Applied Linguistics
Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry

Zeinab Azizi; Ehsan Namaziandost; Parisa Ashkani

Volume 11, Issue 2 , December 2022, , Pages 93-128

https://doi.org/10.22054/ilt.2023.70542.744

Abstract
  Emerging as a novel instructional approach, Active Learning (AL) is predicated on paving the way for students to actively explore knowledge and reflect on the learning processes. Despite its robust theoretical foundations, AL has rarely been implemented by English as a foreign language (EFL) teachers ...  Read More

Sociolinguistics
Iranian EFL Learners and Teachers’ Attitudes Toward Critical Cultural Awareness

Mostafa Ghaffari; Davud Kuhi; Morteza Aslrasouli

Volume 11, Issue 1 , June 2022, , Pages 67-93

https://doi.org/10.22054/ilt.2021.60485.592

Abstract
  Critical cultural awareness (CCA) as an essential element of intercultural competence has attracted a myriad of scholars in the fields of language teaching, communication studies, cultural studies, gender studies, ethnic studies among others. That is why this study aims to investigate the attitudes of ...  Read More

Psycholinguistics
Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers

Zeinab Sazegar; Hamid Ashraf; Khalil Motallebzadeh

Volume 10, Issue 2 , December 2021, , Pages 233-267

https://doi.org/10.22054/ilt.2022.61181.599

Abstract
  Much of what educators address is the overt curriculum; however, there is a hidden curriculum that affects education in a very profound manner. In view of that, the purpose of the present study is to determine the relationship of EFL teachers’ perspectives on hidden curriculum components in the ...  Read More

Second Language Acquisition (SLA)
Storytelling and Story Reading Impacts on Pre-intermediate English Language Learners’ Oral Language Production and Comprehension

Alireza Omidbakhsh

Volume 10, Issue 1 , June 2021, , Pages 335-354

https://doi.org/10.22054/ilt.2021.61029.598

Abstract
  The use of storytelling on students’ first language literacy and development were extended to foreign/second language learning, and a large number of researchers interested in the field attempted to use storytelling and story reading strategies in teaching oral language skills to foreign/second ...  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

Language Skills
The Role of Visual Scaffolding in Enhancing Iranian EFL Students’ Writing Ability

Mahnaz Mostafaei Alaei; Amir Kardoust; Abdulbaset Saeedian

Volume 8, Issue 2 , December 2019, , Pages 187-211

https://doi.org/10.22054/ilt.2020.51861.492

Abstract
  To better illuminate the link between scaffolding and visual aids, this quasi-experimental study attempted to scaffold an intact group of 14 intermediate-level Iranian English as a foreign language (EFL) learners through providing graphs with the aim of enhancing their writing ability. Ensuring lack ...  Read More

EFL Learners’ Preferences for Error Correction and Its Relationship with Demotivation and Language Proficiency in the Iranian Context

Mina Rastegar; Hajar Homayoon

Volume 1, Issue 2 , December 2012, , Pages 323-341

Abstract
  The present study is an attempt to explore any significant relationships between learners’ preferences for error correction, demotivation, and language proficiency (LP). One hundred Iranian EFL students, including both males and females, studying at the departments of foreign languages of Shahid ...  Read More