The paper aimed to understand how role-playing affected the speaking proficiency of pre-intermediate EFL learners. Speaking skills in the experimental and control groups were evaluated. 24 pre-intermediate students from the English Translation Field of Chabahar Maritime University in Chabahar, Iran, who were chosen for the study based on their performance on a pretest, comprised the participants. Twenty was the range of their ages. Both male and female students were present. While the treatment implemented for each group was chosen randomly, these two groups were not. The placement test results showed the participants' homogeneity and degree of proficiency. Using role-playing techniques, the researcher conducted in-group activities to simulate conversation. The conventional method of instruction was given to the control group simultaneously. The post-test was given to understand their improvement in speaking after eighteen sessions utilizing "Speak Now 1". According to inferential statistics, the experimental group members performed differently in the post-test. After comparing utilizing two independent paired t-tests, the mean for the control group was 12 while the experimental group was 14. The mean of the two groups differed by 2 points, and the p-value was p= 0.026پرونده مقاله

The study involved a total of 70 participants who were selected from Besharat High School in Chabahar. To determine their English proficiency level, the participants were administered a Longman placement test at the beginning of the study. The Brindley Questionnaire (1984), version 1, was utilized to identify how the students preferred to receive information. Additionally, version 2 of the questionnaire, which was designed for teachers, was used to assess their awareness of their students' preferred learning styles. Reading tests were also conducted to establish a connection between students' learning styles and their reading performance. The statistical analysis revealed that learners' learning styles could be categorized into three sections: ways of learning, working styles, and vocabulary learning. Furthermore, the analysis indicated that teachers were indeed aware of their students' preferred learning styles. The results of the study demonstrated a positive medium level of correlation (0.402) between students' learning styles in ways of learning and their reading performance, as well as a high level of correlation (0.916) between students' learning styles in vocabulary learning and their reading performance. In summary, the findings suggest that teachers' awareness of students' learning preferences can significantly impact their learning and reading skills. These findings hold great potential for EFL teachers, EFL learners, syllabus designers, and supervisors. پرونده مقاله

The main purpose of the study was to explore and describe the effect of explicit and implicit corrective feedback (CF) on students' writing ability. To achieve this end, the researchers adopted a quantitative method with a sample of 40 pre-intermediate female learners. A language proficiency test was administered at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned to two experimental groups (EG1 and EG2) and (20 Ss in each group). The next test was a pre-test which took place a day before the commencement of the treatment. The EG1 was given implicit CF on their written text, whereas the EG2 received explicit CF. The classes were held twice a week which was 40 minutes per session (12 sessions). At the end of each week, the students of both groups were asked to attend an immediate post-test. Since the study was done within three weeks, three immediate post-tests were administered to both groups. The received data revealed the importance of providing implicit corrective feedback in EFL settings where teacher's instruction and feedback are the most important ways through which learners can improve their language proficiency. The participants benefited more from implicit feedback than from explicit corrective feedback. The results of the study can help teachers to utilize the best way to teach writing courses. پرونده مقاله