Accuracy in writing is one of the important characteristics of a good writer, which raises concerns about how to improve it and which type of feedback can effectively contribute to its development. This quasi-experimental study, within the theoretical framework of Focus on Form (FoF), investigated the effects of metalinguistic clues in dictogloss tasks on the accurate use of conditional sentences in writing discourse. Participants were 56 female EFL learners at the intermediate level, comprising two groups of experimental (N = 28) and comparison (N = 28) in a language institute in Tabriz. After checking the homogeneity of the participants by a proficiency test, they were pre-tested. In the experimental group, participants received metalinguistic clues in dictogloss tasks, while in the comparison group, participants received dictogloss tasks, without any meta-linguistic feedback. After the treatment, two groups were post-tested. ANCOVA data analysis revealed that the experimental group outperformed the comparison group in the accurate use of conditional sentences in their writing performance. The results of this study will be a valuable contribution in how to enhance students’ accuracy in written discourse by giving feedback through metalinguistic clues. Manuscript profile

The ever-growing needs for writing ability in English in the global context has given priority to finding more effective ways to teach L2 writing. A thorough analysis of the pertinent literature indicated a dearth of empirical research in ELT regarding the effect of applying the ENGAGE model on the writing skills of L2 learners. Therefore, the current study sought to ascertain how the ENGAGE Model and Task-based Language Teaching (TBLT) method affected the complexity, accuracy, and fluency (CAF) of Iranian EFL learners' writing performance. Sixty-seven Iranian female EFL learners aged 18 to 25 at Urmia University language center were chosen for the quasi-experimental study based on their level of proficiency on the standard Oxford Quick Placement Test (OPT) in 2022. The participants were randomly divided into three groups and instructed based on the principles of the ENGAGE model (n = 22), TBLT model (n = 24), and control group (n = 21). Pretesting, intervention, and post-testing were all the processes that the study participants underwent. The null hypotheses were tested after the data were analyzed by applying multivariate ANCOVA (MANCOVA) measures. The study of the post-test data revealed that the ENGAGE model, as opposed to TBLT, had a more significant effect on the overall L2 CAF in Iranian EFL learners' ability to write essays. The results of the present study can be applied by ELT experts and curriculum designers in EFL and ESL settings. English learners and instructors can use the ENGAGE model to address linguistic and metalinguistic issues. Manuscript profile

Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS) was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction. Manuscript profile

خواندن و درک مطلب یکی از موارد اساسی و مهم برای دریافت معنی از متن می باشد. تاکید بر مهارت خواندن فراگیران زبان های خارجی یکی از مهمترین موضوعات متدولوژی در زمینه آموزش زبان است. یکی از مشکلات فراگیران ایرانی عدم تمایل آنان در مواجه با تعامل با متن های خواندن و درک مطلب می باشد، در حالی که بیشتر متون انگلیسی در ایران بر اساس خواندن و درک مطلب طراحی شده اند. برای اینکه مهارت خواندن نقش اساسی در یادگیری زبان دوم داراست. اما کلاس های خواندن متون انگلیسی برای دانش آموزان خسته کننده به نظر می رسد در حالی که بیشتر دانش آموزان علاقمند اند موقعیتی پیدا کرده تا توانایی خودشان را نشان دهند و به سوالات معلّم جواب دهند. لذت بخش نبودن کلاس ها به علّت عدم آگاهی معلّمان از روش های صحیح تدریس خواندن و درک مطلب زبان انگلیسی می باشد.. تدریس زبان دوم با استفاده از روش تکلیف-محور یک روش موثر در بهبود دانش زبانی و درک مطلب فراگیران شناخته شده است. هدف تحقیق حاضر تعیین تاثیر تدریس فعالیت های آموزشی در قالب تکلیف-محور بر درک مطلب زبان آموزان ایرانی بوده است. جامعه آماری پژوهش 60 نفر فراگیر زبان انگلیسی از آموزشگاه خصوصی بوده است. با توجه به حجم کم جامعه صدرصد جامعه به عنوان نمونه انتخاب گردید. سپس نمونه آماری به دو گروه مساوی؛ گروه کنترل وآزمایش تقسیم شدند. یک گروه با روش های سنتی تعلیم داده شده و گروه دیگر با استفاده از تدریس فعالیت تکلیف محور تعلیم داده شد. تحلیل آماری مطالعه نشان داده است که بین دوعملکرد گروه ها تفاوت معنی داری وجود دارد. Manuscript profile

This study aimed at surveying two types of scaffolding impact on reading skill performance of learners in Iranian EFL context. For this purpose, 60 Iranian intermediate EFL were selected out of 100 participants. A placement test was carried out and their performance could determine their level as intermediate. The selection was done randomly and they were set into three groups (two experimental and one control). Each group consisted of 20 learners. To check the homogeneity of the participant, a reading comprehension pre-test was administered and no significant difference was observed. The experimental groups received one of the designated treatments, hard or soft scaffolding which lasted for twenty sessions, but the control group got just usual classroom reading teaching. Eventually, their reading skill was evaluated through the use of a post -test of reading comprehension performance. The results of one-way ANOVA disclosed that hard scaffolding group exceeded the others and soft scaffolding group transcended the control group. The implications are being talked about regarding the effectiveness of hard and soft scaffolding to indicate whether they can enhance EFL learners' reading comprehension or not. This study could be useful to classroom teachers who wish to make a variation in their classrooms and to English learners as well. They can be better readers and help each other to work out the challenges of language learning. Manuscript profile