Abstract Purpose: The current study intended to assess the impact of dynamic written corrective feedback (WCF) on helping Iranian EFL learners to write better narrative essays in English with respect to conditional sentences as the newly learned grammatical instruction. Method: This study was mixed in terms of the nature of the data and was organized into two parts: quantitative and qualitative. In the quantitative method, the participants were fifty-four EFL learners from intermediate level. They were allocated to an experimental group that received dynamic (WCF), and a control group that were taught based on traditional writing approach. The subjects were tested before and after the treatment. In order to answer the first research question, independent t-tests were run. In the qualitative method, data from eight face-to-face interviews with EFL teachers have been analysed and compared in an effort to discover the type of corrective feedback EFL teachers believe help learners in developing various writing skills. Findings: Concerning the research first question, independent t-tests proved that dynamic (WCF) affected students` performance on writing accuracy, fluency and complexity with regard to conditionals more. In addition, data from interviews with EFL teachers supported the incorporation of a combination of direct and indirect written corrective feedback methods recently known as dynamic WCF when assessing foreign language writers. Conclusion: According to the findings, the application of dynamic WCF had a noticeable impact, and empowered the EFL learners to utilize the conditional sentences with more accuracy, fluency and complexity. تفاصيل المقالة

Purpose: The current study intended to assess the impact of dynamic written corrective feedback (WCF) on helping Iranian EFL learners to write better narrative essays in English with respect to conditional sentences as the newly learned grammatical instruction. Method: This study was mixed in terms of the nature of the data and was organized into two parts: quantitative and qualitative. In the quantitative method, the participants were fifty-four EFL learners from the intermediate level. They were allocated to an experimental group that received dynamic (WCF), and a control group that was taught based on the traditional writing approach. The subjects were tested before and after the treatment. In order to answer the first research question, independent t-tests were run. In the qualitative method, data from eight face-to-face interviews with EFL teachers have been analyzed and compared in an effort to discover the type of corrective feedback EFL teachers believe helps learners in developing various writing skills. Findings: Concerning the research's first question, independent t-tests proved that dynamic (WCF) affected students` performance on writing accuracy, fluency, and complexity with regard to conditionals. In addition, data from interviews with EFL teachers supported the incorporation of a combination of direct and indirect written corrective feedback methods recently known as dynamic WCF when assessing foreign language writers. Conclusion: According to the findings, the application of dynamic WCF had a noticeable impact, and empowered the EFL learners to utilize the conditional sentences with more accuracy, fluency, and complexity. تفاصيل المقالة

This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program. تفاصيل المقالة

The unprecedented growth of the number of World Englishes and needs of communication among experts calls for English language teaching programs to take into consideration the place and relevance of teachers' and learners' conceptualization of paradigm of WEs. The present research studies the global status of WEs and its conceptualization among Iranian English teachers and learners. It is presenting a thematic instrument to examine the extent to which Iranian EFL and ELIC-SP teachers' and learners' conceptualization of WEs can be effective in the fields of global communication, research, development and science. In the first phase of the present study a theoretical framework and its components were developed through reviewing the literature and conducting interviews with ELT experts and EFL and ESP learners. In the second phase, a questionnaire was developed and piloted with 300 participants who were available and willing to participate in the study. The 46 items of the newly-developed ‘WEs Con.' scale were subjected to principal component analysis which revealed the presence of four components, relevance of WEs Con. To EFL, ESP, Culture, Ownership of English and Standard English. These phases led to the development of a questionnaire with four components and 46 items. تفاصيل المقالة

The current study attempted to investigate the effect of a newly tailored curriculum on students’ general English achievement across gender as compared to the standard curriculum at Iranian tertiary education. The participants were 120 non-native undergraduate students of Pre-requisite General English course majoring in different disciplines at Ayandegan Institute of Higher Education in Tonekabon city. They were assigned into four groups including female control and experimental as well as male control and experimental. The experimental groups received teaching through the tailored curriculum and the control groups through the standard one. All the groups were given pretest and posttest on general English achievement. In order to analyze the data, a Kolmogrove-Smirnov test and an Independent Samples T-test were utilized. The findings of the study indicated female participant’s outperformance compared to the male ones, after being treated with tailored curriculum (TC) and standard curriculum (SC). However, the male participants experienced higher degree of progress after receiving TC as compared to SC, while such progress was not seen for the female. تفاصيل المقالة

Considering the importance of identity construction in learning situations, the current study aimed at exploring how language teachers in Iranian EFL context construct their language identity in their learning situation. It also focused on finding whether gender could have significant role in the identity construction for language teachers. For this purpose, six EFL teachers at an English language institute, both male and female were invited to take part in the study. The researcher asked the participants to fill out Berzonsky’s (2010) identity construction questionnaire in order to descriptively analyze their answers. This questionnaire had 40 questions in a Likert-scale format. Analysis of the data showed that the participants had almost high perception for the informational style and commitment sections of the questionnaire but had an average perception for normative and diffuse-avoidant styles. The result of second research question showed that there was only a statistically significant difference between the male and female participants in their “informational style” components. تفاصيل المقالة

Corrective feedback has recently drawn plenty of interest in applied linguistics. It is used to provide learners of a foreign language with comments on the correctness of their linguistic output. This study investigated the probable effectiveness of full/partial recast, metalinguistic, elicitation, and clarification request corrective feedbacks on intermediate introvert/extrovert Iranian EFL learners’ speaking ability. The participants included 120 English as Foreign Language (EFL) learners who had completed IELTS preparation classes. They were selected through convenience sampling and split into two groups which were specified by two raters having a checklist of IELTS speaking band descriptors. For this research, the experimental group participants received corrective feedback, while the control group participants received no comments. Then researcher administered the posttest. The findings revealed a significant difference between the speaking ability of the experimental and control groups in the posttest. The results indicated no difference between the speaking ability of the introvert and extrovert learners. تفاصيل المقالة