Mahnaz Saeidi
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
[ 1 ] - Effect of Oral Corrective Feedback on Iranian EFL Learners’ Phonological Uptake and Retention
This study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among Iranian EFL learners through immediate uptake and retention. Five classes were randomly categorized into four experimental groups and one control group, each with 18 in...
[ 2 ] - Promotion of Self in an Other-Oriented Academic Sub-Genre: The Case of Self-Mention in Acknowledgments
Although sometimes considered to act only as a means of recognizing debts, acknowledgments give the opportunity for writers to display a self-conscious and reflective representation of self. Following this assumption and to reveal some of the ways this is achieved, a corpus of 80 textbook acknowledgments in the field of Linguistics and Applied Linguistics were analyzed in order to show what “se...
[ 3 ] - تأثیر ساختار متن بر عملکرد خواندن و درک مطلب زبان آموزان ایرانی در آزمون‌های چهار جوابی و کلوز
این تحقیق به منظور بررسی عملکرد زبان آموزان ایرانی در آزمون‌های خواندن و درک مطلب دارای ساختارهای متنی و روش‌های پاسخ‌دهی متفاوت انجام گرفته است. شرکت‌کنندگان این تحقیق ۲۲۸ نفر از دانشجویان زبان بودند که شامل ۸ گروه و بر اساس آزمون مهارت زبانی پت انتخاب شدند. چهار نوع ساختار متنی ترتیب زمانی،توصیفی، علیت و حل مسئله انتخاب و بر اساس این متون،دو نوع آزمون با شیوه پاسخ‌دهی چهارجوابی و چهارجوابی ک...
[ 4 ] - The Effect of Input-based and Output-based Focus on Form Instruction on Learning Grammar by Iranian EFL Learners
This quasi-experimental study investigated the effects of input-enhancement and production of sentences, containing the target structures, on learning grammar by Iranian Intermediate EFL learners. Sixty male students in three input, output, and control groups participated in the study. After checking the homogeneity of the participants with a proficiency test, the researchers administered a pre...
[ 5 ] - Effect of Oral Corrective Feedback on Iranian EFL Learners’ Phonological Uptake and Retention
This study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among Iranian EFL learners through immediate uptake and retention. Five classes were randomly categorized into four experimental groups and one control group, each with 18 in...
[ 6 ] - EFL Teachers’ Pedagogic Strategies and Students’ Willingness to Communicate: Teachers’ and Learners’ Perceptions
This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their...
[ 7 ] - Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context
This study reports psychometric properties and derivation of norms for a Persian version of the Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults. After examining and confirming equivalency between English and Persian versions, translated and validated by Saeidi, Ostovar, Shearer, and Asghari Jafarabadi (2015), the scale was administered to a sample (N = 2146), including ...
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