Research Paper
1. Evaluation of “Mosaic 1 Reading”: A Microstructural Approach to Textual Analysis of Pedagogical Materials

Ebrahim Khodadady; Haniyeh Jajarmi

Volume 5, Issue 2 , Summer and Autumn 2016, Pages 185-161

http://dx.doi.org/10.22054/ilt.2017.8057

Abstract
  To analyze and evaluate textbooks, researchers have either proposed scales and checklists to be filled by teachers and learners or conducted qualitative investigations of the match between SLA theories and textbook activities. This study, however, employs the microstructural approach of schema theory ...  Read More

Research Paper
2. Recast and Explicit Feedback to Young Language Learners: Impacts on Grammar Uptake and Willingness to Communicate

Shima Ghahari; Mina Piruznejad

Volume 5, Issue 2 , Summer and Autumn 2016, Pages 209-187

http://dx.doi.org/10.22054/ilt.2017.8058

Abstract
  Despite the increasing popularity of error treatment as a research subject, the effect of age as a potential learner-internal factor affecting choice of feedback is largely undertreated. Characterized by being at early stages of self-empowerment, young language learners are considerably vulnerable and ...  Read More

Research Paper
3. 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 , Summer and Autumn 2016, Pages 232-211

http://dx.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

Research Paper
4. The Perceptions of Language Learners across Various Proficiency Levels of Teachers’ Code-switching

Abbas Ali Rezaee; Sajjad Fathi

Volume 5, Issue 2 , Summer and Autumn 2016, Pages 254-233

http://dx.doi.org/10.22054/ilt.2017.8060

Abstract
  Code-switching (CS), an alternation between two or more languages or language varieties, has long been researched in language education. A great number of studies by applied linguists have explored the reasons for, and the potential usages of code-switching in foreign language education over the past ...  Read More

Research Paper
5. The Effect of Task Type and Task Orientation on L2 Vocabulary Learning

Abbas Ali Zarei; Golnaz Moftakhari Rezaei

Volume 5, Issue 2 , Summer and Autumn 2016, Pages 278-255

http://dx.doi.org/10.22054/ilt.2017.8061

Abstract
  This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school ...  Read More

Research Paper
6. ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook

Mahnaz Mostafaei Alaei; Ali Reza Ershadi

Volume 5, Issue 2 , Summer and Autumn 2016, Pages 306-279

http://dx.doi.org/10.22054/ilt.2017.8062

Abstract
  This study is an attempt to evaluate certain areas of the Iranian ESP program through the lens of its immediate stakeholders, i.e. policy implementers, authors, teachers and learners. Using questionnaires, interviews and classroom observations through a quantitative-qualitative mixed-method design, the ...  Read More