Second Language Acquisition (SLA)
1. Praxis-Based Grammar Instruction Using Social Media Networking: Mediational Feedback within ZPD

Azizullah Mirzaei; Zohreh Eslami Rasekh Eslami; Gholamreza Salehpour

Articles in Press, Accepted Manuscript, Available Online from 04 October 2021

http://dx.doi.org/10.22054/ilt.2021.59815.581

Abstract
  Recent second or foreign language (L2) research has shown that integration of form-focused instruction into collaborative, communicative activity is highly influential. Sociocultural theory (SCT) provides a praxis-oriented educational ecosystem wherein L2 grammatical knowledge and practical use can be ...  Read More

Second Language Acquisition (SLA)
2. Grit and foreign language anxiety as predictors of willingness to communicate in the context of foreign language learning: A structural equation modeling approach

Jalil Fathi; Farnoosh Mohammaddokht; Saeed Nourzadeh

Articles in Press, Accepted Manuscript, Available Online from 26 October 2021

http://dx.doi.org/10.22054/ilt.2021.63362.627

Abstract
  Given its key role in enhancing learners’ communicative competence, willingness to communicate (WTC) has received much research attention in the field of second language (L2) teaching and learning. Numerous studies have explored the antecedents of WTC in English as a Foreign Language (EFL) context. ...  Read More

Second Language Acquisition (SLA)
3. Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners

Emad Mohammed Qadir; Nouroddin Yousofi

Articles in Press, Accepted Manuscript, Available Online from 19 January 2022

http://dx.doi.org/10.22054/ilt.2022.60798.593

Abstract
  In recent years, the importance of thinking skills in education has attracted the attention of researchers. To this end, this study investigated the effect of scaffolding and implicit instructions on the critical thinking skills (i.e., inference, evaluation, analysis, inductive and deductive reasoning) ...  Read More

Second Language Acquisition (SLA)
4. Morphological Complexity Across Descriptive, Expository, and Narrative Text Types in Iranian Lower-Intermediate Language Learners

Rajab Esfandiari; Hajar Jafari

Volume 10, Issue 1 , Winter and Spring 2021, , Pages 237-267

http://dx.doi.org/10.22054/ilt.2021.59736.580

Abstract
  Morphological complexity is one of the dimensions of complexity that has been increasingly analyzed over the last few years. However, results from previous studies drawing on only a single text type are inconclusive. The purpose of this study was to determine the effect of text types (descriptive, narrative, ...  Read More

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

Alireza Omidbakhsh

Volume 10, Issue 1 , Winter and Spring 2021, , Pages 335-354

http://dx.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

Second Language Acquisition (SLA)
6. Systemic Theoretical Instruction: The Impact of Three Types of Verbalization in L2 Learners’ Knowledge of Passive Voice

Nasser Rashidi; Amir Naami

Volume 9, Issue 2 , Summer and Autumn 2020, , Pages 1-26

http://dx.doi.org/10.22054/ilt.2020.52233.494

Abstract
  This article was intended to investigate and compare the impact of three types of verbalization within Systemic Theoretical Instruction on the L2 learners’ knowledge of past voice. To this end, four EFL intact classrooms from a high school in Iran were chosen and randomly assigned to one control ...  Read More

Second Language Acquisition (SLA)
7. Source of Errors in English Headless Relative Clauses Produced by Persian Learners/Speakers of English

Khadijeh Karimi Alavijeh

Volume 9, Issue 2 , Summer and Autumn 2020, , Pages 185-217

http://dx.doi.org/10.22054/ilt.2021.54379.528

Abstract
  This paper focuses on errors made by Persian learners of English as a Foreign Language (EFL) when producing English headless relative clauses (RCs). Although English does not allow interrogative structure in headless RCs, Persian EFL learners tend to produce them in the interrogative form. In the course ...  Read More

Second Language Acquisition (SLA)
8. The Influence of Learning Styles and Input Modalities on the Simultaneous Attention to Form and Meaning

Mastaneh Haghani

Volume 9, Issue 1 , Winter and Spring 2020, , Pages 213-243

http://dx.doi.org/10.22054/ilt.2020.51000.477

Abstract
  Second language acquisition (SLA) research suggests that learners differ in the extent to which they can direct their attention to the meaning and form of the input. Among various factors responsible for this discrepancy, learning style by itself or along with other factors might influence the process, ...  Read More

Second Language Acquisition (SLA)
9. An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners

Mina Bolghari; Parviz Birjandi; Parviz Maftoon

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 129-163

http://dx.doi.org/10.22054/ilt.2019.39946.375

Abstract
  Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the ...  Read More

Second Language Acquisition (SLA)
10. Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors

Sasan Baleghizadeh; Maryam Shakouri

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 225-248

http://dx.doi.org/10.22054/ilt.2020.28311.258

Abstract
  This study investigated the relationship between five teaching styles and emotional intelligence among 102 Iranian English instructors from different universities in Tehran, Iran. To this end, the data were obtained through two phases of quantitative and qualitative data collection. To achieve quantitative ...  Read More

Second Language Acquisition (SLA)
11. Relationship between EFL Teachers' Emotional Intelligence, Reflective teaching, Autonomy and their Students' L2 Learning

Mohammad Hadi Mahmoodi; Vahid Mohammadi; Somaye Tofighi

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 303-331

http://dx.doi.org/10.22054/ilt.2020.46938.430

Abstract
  This study set out to provide empirical evidence on the relationship between EFL teachers' emotional intelligence, reflectivity, and autonomy, and their students' L2 performance. The participants of this study included 88 EFL teachers who taught English at different private English teaching institutes ...  Read More