Research Paper
1. Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology

Mahmood Reza Atai; Esmat Babaii; Reza Taherkhani

Volume 6, Issue 1 , Winter and Spring 2017, Pages 27-1

http://dx.doi.org/10.22054/ilt.2017.8417

Abstract
  The systematic study of EAP teachers’ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers ...  Read More

Research Paper
2. Explicit Instruction of Pragmatic Features: Its Impact on EFL Learners’ Knowledge of Hedging Devices in Academic Writing

Abdullah Sarani; Amrollah Talati-Baghsiahi

Volume 6, Issue 1 , Winter and Spring 2017, Pages 53-29

http://dx.doi.org/10.22054/ilt.2017.8418

Abstract
  Hedging academic claims has been recognized as one of integral pragmatic features of academic writing in which most EFL academic writers seem to face substantial problems. Explicit instruction has been proposed by some scholars as an effective approach to make EFL writers aware of the importance, different ...  Read More

Research Paper
3. Postmethod Pedagogy and Iranian EFL Teachers’ Understandings: Is a Promising Trend on the Way?

Nasser Rashidi; Nurullah Mansourzadeh

Volume 6, Issue 1 , Winter and Spring 2017, Pages 82-55

http://dx.doi.org/10.22054/ilt.2017.8419

Abstract
  The profession of second language teaching has experienced fundamental fluctuations in both theory and practice. With its own proponents and opponents, the postmethod was considered as the practical and reasonable solution to the limitations of the confining concept of the method. The purpose of this ...  Read More

Research Paper
4. Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes

Farnoosh Karimi; Zohreh Nafissi

Volume 6, Issue 1 , Winter and Spring 2017, Pages 115-83

http://dx.doi.org/10.22054/ilt.2017.8420

Abstract
  This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate ...  Read More

Research Paper
5. Peer-Assessment and Student-Driven Negotiation of Meaning: Two Ingredients for Creating Social Presence in Online EFL Social Contexts

Mohammad Hossein Hariri Asl; S. Susan Marandi

Volume 6, Issue 1 , Winter and Spring 2017, Pages 144-117

http://dx.doi.org/10.22054/ilt.2017.8421

Abstract
  With the current availability of state-of-the-art technology, particularly the Internet, people have expanded their channels of communication. This has similarly led to many people utilizing technology to learn second/foreign languages. Nevertheless, many current computer-assisted language learning (CALL) ...  Read More

Research Paper
6. Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners

Ali Mohammad Fazilatfar; Ali Akbar Jabbari; Rezvan Harsij

Volume 6, Issue 1 , Winter and Spring 2017, Pages 179-145

http://dx.doi.org/10.22054/ilt.2017.8422

Abstract
  The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific ...  Read More