Second Language Acquisition (SLA)
The Effects of Scaffolding Techniques on IELTS Candidates' Horizontal Grammatical Variability: A Mixed Method Study

Hamed Abbasi Mojdehi; Abbas Ali Zarei; Rajab Esfandiari

Articles in Press, Accepted Manuscript, Available Online from 12 October 2022

https://doi.org/10.22054/ilt.2022.68731.715

Abstract
  Grammatical accuracy has always been a concern for most Iranian EFL learners. This grammatical variability is more visible in the writing of Iranian IELTS candidates. In this study, the impacts of (distributed, peer and reciprocal scaffolding on IELTS learners' horizontal grammatical variability ...  Read More

Second Language Acquisition (SLA)
The Effect of Conceptual Metaphor on Writing Creativity and Metacognitive Writing Awareness

Ghasem Vadipoor; Rajab Esfandiari; Mohammad Bagher Shabani

Volume 12, Issue 1 , June 2023, , Pages 33-66

https://doi.org/10.22054/ilt.2023.66211.678

Abstract
  The present paper examines the theory of conceptual metaphor, using the theoretical framework of the cognitive writing model to improve EFL learners’ writing creativity and metacognitive writing awareness. To that end, 120 male and female EFL Bachelor-of-Arts (BA) students majoring in English language ...  Read More

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

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

Azizullah Mirzaei; Zohreh Eslami Rasekh Eslami; Gholamreza Salehpour

Volume 11, Issue 1 , June 2022, , Pages 1-34

https://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)
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

Volume 10, Issue 2 , December 2021, , Pages 1-30

https://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)
Examining the Effect of Scaffolding Instruction on Critical Thinking Skills of Iranian EFL Learners

Emad Mohammed Qadir; Nouroddin Yousofi

Volume 10, Issue 2 , December 2021, , Pages 145-170

https://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)
Task Motivation and Transfer of Learning across Tasks: The Case of Learning the English Definite Article

Saeed Safdari

Volume 10, Issue 2 , December 2021, , Pages 203-232

https://doi.org/10.22054/ilt.2022.63219.625

Abstract
  Task motivation has recently gained prominence in second language (L2) research. However, its potential effects on the transfer of learning across tasks have not been investigated. The present study sought to deal with this issue through a mixed-methods approach. A total of 82 intermediate English learners ...  Read More

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

Rajab Esfandiari; Hajar Jafari

Volume 10, Issue 1 , June 2021, , Pages 237-267

https://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)
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

Second Language Acquisition (SLA)
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 , December 2020, , Pages 1-26

https://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)
Source of Errors in English Headless Relative Clauses Produced by Persian Learners/Speakers of English

Khadijeh Karimi Alavijeh

Volume 9, Issue 2 , December 2020, , Pages 185-217

https://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)
The Influence of Learning Styles and Input Modalities on the Simultaneous Attention to Form and Meaning

Mastaneh Haghani

Volume 9, Issue 1 , June 2020, , Pages 213-243

https://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)
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 , June 2019, , Pages 129-163

https://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)
Investigating the Relationship between Teaching Styles and Emotional Intelligence among Iranian English Instructors

Sasan Baleghizadeh; Maryam Shakouri

Volume 8, Issue 1 , June 2019, , Pages 225-248

https://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)
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 , June 2019, , Pages 303-331

https://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