Second Language Acquisition (SLA)
Task Implementation and EFL Learners’ Attention to Form: Examining the Effects of Pre-Task Planning and Post-Task transcription

Masoud Saeedi

Volume 12, Issue 1 , June 2023, , Pages 67-96

https://doi.org/10.22054/ilt.2023.67865.697

Abstract
  There is ample research evidence indicating that task implementation options and design features differentially affect the linguistic quality of second language (L2) oral output. The overarching aim of the current research was to add to the available body of research findings by investigating what effects ...  Read More

Language Skills
Motivating the Unmotivated: Making Teacher Corrective Feedback Work

Masoud Azizi; Majid Nemati

Volume 7, Issue 1 , June 2018, , Pages 87-110

https://doi.org/10.22054/ilt.2019.42762.401

Abstract
  It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. ...  Read More

The Effect of Task Repetition and Task Recycling on EFL Learners' Oral Performance

Sasan Baleghizadeh; Reza Asadi

Volume 2, Issue 2 , December 2013, , Pages 137-163

Abstract
  One of the major criticisms leveled at task-based language teaching (TBLT), despite its countless merits, is developing fluency at the cost of accuracy. The post-task stage affords a number of options to counteract this downside through task repetition and task recycling. These two options are considered ...  Read More