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

Mahnaz Mostafaei Alaei; Amir Kardoust; Abdulbaset Saeedian

Volume 8, Issue 2 , Summer and Autumn 2019, , Pages 187-211

http://dx.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

Language Skills
2. The Effect of Direct, Indirect, and Negotiated Feedback on the Tense/Aspect of EFL Learners in Writing

Moussa Ahmadian; Ehsan Mehri; Rozhin Ghaslani

Volume 8, Issue 1 , Winter and Spring 2019, , Pages 1-32

http://dx.doi.org/10.22054/ilt.2020.37680.352

Abstract
  L2 written corrective feedback has been investigated from different perspectives in SLA research (e.g. Ahmadian & Tajabadi, 2015; Bitchener & Knoch, 2010; Ferris, 2006). Taking the cognitive and sociocultural paradigms into account, the aims of the current study are twofold: Firstly, it attempts ...  Read More

Language Skills
3. English Major Students’ Awareness of Metacognitive Reading Strategies: Gender and Academic Level in Focus

Neda Sasani; Mansoor Ganji; Nahid Yarahmadzehi

Volume 7, Issue 2 , Summer and Autumn 2018, , Pages 91-119

http://dx.doi.org/10.22054/ilt.2019.46700.428

Abstract
  Metacognitive reading strategies play a significant role in reading comprehension and educational success. Being noticeably absent from many Iranian classrooms and largely unaware of by many language learners and teachers, metacognitive reading strategies have fallen into oblivion in English language ...  Read More

Language Skills
4. Motivating the Unmotivated: Making Teacher Corrective Feedback Work

Masoud Azizi; Majid Nemati

Volume 7, Issue 1 , Winter and Spring 2018, , Pages 87-110

http://dx.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