Teacher-students’ and students-students’ interactions are of significant importance in foreign language teaching and learning. It is argued that interactions between teachers and students facilitate language development and lead to better language learning. The present study is an attempt to investigate the effect of two teaching approaches: 1. Task-Based Instruction (TBI) and 2. Form-Focused I...

this study aims at uncovering the effect(s) of genre-based instruction (gbi) on listening proficiency among iranian efl learners. moreover, it seeks to explore the relationship between effectiveness of gbi and listening proficiency. for this purpose, 68 efl learners in two different groups at zabol university were selected. group a included 30 participants (12 males and 18 females), and group b...

background :comparing computer and internet based instruction with traditional giving lecture would provide enough evidence to identify best teaching practice. in this study, we compared lecture, interactive internet based and computer based learning regarding medical students' knowledge acquisition and satisfaction in teaching pathophysiology of hematology and oncology.   methods : eighty four...

The current study used the Space Fortress game (Donchin, 1989) to study the effects of training and instruction in acquisition of complex skills. The game requires flexible coordination of perceptual, cognitive and motor components in a dynamically changing environment. We examined whether effective instruction can be developed for such a task in the same way that instruction is developed for a...

The study examined whether an instruction-based strategy (studying the instructions before attempting the task) or task-based strategy (attempting the task and referencing instructions) is more effective for procedural performance and learning. Four groups of participants performed two macramé tasks, and received detailed instructions at different times in the process of attempting the tasks. P...

task-based language teaching (tblt) has been considered as an effective language teaching methodology. however, its applicability for lower-proficiency learners in efl contexts has not been adequately justified. moreover, the possible mediating effect of the experiential learning styles on academic listening tblt has not been targeted in the literature, a gap that this study attempts to fill. t...

This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...