List of Articles Samad Mirza Suzani

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  1 - The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
  Farzaneh Bahadori Mohammad Bavali Mohammad Javad Riasati Samad Mirza Suzani
  The view of learning from our errors in an EFL learning context as the subject of myriad applied linguistic studies has not yet taken root. Thus, the impact of extensive and intensive recasts on grammatical and lexical development in EFL context along with the students& More

  The view of learning from our errors in an EFL learning context as the subject of myriad applied linguistic studies has not yet taken root. Thus, the impact of extensive and intensive recasts on grammatical and lexical development in EFL context along with the students’ insights of recasts and the role of working memory was evaluated in this study and a quasi-experimental design was employed. The participants included 59 Iranian EFL students. Instruments of the study included an Oxford placement test of English, speaking and writing assignments and a working memory survey. Five short stories were presented during the experiment. The intensive recast group received feedback only on articles and theme words whereas the extensive recast group received feedback on any mistake that occurred throughout communication. The ANOVAs’ results showed that recasts had a helpful effect on EFL learning. A large effect size was indicated for the intensive group, outscoring the extensive group and the control group. Chi-square analysis of the interviews demonstrated a significant and positive difference on the perception of recasts by students of the intensive condition. Working memory was also positively correlated with the scores of learners in the intensive group. Therefore, higher SD learners revealed a higher improvement on oral tasks while higher AD learners were greater on the written tasks. A thorough study of the results implies a rich ground on the effect of recasts and WM in education, helping both teachers and students to a great extent in their teaching and learning journey. Manuscript profile
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  2 - Does Intensive versus Extensive Textual Enhancement Affect L2 Development?
  Farzaneh Bahadori Mohammad Bavali Mohammad Javad Riasati Samad Mirza Suzani
  Despite the deep ocean of knowledge on language learning and teaching, the need for further proof of inconsistent data and the demand to stay updated with the context is inventible. This need inspired the present study concerning the effect of extensive versus intensive More

  Despite the deep ocean of knowledge on language learning and teaching, the need for further proof of inconsistent data and the demand to stay updated with the context is inventible. This need inspired the present study concerning the effect of extensive versus intensive TEs on grammatical and lexical growth in L2 (English as a Second Language). A quasi-experimental design was applied on 61 ESL students in three intermediate groups. They were divided into two experimental groups, including an intensive TE group and an extensive TE group, and a control group to join five treatment sessions. An Oxford test was first applied, followed by an oral and a written test as the pretest. Similar versions of the oral and written tests were used as the posttest. The findings of ANOVA demonstrated a facilitative effect for intensive TEs on L2 learning. The Tukey's post hoc results showed that the intensive TE group outperformed the extensive TE group and the control group in both tests. The findings provide a deep insight of the teaching methodologies to the educational community. Prospective teachers can also consolidate their knowledge by an accurate insight into the right approach within the relevant context. Manuscript profile
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  3 - Unraveling the Impact of Recasts, Working Memory, and Textual Enhancements on EFL Learning: Intensive vs. Extensive Approaches
  Farzaneh Bahadori Mohammad Bavali Mohammad Javad Riasati Samad Mirza Suzani
  One of the challenges in English Language Learning (ELL) research is understanding the impact of different instructional techniques on grammatical and lexical growth. This study addresses this challenge by investigating the effects of extensive versus intensive recasts More

  One of the challenges in English Language Learning (ELL) research is understanding the impact of different instructional techniques on grammatical and lexical growth. This study addresses this challenge by investigating the effects of extensive versus intensive recasts and textual enhancements (TEs) on Foreign Language (FL) development, while considering the role of working memory capacity and students' perceptions. A quasi-experimental design was implemented, involving four experimental groups and one control condition. The results of one-way ANOVA and mixed between-within group ANOVAs revealed the facilitative effect of recasts on English as a Foreign Language (EFL) learning. Specifically, the intensive recasts group demonstrated significantly higher performance compared to the extensive recasts group, intensive TE group, extensive TE group, as well as the control group, in both tests. The study also examined students' perceptions through interviews, which indicated a notable difference in accurate perception of recasts. Students in the intensive recasts condition exhibited a higher level of accuracy compared to those in the extensive recasts group. Conversely, the extensive recasts group displayed limited error detection. Additionally, a significant correlation between working memory and learners' gain scores was observed in the intensive recasts condition. This suggests that learners with higher storage capacity demonstrated more substantial development in oral tasks, while learners with higher attention domain exhibited greater improvements in written tasks. By shedding light on these findings, this study contributes to our understanding of effective instructional techniques and their impact on EFL development. Manuscript profile