A Comparison of the Impact of Peer-Tutored Read-Aloud and Teacher-Guided Read-Aloud on Immediate and Delayed Vocabulary Retention among Iranian EFL Students

Subject Areas : Journal of Applied Linguistics Studies

Reza Afsharpour ¹ , Manoocher Jafari Gohar ²

1 - Department of Linguistics and Foreign Languages, Faculty of Letters and Humanities, Payame-Noor University, South Tehran Branch, Tehran- Iran.
2 - Department of English Language, Payame-Noor University, Iran

Received: 2022-01-18 Accepted : 2022-08-02 Published : 2022-09-01

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