Research Paper
1. The Impact of Task-based Language Teaching on ESP Learners’ Productive Skills: From Task-based Instruction to Investigation of Learners’ and Instructors’ Attitudes toward the Course

Mohammad Khatib; Ayoub Dehghankar

Volume 7, Issue 2 , Summer and Autumn 2018, Pages 1-28

http://dx.doi.org/10.22054/ilt.2019.46324.422

Abstract
  Togetherness of English for Specific Purposes (ESP) and Task-Based Language Teaching (TBLT) has been the subject of many recent studies in English as a Foreign Language (EFL) and English as a Second Language (ESL) domain. Few studies, however, have addressed the impact of TBLT on ESP learners’ ...  Read More

Research Paper
2. The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study

Alireza Amjadiparvar; Parviz Maftoon; Massood Yazdanimoghaddam

Volume 7, Issue 2 , Summer and Autumn 2018, Pages 29-59

http://dx.doi.org/10.22054/ilt.2019.36574.342

Abstract
  The purpose of the present study was first to offer a tentative solution to the problems observed in writing pedagogy in Iran by devising a more comprehensive approach to genre-based writing instruction. In the second phase, a quasi-experimental research design was adopted to determine how effective ...  Read More

Research Paper
3. The Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners

Motahar Khodashenas Tavakoly; Gholamreza Kiany; Seyyed Mohammad Reza Hashemi

Volume 7, Issue 2 , Summer and Autumn 2018, Pages 61-89

http://dx.doi.org/10.22054/ilt.2019.44501.406

Abstract
  Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approach may have confused instruction types. ...  Read More

Research Paper Language Skills
4. 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

Research Paper
5. Difficulties Facing Iranian EFL Senior High School Learners and Strategies They Use to Understand English Idioms

Vahid Shahidipour; Mohammad Hassan Tahririan

Volume 7, Issue 2 , Summer and Autumn 2018, Pages 121-146

http://dx.doi.org/10.22054/ilt.2019.46496.425

Abstract
  The objectives of the present study were threefold: First, it sought to investigate difficulties Iranian EFL high school learners face to understand English idioms. Second, it attempted to explore intermediate EFL learners’ language learning strategy preferences to comprehend idioms. Third, it ...  Read More

Research Paper Teacher Education
6. Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire

Masoomeh Estaji; Mohsen Shafaghi

Volume 7, Issue 2 , Summer and Autumn 2018, Pages 147-187

http://dx.doi.org/10.22054/ilt.2020.47348.433

Abstract
  Teacher Evaluation (TE) is a critical and controversial process in the teaching profession and formal education system. Effective TE requires both sound policy implementation and efficient processes, affecting the efficiency of the education system. To present a framework for research and highlight the ...  Read More