فهرست مقالات Form-focused instruction

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  1 - The Effect of the Timing of Form-Focused Instruction on the Development of Iranian Tourism and Hotel Management Students’ Explicit Knowledge of Grammar
  Shiva Maleki Davood Ghahramani
  The purpose of the present study was to examine the effect of teaching grammar explicitly on Iranian tourism and hotel management students’ grammar knowledge. The 65 Iranian tourism and hotel management students who participated in this study were homogenized base چکیده کامل

  The purpose of the present study was to examine the effect of teaching grammar explicitly on Iranian tourism and hotel management students’ grammar knowledge. The 65 Iranian tourism and hotel management students who participated in this study were homogenized based on the Nelson proficiency test, so 51 tourism and hotel management students were selected as the main participants. They were divided into three experimental groups, which were called the "integrated FFI group," "pre-task FFI group," and "post-task FFI group." The learners' scores were compared using ANCOVA to analyze the data. The learners were pretested using the error correction test to assess their explicit grammar knowledge. After the treatment sessions, learners were post-tested using the error correction test to check the efficacy of the timing of form-focused instruction on the development of explicit knowledge of grammar. Based on the obtained results, it was found that there is a significant difference between the effects of integrated FFI, pre-task FFI, and post-task FFI on the explicit knowledge of the grammar of tourism and hotel management students. پرونده مقاله
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  2 - Effects of First Language Metalinguistic Comments on Task-based Instruction: Durable Gains of Third Person /-s/ by Adult Iranian EFL Learners
  Soheil Rahimi Moussa Ahmadian Majid Amerian Hamid Reza Dolat Abadi
  10.30486/relp.2019.663447
  This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes چکیده کامل

  This study investigated the effect of first language (L1) metalinguistic comments on Iranian EFL learners’ acquisition of third person /-s/ as measured by the learners’ performance on a grammaticality judgment test. Accordingly, two intact university classes- randomly assigned to experimental and comparison groups- were homogenized based on their scores on language proficiency and grammatically judgment tests. During 6 hours of task-based instructions, the experimental group was treated by L1 metalinguistic comments and the comparison group through L2 metalinguistic comments. Using ANCOVA and t-test to compare the groups’ scores, the results indicated that although the mean accuracy scores of both groups were improved on the immediate posttest, the experimental group outperformed the comparison group on the delayed posttest.It can be postulated that L1 metalinguistic comments lead to more durable gains than L2 metalinguistic comments in EFL classrooms. The findings suggest that L1 use may aid language learners to become more cognitively conscious of L2 grammar features. پرونده مقاله
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  3 - Investigating the Impacts of Teacher Metalinguistic Feedback vs. Collaborative Peer Feedback on Iranian EFL Learners’ Writing Performance
  مهران معماری بیتا اسدی
  10.30495/jal.2021.687052
  Corrective feedback refers to a teacher or student’s reaction to a learner’s target language production containing an actual or perceived error. The last three decades have witnessed a large amount of research on the impacts of various types of corrective fe چکیده کامل

  Corrective feedback refers to a teacher or student’s reaction to a learner’s target language production containing an actual or perceived error. The last three decades have witnessed a large amount of research on the impacts of various types of corrective feedback on students’ written production. Along the same vein, the present study seeks to explore the effectiveness of providing teachers’ metalinguistic feedback vs. peers’ collaborative feedback on students’ writing performance. In so doing, the present study adopted a pretest-posttest quasi-experimental design including three upper-intermediate groups (i.e., two experimental and one control). The participants of the study were a total of 62 English as a foreign language (EFL) freshman students from two public universities in Tehran, Iran. The writing tasks utilized in the present study were adopted from IELTS writing Task 2. The results of one-way between groups analysis of variance (ANOVA) revealed that students produced significantly more lexically diverse as well as grammatically accurate language as a result of both treatments. Moreover, it was observed that collaborative peer feedback led to significantly higher lexical diversity than those of other two groups. The findings of the present study suggest that L2 teachers can opt for a combination of corrective feedback strategies to help learners improve their writing performance. پرونده مقاله
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  4 - Impact of Prompts as Corrective Feedback Strategy on Teaching /θ/ and /ð/ among Iranian Intermediate EFL Learners
  Maryam Karami Laya Heidari Darani
  This study investigated the effects of prompts as corrective feedback strategy on teaching /θ/ and /ð/ sounds to Iranian EFL learners. To achieve this objective, after 30 students studying English at a language institute took a placement test, the intermediate چکیده کامل

  This study investigated the effects of prompts as corrective feedback strategy on teaching /θ/ and /ð/ sounds to Iranian EFL learners. To achieve this objective, after 30 students studying English at a language institute took a placement test, the intermediate-level students were selected based on their scores on this test. They were randomly assigned to one experimental group and one control group. The experimental group was instructed these two sounds giving prompts as corrective feedback, while the control group received no feedback. In this experimental study, two teacher-made tests on sounds /θ/ and /ð/ were administered to the participants before and after the treatment. After collecting the data and confirming normality of them; through employing two independent-samples t tests and two paired-samples t tests, the collected data were analyzed. The results indicated that language learners in the experimental group did not significantly outperform in the posttest; thus, it can be concluded that prompts were not an effective feedback in teaching these two sounds to Iranian intermediate EFL learners. Findings of the present study can help language teachers and teacher trainers in teaching these complex sounds to Iranian EFL learners پرونده مقاله