Explicit Instruction of Pragmatic Features: Its Impact on EFL Learners’ Knowledge of Hedging Devices in Academic Writing

Abdullah Sarani; Amrollah Talati-Baghsiahi

Volume 6, Issue 1 , June 2017, , Pages 53-29

https://doi.org/10.22054/ilt.2017.8418

Abstract
  Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different ...  Read More

On the Relationship between Iranian EFL Teachers’ Efficacy of Classroom Management, Reflective Thinking, and Transformational Leadership Style: A Structural Equation Modeling

Reza Khany; Seyedeh Marzieh Ghoreyshi

Volume 2, Issue 1 , June 2013, , Pages 55-82

Abstract
  In spite of the significant role of teachers in the efficacy of classroom management particularly in teaching English as a Foreign Language, the issue has not been addressed sufficiently especially in relation with other individual variables. Hence, this study made an attempt to investigate the association ...  Read More