Task-based language learning offers learners the rich input they need to study the target language and contributes to developing intrinsic motivation in the classroom (Ellis, 2020). Thus, the present study explored the effect of employing convergent and divergent activities to improve male and female learners’ reading comprehension and writing abilities. To fulfill the purpose, a quasi-experimental study was designed and, through a homogeneity test, 32 female and 28 male students at the intermediate level were chosen. Then, they were randomly divided into four experimental groups. They underwent the teaching based on convergent and divergent activities principles. Accordingly, the results of ANCOVA indicated that male learners benefited from divergent activities, whereas convergent activities were significantly beneficial to female learners. More importantly, the result of MANOVA depicted that there was a statistical difference across gender. A follow-up Scheffe’s post-hoc test was also conducted to locate the exact areas of differences. Results showed that female learners in convergent groups obtained the highest mean scores for writing and reading posttests. Finally, pedagogical implications suggested that EFL practitioners should address the gender differences in learning style preferences to design effective input-based and output-based tasks to encourage the learners to participate in an active learning environment. پرونده مقاله

Drawing on the team-teaching model of multiple instruction, this study aimed to investigate the impact of team-teaching on the English language achievement of Iranian high school students. The study employed a sequential explanatory mixed-method design, consisting of two phases for data collection and analysis. In the quantitative phase, 40 male and 40 female students aged 16-18 were conveniently sampled from tenth-grade high schools in Lahijan, Iran. They were divided into two experimental and two control groups. The experimental groups received instruction using the team-teaching model, while the control groups received traditional instruction. Data analysis was conducted using one-way ANOVA, which revealed a statistically significant improvement in the performance of the experimental groups compared to the control groups. Due to gender differences, the results showed no significant disparities in the outcomes achieved by male and female students. In the qualitative phase, the same participants from the experimental groups were asked to provide open-ended responses regarding the advantages and disadvantages of the team-teaching method, using a questionnaire developed by Jones and Harris (2012). The responses were carefully examined using open coding techniques, and common themes were identified through systematic comparison of the codes. The findings indicated that team-teaching offered a wide range of benefits. Considering gender differences, it was evident that male participants perceived the benefits of the team-teaching model to outweigh the drawbacks more than their female counterparts. These findings have pedagogical implications for Iranian teachers and theoreticians in the field of English language instruction. پرونده مقاله

The present study aimed to assess the effectiveness of dynamic written corrective feedback (WCF) in helping students to write better narrative essays. In fact, this study investigated the effect of dynamic WCF on writing abilities such as accuracy, fluency and complexity. Fifty four students from intermediate level from two classes in Iranian Academic center of Education, Culture, and Research (ACECR)-Guilan Branch were selected for the study. The subjects were being prepared for the IELTS exam. They were assigned to two treatment groups, first an experimental group that received dynamic WCF, and second a control group that did not receive dynamic WCF approach but they were taught based on traditional approach. Each group was given eight forty-minute sessions of treatment time. The subjects were tested before treatment, and also after the treatment. In order to answer the research questions, independent t-tests were run and it indicated that dynamic WCF affected students` performance on writing accuracy and grammar instruction, fluency and complexity more. پرونده مقاله