I have a Ph.D in Second Language Acquisition from the University of Isfahan, Isfahan, Iran. I’m an online language teacher on ppli.ir and a member of Linguistlist and a part time Instructor of Translation & research studies and ESP. http://abeigi.ir/about
The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possibl... more The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possible relationship among L2 teachers ’ spoken corrective feedback types, the learners’ proficiency levels, and their error types have not been unequivocally shown, in particular, not in the case of foreign language teachers ’ reactive focus on formamong pre-intermediate and intermediate levels. This study includes the transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes for each teacher, one pre-intermediate and one intermediate), totaling 1608 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely
This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher ... more This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher education and the role of mentoring in Iran. In so doing, 235 EFL language teachers in public schools (PSs) from 108 cities and 30 EFL teacher educators in various branches of Farhangian University (FUs) from 9 cities were invited to give their attitudes through using two close-ended questionnaires in relation to factors such as (i) employment of EFL teachers and teacher educators, (ii) in-service EFL teacher training programs, (iii) mentoring in EFL teacher education and (iv) the system of evaluation and feedback in Iranian teacher education. The study concluded none of the various ways of EFL teacher employment in Iran enjoys the standards of in-service developmental programs offered by the Ministry of Education. Similarly, the employees do not experience any mentoring scheme in their career and hence their teaching is rarely subjected to any feedback or evaluation. Moreover, the respo...
This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Ir... more This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results o...
The way sentences are pronounced, express much more than just the information that are lexically ... more The way sentences are pronounced, express much more than just the information that are lexically encoded in the words. Studies of how prosody can signal the structure of spoken language are often motivated by practical applications, such as speech synthesis (Wichmann, 2014). This study investigates the intonation patterns in the Persian speakers‟ English Interlanguage and the possible differences in the intonation patterns, and whether this Interlanguage does or does not respond to the printed form of the text. It further examines whether the terms “paragraph” and “paratones” should be assumed as synonymous in Persian speakers‟ English Interlanguage. The results indicate that the intonation patterns among the Persian speakers‟ English Interlanguage are remarkably different from each other. The results further show that the readers usually do not respond to the printed form of the text in Persian English Interlanguage. The study concludes that the terms “paragraphs” and “paratones” a...
Iranian University Policymakers (IUP) believe in the learning process which has led to the develo... more Iranian University Policymakers (IUP) believe in the learning process which has led to the development of the field of study known as English for Specific Purposes (ESP) in Iranian universities. They have also recognized the crucial importance of teaching environment and contextual factors in teaching and learning outcomes. The writers of ESP books also have followed the same principles in writing the ESP books, and tried to help students of different majors achieve the same objectives in ESP courses. The scientists are also familiar with the barriers of Iranian University students in learning ESP. Therefore, to increase the quality of teaching and learning ESP it is also needed to focus on the management of ESP in Iranian universitie s. The main objective of this paper is to specify a solution or solutions to improve the quality of teaching and learning ESP in Iranian universities through a management glance at teaching ESP.
The social language forms of English as foreign language (EFL) teachers help them dominate their ... more The social language forms of English as foreign language (EFL) teachers help them dominate their students through the application of lesson plans in a classroom context. The present review paper attempts to examine the classroom lesson plan, language and power in teaching English in a foreign language classroom by reviewing the application of a lesson plan in an EFL class, language, power and lesson plan and presenting some evidence for techniques of power in pedagogical interaction. It studies language and power across the application of a lesson plan in the EFL classroom context, the paper concludes that how the lesson plan of a foreign language teacher shapes the classroom discourse and power and how language teachers in turn have the capacity to create and impose discourses. The article concludes that the lesson plan and teacher's talk play a crucial role in the exercise of power through the language of classroom teacher and both language teachers and mentors can benefit fro...
Journal of Applied Linguistics and Language Research
Debates about the value of applying corrective feedback in language teaching and learning has bee... more Debates about the value of applying corrective feedback in language teaching and learning has been prominent in the recent years by respecting the past, understanding the current values, proofs and directions and finding new perspectives to change the future of corrective feedback (CF). The purpose of this article is to examine how CF found its way through the history of its development from 1950s to the new millennium and to present a review of CF in English language teaching. A close look at the history of CF helps teachers and researchers become familiar with different views about the CF and change their methodological perspectives on CF and try to apply the research findings to language pedagogy. The article concludes with some general suggestions about standard ways of receiving feedback by students, the development of CF through complex systems, and the development of CF for specific purposes. http://www.jallr.ir/index.php/JALLR/article/view/43
Journal of Modern Research in English Language Studies, 2020
This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Ir... more This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results of the survey on the opinions of the users towards the application of the mentoring software through a close-ended questionnaire (the total average of mean score: 3.355) showed positive attitudes. The study concluded that the outcome of the application of the mentoring software was effective and helped EFL teachers match the mentoring process of the teachers in Group 2 by better results in comparison to traditional mentoring. Traditional Mentoring E-mentoring Software
Iranian Journal of English for Academic Purposes (IJEAP), Nov 4, 2019
This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher ... more This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher education and the role of mentoring in Iran. In so doing, 235 EFL language teachers in public schools (PSs) from 108 cities and 30 EFL teacher educators in various branches of Farhangian University (FUs) from 9 cities were invited to give their attitudes through using two close-ended questionnaires in relation to factors such as (i) employment of EFL teachers and teacher educators, (ii) in-service EFL teacher training programs, (iii) mentoring in EFL teacher education and (iv) the system of evaluation and feedback in Iranian teacher education. The study concluded none of the various ways of EFL teacher employment in Iran enjoys the standards of in-service developmental programs offered by the Ministry of Education. Similarly, the employees do not experience any mentoring scheme in their career and hence their teaching is rarely subjected to any feedback or evaluation. Moreover, the respondents believed that even the in-service programs did not gain their objectives as they generally suffered from inefficient planning as well as ineffective tutors. Such ideas were evident in the responses of both PS teachers and teacher educators at various branches of FU. The study, therefore, suggests that serious thoughts need to be put into EFL teacher education programs of the country, and that effective mentoring and evaluation schemes have to included in them.
Every year Payampersa presents new tips because the language teaching, which is primarily a scien... more Every year Payampersa presents new tips because the language teaching, which is primarily a science and then our profession, always experiences substantial growth due to the rapid expansion of knowledge in our field. www.payampersa.ir
The way sentences are pronounced, express much more than just the information that are ... more The way sentences are pronounced, express much more than just the information that are lexically encoded in the words. Studies of how prosody can signal the structure of spoken language are often motivated by practical applications, such as speech synthesis (Wichmann, 2014). This study investigates the intonation patterns in the Persian speakers‟ English Interlanguage and the possible differences in the intonation patterns, and whether this Interlanguage does or does not respond to the printed form of the text. It further examines whether the terms “paragraph” and “paratones” should be assumed as synonymous in Persian speakers‟ English Interlanguage. The results indicate that the intonation patterns among the Persian speakers‟ English Interlanguage are remarkably different from each other. The results further show that the readers usually do not respond to the printed form of the text in Persian English Interlanguage. The study concludes that the terms “paragraphs” and “paratones” are not synonymous in Persian speakers‟ English Interlanguage.
The social language forms of English as foreign language (EFL) teachers help them dominate their ... more The social language forms of English as foreign language (EFL) teachers help them dominate their students through the application of lesson plans in a classroom context. The present review paper attempts to examine the classroom lesson plan, language and power in teaching English in a foreign language classroom by reviewing the application of a lesson plan in an EFL class, language, power and lesson plan and presenting some evidence for techniques of power in pedagogical interaction. It studies language and power across the application of a lesson plan in the EFL classroom context, the paper concludes that how the lesson plan of a foreign language teacher shapes the classroom discourse and power and how language teachers in turn have the capacity to create and impose discourses. The article concludes that the lesson plan and teacher’s talk play a crucial role in the exercise of power through the language of classroom teacher and both language teachers and mentors can benefit from the role of the lesson plan in the classroom context and finally recommends the future generation of digital classroom lesson plans.
Washback has become an increasingly prevalent and prominent phenomenon in education - what is ass... more Washback has become an increasingly prevalent and prominent phenomenon in education - what is assessed becomes what is valued, which becomes what is taught. Although many researchers suggest frequent tests as a means of positive washback, others oppose this idea. But what is clear is that many scholars have attempted to provide guidelines in order to achieve positive washback. The present study tried to investigate the effects of the frequency of TOEFL iBT as Quizzes on students’ real-life L2 reading comprehension tasks. The participants of this study were 201 intermediate Iranian language students who were randomly selected and divided into three groups. The first group received 10 TOEFL iBT Reading Comprehension tests, i.e. one Reading Comprehension test for every unit of their textbook every session. The second group received five TOEFL iBT Reading Comprehension tests, i.e. one test for every two units of the same textbook every other session. The third group received no tests at all. The performance of the subjects showed that frequent TOEFL iBT Reading Comprehension tests had positive effect on learning. Better performance of the group who received fewer tests revealed that although giving tests was associated with better performance, the amount of improvement (t-observed) was reduced from 14.4 to 11.26 as the number of tests was increased.
The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possibl... more The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possible relationship among L2 teachers’ spoken corrective feedback types, the learners’ proficiency levels, and their error types have not been unequivocally shown, in particular, not in the case of foreign language teachers’ reactive focus on formamong pre-intermediate and
intermediate levels. This study includes the transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes for each teacher, one preintermediate and one intermediate), totaling 1608 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely employed corrective feedback types at both proficiency levels. Overall, the present study has shown that there is a diversity of corrective feedback reactions by the EFL teachers.
Debates about the value of applying corrective feedback in language teaching an... more Debates about the value of applying corrective feedback in language teaching and learning has been prominent in the recent years by respecting the past, understanding the current values, proofs and directions and finding new perspectives to change the future of corrective feedback (CF). The purpose of this article is to examine how CF found its way through the history of its development from 1950s to the new millennium and to present a review of CF in English language teaching. A close look at the history of CF helps teachers and researchers become familiar with different views about the CF and change their methodological perspectives on CF and try to apply the research findings to language pedagogy. The article concludes with some general suggestions about standard ways of receiving feedback by students, the development of CF through complex systems, and the development of CF for specific purposes.
Download here:
http://www.jallr.ir/index.php/JALLR/article/view/43
Iranian University Policymakers (IUP) believe in the learning process which has led to the
develo... more Iranian University Policymakers (IUP) believe in the learning process which has led to the development of the field of study known as English for Specific Purposes (ESP) in Iranian universities. They have also recognized the crucial importance of teaching environment and contextual factors in teaching and learning outcomes. The writers of ESP books also have followed the same principles in writing the ESP books, and tried to help students of different majors achieve the same objectives in ESP courses. The scientists are also familiar with the barriers of Iranian University students in learning ESP. Therefore, to increase the quality of teaching and learning ESP it is also needed to focus on the management of ESP in Iranian universities. The main objective of this paper is to specify a solution or solutions to improve the quality of teaching and learning ESP in Iranian universities through a management glance at teaching ESP.
The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possibl... more The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possible relationship among L2 teachers ’ spoken corrective feedback types, the learners’ proficiency levels, and their error types have not been unequivocally shown, in particular, not in the case of foreign language teachers ’ reactive focus on formamong pre-intermediate and intermediate levels. This study includes the transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes for each teacher, one pre-intermediate and one intermediate), totaling 1608 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely
This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher ... more This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher education and the role of mentoring in Iran. In so doing, 235 EFL language teachers in public schools (PSs) from 108 cities and 30 EFL teacher educators in various branches of Farhangian University (FUs) from 9 cities were invited to give their attitudes through using two close-ended questionnaires in relation to factors such as (i) employment of EFL teachers and teacher educators, (ii) in-service EFL teacher training programs, (iii) mentoring in EFL teacher education and (iv) the system of evaluation and feedback in Iranian teacher education. The study concluded none of the various ways of EFL teacher employment in Iran enjoys the standards of in-service developmental programs offered by the Ministry of Education. Similarly, the employees do not experience any mentoring scheme in their career and hence their teaching is rarely subjected to any feedback or evaluation. Moreover, the respo...
This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Ir... more This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results o...
The way sentences are pronounced, express much more than just the information that are lexically ... more The way sentences are pronounced, express much more than just the information that are lexically encoded in the words. Studies of how prosody can signal the structure of spoken language are often motivated by practical applications, such as speech synthesis (Wichmann, 2014). This study investigates the intonation patterns in the Persian speakers‟ English Interlanguage and the possible differences in the intonation patterns, and whether this Interlanguage does or does not respond to the printed form of the text. It further examines whether the terms “paragraph” and “paratones” should be assumed as synonymous in Persian speakers‟ English Interlanguage. The results indicate that the intonation patterns among the Persian speakers‟ English Interlanguage are remarkably different from each other. The results further show that the readers usually do not respond to the printed form of the text in Persian English Interlanguage. The study concludes that the terms “paragraphs” and “paratones” a...
Iranian University Policymakers (IUP) believe in the learning process which has led to the develo... more Iranian University Policymakers (IUP) believe in the learning process which has led to the development of the field of study known as English for Specific Purposes (ESP) in Iranian universities. They have also recognized the crucial importance of teaching environment and contextual factors in teaching and learning outcomes. The writers of ESP books also have followed the same principles in writing the ESP books, and tried to help students of different majors achieve the same objectives in ESP courses. The scientists are also familiar with the barriers of Iranian University students in learning ESP. Therefore, to increase the quality of teaching and learning ESP it is also needed to focus on the management of ESP in Iranian universitie s. The main objective of this paper is to specify a solution or solutions to improve the quality of teaching and learning ESP in Iranian universities through a management glance at teaching ESP.
The social language forms of English as foreign language (EFL) teachers help them dominate their ... more The social language forms of English as foreign language (EFL) teachers help them dominate their students through the application of lesson plans in a classroom context. The present review paper attempts to examine the classroom lesson plan, language and power in teaching English in a foreign language classroom by reviewing the application of a lesson plan in an EFL class, language, power and lesson plan and presenting some evidence for techniques of power in pedagogical interaction. It studies language and power across the application of a lesson plan in the EFL classroom context, the paper concludes that how the lesson plan of a foreign language teacher shapes the classroom discourse and power and how language teachers in turn have the capacity to create and impose discourses. The article concludes that the lesson plan and teacher's talk play a crucial role in the exercise of power through the language of classroom teacher and both language teachers and mentors can benefit fro...
Journal of Applied Linguistics and Language Research
Debates about the value of applying corrective feedback in language teaching and learning has bee... more Debates about the value of applying corrective feedback in language teaching and learning has been prominent in the recent years by respecting the past, understanding the current values, proofs and directions and finding new perspectives to change the future of corrective feedback (CF). The purpose of this article is to examine how CF found its way through the history of its development from 1950s to the new millennium and to present a review of CF in English language teaching. A close look at the history of CF helps teachers and researchers become familiar with different views about the CF and change their methodological perspectives on CF and try to apply the research findings to language pedagogy. The article concludes with some general suggestions about standard ways of receiving feedback by students, the development of CF through complex systems, and the development of CF for specific purposes. http://www.jallr.ir/index.php/JALLR/article/view/43
Journal of Modern Research in English Language Studies, 2020
This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Ir... more This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results of the survey on the opinions of the users towards the application of the mentoring software through a close-ended questionnaire (the total average of mean score: 3.355) showed positive attitudes. The study concluded that the outcome of the application of the mentoring software was effective and helped EFL teachers match the mentoring process of the teachers in Group 2 by better results in comparison to traditional mentoring. Traditional Mentoring E-mentoring Software
Iranian Journal of English for Academic Purposes (IJEAP), Nov 4, 2019
This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher ... more This survey study aimed to investigate the attitudes of Iranian EFL teachers towards EFL teacher education and the role of mentoring in Iran. In so doing, 235 EFL language teachers in public schools (PSs) from 108 cities and 30 EFL teacher educators in various branches of Farhangian University (FUs) from 9 cities were invited to give their attitudes through using two close-ended questionnaires in relation to factors such as (i) employment of EFL teachers and teacher educators, (ii) in-service EFL teacher training programs, (iii) mentoring in EFL teacher education and (iv) the system of evaluation and feedback in Iranian teacher education. The study concluded none of the various ways of EFL teacher employment in Iran enjoys the standards of in-service developmental programs offered by the Ministry of Education. Similarly, the employees do not experience any mentoring scheme in their career and hence their teaching is rarely subjected to any feedback or evaluation. Moreover, the respondents believed that even the in-service programs did not gain their objectives as they generally suffered from inefficient planning as well as ineffective tutors. Such ideas were evident in the responses of both PS teachers and teacher educators at various branches of FU. The study, therefore, suggests that serious thoughts need to be put into EFL teacher education programs of the country, and that effective mentoring and evaluation schemes have to included in them.
Every year Payampersa presents new tips because the language teaching, which is primarily a scien... more Every year Payampersa presents new tips because the language teaching, which is primarily a science and then our profession, always experiences substantial growth due to the rapid expansion of knowledge in our field. www.payampersa.ir
The way sentences are pronounced, express much more than just the information that are ... more The way sentences are pronounced, express much more than just the information that are lexically encoded in the words. Studies of how prosody can signal the structure of spoken language are often motivated by practical applications, such as speech synthesis (Wichmann, 2014). This study investigates the intonation patterns in the Persian speakers‟ English Interlanguage and the possible differences in the intonation patterns, and whether this Interlanguage does or does not respond to the printed form of the text. It further examines whether the terms “paragraph” and “paratones” should be assumed as synonymous in Persian speakers‟ English Interlanguage. The results indicate that the intonation patterns among the Persian speakers‟ English Interlanguage are remarkably different from each other. The results further show that the readers usually do not respond to the printed form of the text in Persian English Interlanguage. The study concludes that the terms “paragraphs” and “paratones” are not synonymous in Persian speakers‟ English Interlanguage.
The social language forms of English as foreign language (EFL) teachers help them dominate their ... more The social language forms of English as foreign language (EFL) teachers help them dominate their students through the application of lesson plans in a classroom context. The present review paper attempts to examine the classroom lesson plan, language and power in teaching English in a foreign language classroom by reviewing the application of a lesson plan in an EFL class, language, power and lesson plan and presenting some evidence for techniques of power in pedagogical interaction. It studies language and power across the application of a lesson plan in the EFL classroom context, the paper concludes that how the lesson plan of a foreign language teacher shapes the classroom discourse and power and how language teachers in turn have the capacity to create and impose discourses. The article concludes that the lesson plan and teacher’s talk play a crucial role in the exercise of power through the language of classroom teacher and both language teachers and mentors can benefit from the role of the lesson plan in the classroom context and finally recommends the future generation of digital classroom lesson plans.
Washback has become an increasingly prevalent and prominent phenomenon in education - what is ass... more Washback has become an increasingly prevalent and prominent phenomenon in education - what is assessed becomes what is valued, which becomes what is taught. Although many researchers suggest frequent tests as a means of positive washback, others oppose this idea. But what is clear is that many scholars have attempted to provide guidelines in order to achieve positive washback. The present study tried to investigate the effects of the frequency of TOEFL iBT as Quizzes on students’ real-life L2 reading comprehension tasks. The participants of this study were 201 intermediate Iranian language students who were randomly selected and divided into three groups. The first group received 10 TOEFL iBT Reading Comprehension tests, i.e. one Reading Comprehension test for every unit of their textbook every session. The second group received five TOEFL iBT Reading Comprehension tests, i.e. one test for every two units of the same textbook every other session. The third group received no tests at all. The performance of the subjects showed that frequent TOEFL iBT Reading Comprehension tests had positive effect on learning. Better performance of the group who received fewer tests revealed that although giving tests was associated with better performance, the amount of improvement (t-observed) was reduced from 14.4 to 11.26 as the number of tests was increased.
The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possibl... more The role of corrective feedback (CF) is debated in second language acquisition (SLA). The possible relationship among L2 teachers’ spoken corrective feedback types, the learners’ proficiency levels, and their error types have not been unequivocally shown, in particular, not in the case of foreign language teachers’ reactive focus on formamong pre-intermediate and
intermediate levels. This study includes the transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes for each teacher, one preintermediate and one intermediate), totaling 1608 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely employed corrective feedback types at both proficiency levels. Overall, the present study has shown that there is a diversity of corrective feedback reactions by the EFL teachers.
Debates about the value of applying corrective feedback in language teaching an... more Debates about the value of applying corrective feedback in language teaching and learning has been prominent in the recent years by respecting the past, understanding the current values, proofs and directions and finding new perspectives to change the future of corrective feedback (CF). The purpose of this article is to examine how CF found its way through the history of its development from 1950s to the new millennium and to present a review of CF in English language teaching. A close look at the history of CF helps teachers and researchers become familiar with different views about the CF and change their methodological perspectives on CF and try to apply the research findings to language pedagogy. The article concludes with some general suggestions about standard ways of receiving feedback by students, the development of CF through complex systems, and the development of CF for specific purposes.
Download here:
http://www.jallr.ir/index.php/JALLR/article/view/43
Iranian University Policymakers (IUP) believe in the learning process which has led to the
develo... more Iranian University Policymakers (IUP) believe in the learning process which has led to the development of the field of study known as English for Specific Purposes (ESP) in Iranian universities. They have also recognized the crucial importance of teaching environment and contextual factors in teaching and learning outcomes. The writers of ESP books also have followed the same principles in writing the ESP books, and tried to help students of different majors achieve the same objectives in ESP courses. The scientists are also familiar with the barriers of Iranian University students in learning ESP. Therefore, to increase the quality of teaching and learning ESP it is also needed to focus on the management of ESP in Iranian universities. The main objective of this paper is to specify a solution or solutions to improve the quality of teaching and learning ESP in Iranian universities through a management glance at teaching ESP.
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Traditional Mentoring E-mentoring Software
http://journals.covenantuniversity.edu.ng/jls/published/June2015/Ahmad.pdf
http://www.ijllalw.org/finalversion825.pdf
http://www.jallr.ir/index.php/JALLR/article/view/81
intermediate levels. This study includes the transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes for each teacher, one preintermediate and one intermediate), totaling 1608 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely employed corrective feedback types at both proficiency levels. Overall, the present study has shown that there is a diversity of corrective feedback reactions by the EFL teachers.
http://www.ijllalw.org/finalversion821.pdf
Download here:
http://www.jallr.ir/index.php/JALLR/article/view/43
development of the field of study known as English for Specific Purposes (ESP) in Iranian
universities. They have also recognized the crucial importance of teaching environment and
contextual factors in teaching and learning outcomes. The writers of ESP books also have followed
the same principles in writing the ESP books, and tried to help students of different majors achieve
the same objectives in ESP courses. The scientists are also familiar with the barriers of Iranian
University students in learning ESP. Therefore, to increase the quality of teaching and learning ESP it
is also needed to focus on the management of ESP in Iranian universities. The main objective of this
paper is to specify a solution or solutions to improve the quality of teaching and learning ESP in
Iranian universities through a management glance at teaching ESP.
Traditional Mentoring E-mentoring Software
http://journals.covenantuniversity.edu.ng/jls/published/June2015/Ahmad.pdf
http://www.ijllalw.org/finalversion825.pdf
http://www.jallr.ir/index.php/JALLR/article/view/81
intermediate levels. This study includes the transcripts of 120 hours of naturalistic classroom interactions recorded from ten classes of five teachers (two classes for each teacher, one preintermediate and one intermediate), totaling 1608 reactive focus on form episodes, known as corrective feedback. Chi-square analysis was used to analyze association between variables of this study in pairs (proficiency level and error types, proficiency level and corrective feedback types, error types and corrective feedback types). Statistically significant associations were revealed from the results of the analysis and also recasts were found to be the most widely employed corrective feedback types at both proficiency levels. Overall, the present study has shown that there is a diversity of corrective feedback reactions by the EFL teachers.
http://www.ijllalw.org/finalversion821.pdf
Download here:
http://www.jallr.ir/index.php/JALLR/article/view/43
development of the field of study known as English for Specific Purposes (ESP) in Iranian
universities. They have also recognized the crucial importance of teaching environment and
contextual factors in teaching and learning outcomes. The writers of ESP books also have followed
the same principles in writing the ESP books, and tried to help students of different majors achieve
the same objectives in ESP courses. The scientists are also familiar with the barriers of Iranian
University students in learning ESP. Therefore, to increase the quality of teaching and learning ESP it
is also needed to focus on the management of ESP in Iranian universities. The main objective of this
paper is to specify a solution or solutions to improve the quality of teaching and learning ESP in
Iranian universities through a management glance at teaching ESP.