This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary a...

Pedagogically, the issue of similarities and/or differences between mother tongue and foreign language is one interesting areas second/foreign acquisition learning. Therefore, this study aims at exploring in which way Turkish (L1) influences English (L2) learning through perspectives EFL undergraduate students, whereby main focus on extent possible effects (L2). A qualitative approach was emplo...

The present study is an attempt to shed light on the effect of Dynamic Assessment (DA) on diagnosing and developing the receptive vocabulary abilities of upper-intermediate learners learning English as a foreign language. Fifty L2 leaners participated in the First Certificate in English test and completed Vocabulary Knowledge Scale. Out of 50 students, ten learners who were identified as being ...

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to promp...

framed in a cognitive approach to task-supported l2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of iranian efl learners. the goal was to investigate the way that the construct of involvement load is related to the input hypothesis (krashen, 1985) and the output ...

This study aimed to investigate the effect of visual aids on elementary Iranian EFL learners’ vocabulary learning. To achieve the aim of the study, 60 elementary EFL learners were selected based on their performance on proficiency test. After administering the pretest, the participants of the experimental group received vocabulary visually. The teacher used different kinds of strategies such as...