention, though…
Descriptors: Instructional Effectiveness, Direct Instruction, English (Second Language), Second Language Instruction
Boroumand, Mohsen; Mardani, Mahdi; Khakzad Esfahlan, Farzaneh – Language Teaching Research Quarterly, 2021
One of the most important communicative skills is listening and, at the same time, the Achilles' heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, as various studies show, self-efficacy measures are closely tied to the effective use of learning strategies. Considering the key role that concept mapping,…
Descriptors: Direct Instruction, Instructional Effectiveness, Concept Mapping, Listening Skills
Safaie, Sepehr – Cogent Education, 2020
Reading comprehension is considered a salient source of input and an important language skill in English as Foreign Language (EFL) learning contexts. Moreover, connectors are regarded as main constituents of reading materials. Connectors refer to linguistic devices which provide cohesion in texts and thus are highly likely to contribute to the…
Descriptors: Reading Instruction, Reading Comprehension, Teaching Methods, English (Second Language)
Ghavamnia, Maedeh – Reading Psychology, 2019
The purpose of this mixed-method investigation was to examine the effect of explicit instruction of cognitive strategies on the reading performance of Iranian graduate students and identify the cognitive strategies the participants used while reading a scientific article in English (L2). Prior to the study, the students completed a questionnaire…
Descriptors: Direct Instruction, Teaching Methods, Graduate Students, English (Second Language)
Saeedi, Zari; Fatalaki, Javad Ahmadi; Nazari, Mohammad – International Journal of Progressive Education, 2017
The current study aims at gaining insight into the effectiveness of the explicit and implicit instructions of the culture capsules through multimedia resources and tracks EFL learners|' multicultural attitudes. The study sampled 43 advanced EFL learners who took part in speaking courses at Shoukoh and Safiran institutes. The researchers applied…
Descriptors: English (Second Language), Second Language Learning, Student Attitudes, Direct Instruction
Naeini, Nazgol Nekoui; Shahrokhi, Mohsen – Advances in Language and Literary Studies, 2016
The present study intended to examine the impact of methodology on EFL vocabulary learning of elementary school boys and girls. To achieve this end, 40 elementary female and male students aged 9-10 were selected from among 60 students studying at a language institute in Isfahan, Iran. The students were selected based on the results of an overall…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Vocabulary Development
Khodabandeh, Farzaneh – English Language Teaching, 2016
The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students' abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University…
Descriptors: English (Second Language), Second Language Instruction, Writing Instruction, Writing Achievement
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