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

Pre-emption with or without Pre-task Planning: A Probe into L2 Lexical Diversity

Somayeh Hosseinzadeh; Karim Shabani; Saman Ebadi

Volume 7, Issue 1 , June 2018, , Pages 1-24

https://doi.org/10.22054/ilt.2019.28374.259

Abstract
  The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity ...  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

Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types

Nastaran Nosratzadegan; Zohreh Seifoori; Parviz Maftoon

Volume 5, Issue 2 , December 2016, , Pages 232-211

https://doi.org/10.22054/ilt.2017.8059

Abstract
  Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing ...  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