On the Efficacy of a Communicative Framework in Teaching English Phonological Features Absent in Persian to Iranian EFL Learners

Musa Nushi; Kourosh Shahhosseini

Volume 9, Issue 1 , June 2020, , Pages 57-91

https://doi.org/10.22054/ilt.2020.51623.486

Abstract
  Although Persian and English share many common phonemes, there are some phonological features that are present in English but absent in Persian which tend to lead to mispronunciation on the part of Persian learners of English, mostly through negative transfer. The present research assesses the efficacy ...  Read More

Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers

Sarah Ghasemzadeh; Majid Nemati; Jalil Fathi

Volume 8, Issue 2 , December 2019, , Pages 25-50

https://doi.org/10.22054/ilt.2020.49009.451

Abstract
  In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role ...  Read More

Portfolio Assessment and EFL Learners' Writing Ability: Does Self-Regulation Have a Role to Play?

Maryam Taheri; Davood Mashhadi Heidar

Volume 8, Issue 2 , December 2019, , Pages 83-107

https://doi.org/10.22054/ilt.2020.47522.437

Abstract
  Due to the scarcity of quantitative studies as to the impact of portfolio assessment on EFL students’ writing ability and the significant impact of the interaction between portfolio assessment and self-regulation strategy, the present study aimed to explore whether portfolio assessment has any ...  Read More

Analysis of Cohesion and Coherence in Writing Performance of Iranian Intermediate EFL Learners

Sedigheh Samadian; Ahmad Mohseny

Volume 8, Issue 2 , December 2019, , Pages 213-242

https://doi.org/10.22054/ilt.2019.21262.193

Abstract
  The main concern of this study was to identify Iranian intermediate EFL learners’ problems in cohesion and coherence of writing performance as well as the extent to which they utilized cohesion and coherence in their writing. It is important for EFL and ESL learners the ability to compose a piece ...  Read More

The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety

Abbas Ali Zarei; Fateme Kavyari Roustai

Volume 8, Issue 2 , December 2019, , Pages 303-335

https://doi.org/10.22054/ilt.2020.50054.468

Abstract
  This study compared the effect of four reading models on reading comprehension, foreign language reading anxiety (FLRA), and reading self-efficacy. In order to do so, 184 female Iranian senior high school EFL students at intermediate English reading level were selected through convenience sampling in ...  Read More

Exploring EFL Learners’ Autonomy in Reading Comprehension: Computer-Assisted versus Conventional Contexts

Fereshteh Shirzad; Saman Ebadi

Volume 8, Issue 1 , June 2019, , Pages 93-128

https://doi.org/10.22054/ilt.2019.44577.407

Abstract
  This study explored the autonomy of advanced English as a Foreign Language (EFL) learners in reading comprehension through scaffolding and jigsaw in computer-assisted and conventional contexts. After being homogenized through the reading section of DIALANG proficiency test, a total of 80 female advanced ...  Read More

The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study

Alireza Amjadiparvar; Parviz Maftoon; Massood Yazdanimoghaddam

Volume 7, Issue 2 , December 2018, , Pages 29-59

https://doi.org/10.22054/ilt.2019.36574.342

Abstract
  The purpose of the present study was first to offer a tentative solution to the problems observed in writing pedagogy in Iran by devising a more comprehensive approach to genre-based writing instruction. In the second phase, a quasi-experimental research design was adopted to determine how effective ...  Read More

The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners

Motahar Khodashenas Tavakoly; Gholamreza Kiany; Seyyed Mohammad Reza Hashemi

Volume 7, Issue 2 , December 2018, , Pages 61-89

https://doi.org/10.22054/ilt.2019.44501.406

Abstract
  Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approach may have confused instruction types. ...  Read More