Ehsan Rassaei is currently associate professor of applied linguistics at Islamic Azad University, Shiraz Branch where he is also a member of young researchers and elite club.
This study aims to identify which technology-based out of class activities are more commonly used... more This study aims to identify which technology-based out of class activities are more commonly used by Iranian EFL learners outside language classrooms. Furthermore, it explored the relationship between the use of technology-based out of class language learning activities (TBOCLLAs) by EFL learners and three individual learner characteristics including language learning motivation, learning autonomy and self-efficacy. The participants of the study consisted of 100 Iranian EFL learners who were asked to take part in the study by filling out four questionnaires regarding TBOCLLAs, motivation, autonomy, and self-efficacy. The results revealed that among different TBOCLLAs, receptive activities were relatively more frequent among learners than productive ones. Results also indicated that there was a strong positive correlation between technology-based out-of-class language learning activities and Iranian EFL learners’ motivation. Moreover, it was found that there was a strong correlatio...
International Review of Applied Linguistics in Language Teaching, 2019
The current study examined the effects of dynamic versus non-dynamic corrective feedback on secon... more The current study examined the effects of dynamic versus non-dynamic corrective feedback on second language (L2) learners’ writing accuracy in dyadic and small group contexts. Dynamic feedback was operationalized in terms of graduated assistance which is tailored to learners’ zone of proximal development (ZPD). Non-dynamic feedback, on the other hand, was operationalized as explicit corrections with no concern for learners’ ZPD. 96 EFL learners were assigned into two experimental groups as well as a control one. Half of the participants in each treatment condition received corrective feedback in groups of four and the other half received feedback on their errors during dyadic interactions with an instructor. The results obtained from two dependent measures, a writing test and an error identification test, revealed that dynamic feedback was more effective than explicit corrections for enhancing writing accuracy. Moreover, the findings revealed that dynamic feedback was more effective when provided to a group of learners than when provided to a single learner during dyadic interactions.
The present study investigates the effects of computer-mediated text-based and audio-based correc... more The present study investigates the effects of computer-mediated text-based and audio-based corrective feedback (CF) along with the moderating effects of the participants' preferred perceptual style on the development of the English article system by Iranian EFL learners. The study includes 89 intermediate level learners who were assigned to computer-mediated text-based, audio-based and control conditions. The participants were also identified in terms of whether their preferred perceptual style was read/write or auditory based on their answers to a perceptual style inventory. During treatment sessions, the participants of the experimental groups performed several written production tasks and depending on their treatment condition received either asynchronous text-based or audio-based CF for their errors. Two testing instruments, an oral production task and a writing task, were used to measure learners’ improvement as a result of the treatment tasks. Findings indicate that both text-based and audio-based CF are effective for L2 development while audio-based CF is more effective than text-based CF. Furthermore, the results provide evidence that matching CF modality with learners' perceptual style further promotes the effectiveness of computer-mediated CF.
The current study investigates the effects of dynamic and non-dynamic oral corrective feedback in... more The current study investigates the effects of dynamic and non-dynamic oral corrective feedback in response to learners’ errors on English as a foreign language (EFL) learners’ English wh-question development over three treatment sessions. Sixty-eight EFL learners were assigned randomly to one of two experimental conditions that received either dynamic or non-dynamic feedback and a control condition. Dynamic feedback was operationalised in the context of dyadic interaction as a feedback sequence that targeted learners’ zone of proximal development (ZPD) by providing dynamic prompts that were initially in the form of implicit hints and became increasingly more explicit until the learner received sufficient help to revise his or her incorrect form. The non-dynamic feedback included several fixed corrective feedback moves with no concern for learners’ ZPD. Learners’ scores obtained from two testing instruments, a picture description task and a question generating task, indicated that compared to the control group, both experimental conditions had statistically significant effects on the development of target form. Meanwhile, the findings suggested that the dynamic feedback condition had more profound effects on L2 development than did the non-dynamic feedback condition. Qualitative examination of the dynamic group’s interactions in the three treatment sessions also provided further insight into how dynamic feedback assists L2 development.
The current study examined the effects of first language (L1) textual and audio glosses along wit... more The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.
This study investigated the effects of two modes of corrective feedback, namely, face-to-face rec... more This study investigated the effects of two modes of corrective feedback, namely, face-to-face recasts and computer-mediated recasts during video-conferencing on Iranian English as a foreign language (EFL) learners’ second language (L2) development. Moreover, the accuracy of the learners’ interpretations of recasts in the two modalities was examined. Fifty-seven EFL learners were assigned into three conditions. In the first condition, learners were involved in dyadic face-to-face communication with their teacher during which learners' errors were corrected by the teacher via recasts. In the second treatment condition, learners communicated with their teacher through video chat (using Skype) in a laboratory and received oral computer-mediated recasts for the errors they made. Finally, the learners of the control condition were involved in face-to-face communication but received no corrective feedback for their errors. Learners' development was measured through an oral production task and an error correction test. The results indicated that computer-mediated and face-to-face recasts were equally effective for enhancing learners’ L2 development. Furthermore, analyzing learners’ perceptions of recasts elicited through stimulated recall interviews revealed no statistical difference in learners’ interpretations of recasts in the two instructional modes. The study concludes that video-based online oral corrective feedback can be as effective as traditional face-to-face feedback.
... Beside the researcher, 3 EFL teachers were invited to the study to act as interlocutor along ... more ... Beside the researcher, 3 EFL teachers were invited to the study to act as interlocutor along with the ... are equally salient to learners but differ in whether or not they trigger learners' modified output. ... Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. ...
This study aims to identify which technology-based out of class activities are more commonly used... more This study aims to identify which technology-based out of class activities are more commonly used by Iranian EFL learners outside language classrooms. Furthermore, it explored the relationship between the use of technology-based out of class language learning activities (TBOCLLAs) by EFL learners and three individual learner characteristics including language learning motivation, learning autonomy and self-efficacy. The participants of the study consisted of 100 Iranian EFL learners who were asked to take part in the study by filling out four questionnaires regarding TBOCLLAs, motivation, autonomy, and self-efficacy. The results revealed that among different TBOCLLAs, receptive activities were relatively more frequent among learners than productive ones. Results also indicated that there was a strong positive correlation between technology-based out-of-class language learning activities and Iranian EFL learners’ motivation. Moreover, it was found that there was a strong correlatio...
International Review of Applied Linguistics in Language Teaching, 2019
The current study examined the effects of dynamic versus non-dynamic corrective feedback on secon... more The current study examined the effects of dynamic versus non-dynamic corrective feedback on second language (L2) learners’ writing accuracy in dyadic and small group contexts. Dynamic feedback was operationalized in terms of graduated assistance which is tailored to learners’ zone of proximal development (ZPD). Non-dynamic feedback, on the other hand, was operationalized as explicit corrections with no concern for learners’ ZPD. 96 EFL learners were assigned into two experimental groups as well as a control one. Half of the participants in each treatment condition received corrective feedback in groups of four and the other half received feedback on their errors during dyadic interactions with an instructor. The results obtained from two dependent measures, a writing test and an error identification test, revealed that dynamic feedback was more effective than explicit corrections for enhancing writing accuracy. Moreover, the findings revealed that dynamic feedback was more effective when provided to a group of learners than when provided to a single learner during dyadic interactions.
The present study investigates the effects of computer-mediated text-based and audio-based correc... more The present study investigates the effects of computer-mediated text-based and audio-based corrective feedback (CF) along with the moderating effects of the participants' preferred perceptual style on the development of the English article system by Iranian EFL learners. The study includes 89 intermediate level learners who were assigned to computer-mediated text-based, audio-based and control conditions. The participants were also identified in terms of whether their preferred perceptual style was read/write or auditory based on their answers to a perceptual style inventory. During treatment sessions, the participants of the experimental groups performed several written production tasks and depending on their treatment condition received either asynchronous text-based or audio-based CF for their errors. Two testing instruments, an oral production task and a writing task, were used to measure learners’ improvement as a result of the treatment tasks. Findings indicate that both text-based and audio-based CF are effective for L2 development while audio-based CF is more effective than text-based CF. Furthermore, the results provide evidence that matching CF modality with learners' perceptual style further promotes the effectiveness of computer-mediated CF.
The current study investigates the effects of dynamic and non-dynamic oral corrective feedback in... more The current study investigates the effects of dynamic and non-dynamic oral corrective feedback in response to learners’ errors on English as a foreign language (EFL) learners’ English wh-question development over three treatment sessions. Sixty-eight EFL learners were assigned randomly to one of two experimental conditions that received either dynamic or non-dynamic feedback and a control condition. Dynamic feedback was operationalised in the context of dyadic interaction as a feedback sequence that targeted learners’ zone of proximal development (ZPD) by providing dynamic prompts that were initially in the form of implicit hints and became increasingly more explicit until the learner received sufficient help to revise his or her incorrect form. The non-dynamic feedback included several fixed corrective feedback moves with no concern for learners’ ZPD. Learners’ scores obtained from two testing instruments, a picture description task and a question generating task, indicated that compared to the control group, both experimental conditions had statistically significant effects on the development of target form. Meanwhile, the findings suggested that the dynamic feedback condition had more profound effects on L2 development than did the non-dynamic feedback condition. Qualitative examination of the dynamic group’s interactions in the three treatment sessions also provided further insight into how dynamic feedback assists L2 development.
The current study examined the effects of first language (L1) textual and audio glosses along wit... more The current study examined the effects of first language (L1) textual and audio glosses along with the moderating effect of learners’ visual and auditory perceptual style on second language (L2) vocabulary learning. The participants were first divided into two groups of auditory and visual learners based on their scores obtained from a learning style questionnaire. Then, each style group was further subdivided into three groups who received a text via a screen including a number of unfamiliar vocabulary items with one of the following L1 gloss conditions: textual glosses, audio glosses or no glosses. Learners could either hear or see the L1 definitions of target words by clicking on hyperlinks provided under each target word. The results provided evidence that both gloss types promoted vocabulary learning and indicated that audio glosses were more effective than textual glosses. Moreover, the results suggested the moderating role of perceptual learning style in vocabulary learning. Among the treatment groups, the auditory learners who received audio glosses indicated the highest rate of vocabulary learning.
This study investigated the effects of two modes of corrective feedback, namely, face-to-face rec... more This study investigated the effects of two modes of corrective feedback, namely, face-to-face recasts and computer-mediated recasts during video-conferencing on Iranian English as a foreign language (EFL) learners’ second language (L2) development. Moreover, the accuracy of the learners’ interpretations of recasts in the two modalities was examined. Fifty-seven EFL learners were assigned into three conditions. In the first condition, learners were involved in dyadic face-to-face communication with their teacher during which learners' errors were corrected by the teacher via recasts. In the second treatment condition, learners communicated with their teacher through video chat (using Skype) in a laboratory and received oral computer-mediated recasts for the errors they made. Finally, the learners of the control condition were involved in face-to-face communication but received no corrective feedback for their errors. Learners' development was measured through an oral production task and an error correction test. The results indicated that computer-mediated and face-to-face recasts were equally effective for enhancing learners’ L2 development. Furthermore, analyzing learners’ perceptions of recasts elicited through stimulated recall interviews revealed no statistical difference in learners’ interpretations of recasts in the two instructional modes. The study concludes that video-based online oral corrective feedback can be as effective as traditional face-to-face feedback.
... Beside the researcher, 3 EFL teachers were invited to the study to act as interlocutor along ... more ... Beside the researcher, 3 EFL teachers were invited to the study to act as interlocutor along with the ... are equally salient to learners but differ in whether or not they trigger learners' modified output. ... Reexamining the role of recasts in native-speaker/nonnative-speaker interactions. ...
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