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Munalim, Leonardo O.; Gonong, Gina O. – Iranian Journal of Language Teaching Research, 2019
Reflective Teaching as a relatively new approach toward teaching and education can be traced back to Dewey's (1933) assertion of reflective action. To date, methodologies remain almost recursive. Arguably, the modality of written genres may tempt the teachers to produce cursory reflective writings. This exploratory paper presents the sorts of…
Descriptors: Reflective Teaching, Teaching Methods, Speech Communication, English (Second Language)
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Ebadi, Saman; Salman, Ahmet Rawdhan; Nguyen, Thi Thuy Loan; Weisi, Hiwa – Iranian Journal of Language Teaching Research, 2019
Writing a Master of Arts (MA) thesis is a challenging task for postgraduate students. This complexity is of great significance when one is writing in his/her second language. From this perspective, genrecentered approaches help non-natives enhance their understanding of academic and scientific texts. This study is intended to comparatively…
Descriptors: Graduate Students, Applied Linguistics, Foreign Students, Foreign Countries
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Teng, Mark Feng – Iranian Journal of Language Teaching Research, 2019
Existing research on learner identity stresses a need to explore how the way one perceives oneself as an EFL learner has impacts on his or her investment in the endeavor to learn English. Likewise, examining the factors that influence identity and investment in EFL learning is also essential. In the present study, data were triangulated to explore…
Descriptors: Teaching Methods, Self Concept, English (Second Language), Second Language Learning
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Ranjbar, Naser; Ghonsooly, Behzad – Iranian Journal of Language Teaching Research, 2017
Vygotsky's writings on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor, scaffolding, serve as the theoretical basis for the study of peer collaboration. This paper aimed at examining the effects of peer-scaffolding on EFL writing ability and finding out how revising techniques are…
Descriptors: Peer Relationship, Scaffolding (Teaching Technique), Sociocultural Patterns, Collaborative Writing
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Keshavarz, Mohammad Hossein – Iranian Journal of Language Teaching Research, 2017
While there is a plethora of research on pronunciation problems of EFL learners with different L1 backgrounds, published empirical studies on syllabification errors of Iraqi Kurdish EFL learners are scarce. Therefore, to contribute to this line of research, the present study set out to investigate difficulties of this group of learners in the…
Descriptors: Phonemes, English (Second Language), Second Language Learning, Second Language Instruction
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Seifoori, Zohreh – Iranian Journal of Language Teaching Research, 2016
The present inquiry inspected the impact of metacognitive awareness on the fluency of 114 Iranian TEFL learners' task-based oral output. The participants in six intact classes were selected from a population of 120 English sophomores based on their scores on proficiency pre-test. The classes were randomly assigned as two tripartite groups of…
Descriptors: Metacognition, English (Second Language), Second Language Learning, Second Language Instruction
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Mirzaee, Milad; Yaqubi, Baqer – Iranian Journal of Language Teaching Research, 2016
One of the recent issues in English as a Second/Foreign Language (ESL/EFL) writing instruction has been the quest for a more effective way to give feedback to L2 learners' writing drafts. Although teacher-learner writing conferences have been increasingly used for providing ample opportunity for negotiating revisions, relatively little attention…
Descriptors: Writing Evaluation, Feedback (Response), Second Language Learning, Second Language Instruction
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Estaji, Masoomeh; Vafaeimehr, Roya – Iranian Journal of Language Teaching Research, 2015
Academic writing, particularly writing research articles, is an indispensable part of every major in higher education. Hyland (2004) argued that a valuable means of exploring academic writing, and comparing the rhetorical features and preferences of different discourse communities, is through the metadiscourse analysis of the text. The present…
Descriptors: Comparative Analysis, Research Reports, Computational Linguistics, Academic Discourse
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Akbarzadeh, Roya; Saeidi, Mahnaz; Chehreh, Mahtaj – Iranian Journal of Language Teaching Research, 2014
The role of teacher-student interaction and collaboration in solving linguistic problems has recently been in the center of SLA research. Accordingly, this study investigated the effect of Oral Interactive Feedback (OIF) on the accuracy and complexity of Iranian intermediate EFL learners' writing. After ensuring the homogeneity using Preliminary…
Descriptors: Oral Language, Accuracy, Feedback (Response), Statistical Analysis
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Ellis, Rod – Iranian Journal of Language Teaching Research, 2013
The kind of technical knowledge found in teacher guides is fundamentally different from the kind of technical knowledge found in published research about language learning. I refer to the former as "pedagogic discourse" and to the latter as "research-based discourse". The purpose of this article is to examine how links can be…
Descriptors: Feedback (Response), Error Correction, Second Language Learning, Teaching Methods
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Liontas, John I. – Iranian Journal of Language Teaching Research, 2013
Idiomaticity is central to linguistic theory. Despite the pervasiveness of idioms in language, pedagogical articles in professional journals have yet to pay attention to the benefits of idiom instruction in the second language (SL) classroom. Addressing this concern, this article reports the results of an exploratory qualitative research study…
Descriptors: Second Language Learning, Second Language Instruction, Figurative Language, Linguistic Theory