List of Articles Task-based language teaching

• Open Access Article
  • Abstract Page
  • Full-Text
  
  1 - The Effect of Brain Dominance on Task-based Reading Comprehension among Iranian EFL Learners
  Armin Hormozi Zohreh Gooniband Shooshtari Sediqeh Vahdat
  10.30486/relp.2021.1930940.1276
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  2 - Exploring the Effect of Task-Based Language Teaching on Reading Comprehension: Evidence from Iranian Intermediate EFL Learners
  Maryam Riazi Ahmadsaraei Abbas Pourhosein Gilakjani
  10.30486/relp.2022.1953908.1368
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  3 - The Effect of Task-Based Activities on Iranian Beginner EFL Learners’ Listening Comprehension
  Ali Asghar Noshad Mostafa Zamanian
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  4 - تأثیر فعالیتهای کارمحور بر مهارت خواندن خردسالان ایرانی در سطح مبتدی
  ارشیا کیوانفر مونا مدرسی
  آموزش کار محور در سالهای اخیر به شدت محبوبیت یافته و به زودی ممکن است کاملا جایگزین آموزش زبان ارتباطی گردد. اما متأسفانه کارایی آن در زمینه زبان آموزی کودکان و بطور اخص در آموزش مهارت خواندن مورد بررسی جامعی قرار نگرفته است. در تحقیق حاضر برای رسیدن به این مهم، دو گروه More

  آموزش کار محور در سالهای اخیر به شدت محبوبیت یافته و به زودی ممکن است کاملا جایگزین آموزش زبان ارتباطی گردد. اما متأسفانه کارایی آن در زمینه زبان آموزی کودکان و بطور اخص در آموزش مهارت خواندن مورد بررسی جامعی قرار نگرفته است. در تحقیق حاضر برای رسیدن به این مهم، دو گروه 25 نفری در فاصله سنی 11 تا 13 سال به دو روش کارمحور و سنتی مورد آموزش قرار گرفتند و مقایسه توانایی خواندن آنها در انتهای دوره آزمایش و یک ماه پس از انتهای دوره نشان داد که میانگین گروه کارمحور از گروه سنتی بالاتر میباشد. علاوه بر این، مقایسه توانایی خواندن آزمودنیهای گروه آزمایش در 4 نوع فعالیت کارمحور حاکی از آن بود که فهالیتهای توأم با خلاقیت و بازی بیشترین میزان توجه و علاقه را در آنان ایجاد میکند.     Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  5 - Task-based Language Teaching in L2 English Writing Classrooms: Insights from Chinese Senior Secondary Schools
  Miner Chen
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  6 - The Impact of Structured Input-based Tasks on L2 Learners’ Grammar Learning
  Bahram Bagheri Afsaneh Bagheri
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  7 - Planned Focus-on-form Instruction in Task-based Language Teaching: The case of EFL learners’ oral grammatical accuracy performance
  Elham Parvaneh Reza Barzegar
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  8 - Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice
  Ali Shafaei
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  9 - Effects of CALL-Mediated TBLT on Self-Efficacy for Reading among Iranian University Non-English Major EFL Students
  Hossein Tavakoli Ahmadreza Lotfi Reza Biria
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  10 - Evaluation of High School English Course Books in Iran: Task Types in Focus
  Minoo Alemi Kheirollah Ahmadi Atefeh Rezanejad
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  11 - Task-Based Language Teaching Vs. Conventional Language Teaching: The Case of News Story Writing in EFL Context
  Negar Nowroozzadeh Abbas Bayat Abbas Mehrpooya
  10.30495/jfl.2022.686659
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  12 - Improving Reading IELTS Scores: Completion vs. Selection Tasks
  Arshya Keyvanfar Maryam Motlagh Rahmani
  Manuscript profile
• Open Access Article
  • Abstract Page
  • Full-Text
  
  13 - The comparative impact of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement
  Azadeh Khanzadeh Darabi Alireza Memari Hanjani
  This study examined the differences between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. The participants comprised 63 Iranian young EFL learners within the age range of 9 to 12 years old. These 63 learners were s More

  This study examined the differences between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. The participants comprised 63 Iranian young EFL learners within the age range of 9 to 12 years old. These 63 learners were selected out of an initial number of 100 male and female EFL learners at the intermediate level based on their performance on a Flyers test. The 63 selected participants were divided into two intact groups consisting of 31 learners in the opinion-gap task experimental group and 32 learners in the reasoning-gap experimental group. Then, an engagement checklist was used by two raters in the two groups as pretest. After that, for ten sessions each lasting for 90 minutes, in one of the groups, the researcher carried out opinion-gap tasks while reasoning gap tasks were implemented in another experimental group. Upon finishing the treatment, the two raters used exactly the same checklist and obtained the posttest engagement scores. The analysis of the data through the parametric test of paired sample t-test indicated that both task types significantly impacted young EFL learners’ classroom engagement. Besides, the results of Mann-Whitney U Test revealed that there was no significant difference between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. Based on the results, EFL teachers are recommended to use both task types to enhance EFL learners’ classroom engagement. Manuscript profile