Correlational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning. This quasi-experimental study examined the extent to which engaging ELT major university students in writing tasks, compatible to their dominant inte...

The purpose of this article is to examine the contribution made by the selfefficacy component of A. Bandura’s (1986) social cognitive theory to the study of writing in academic settings. A brief overview of Bandura’s social cognitive theory and of self-efficacy is first provided, followed by a description of the manner in which writing self-efficacy beliefs are typically operationalized and ass...

irony in literature is an art that reflects the underlying pain and heals the hidden anguish that it wants to use to heal its grief and remove its anguish through its opposite. hence, the pain felt by the writer or the poet and his inability to remove the causes of this pain is the motivation behind this irony that the poet creates. however, the motivation to resort to this method varies from e...

The aim is to determine the effect of vocabulary mastery and motivation improve descriptive writing skills. Writing must be applied in class according right formula obtained through practice. accuracy this learning formulation requires because it will able quality student more diligently when they have high motivation. Motivation can always intensity efforts achievement for students. This resea...

The purpose of the present study was to explore the effectiveness of raising Iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their L2 writing ability, complexity, and accuracy. To this end, two 25-member groups of EFL learners who were taking Basic Writing course at Islamic Azad University, Roudehen Branch, were selected based on their performance on a language prof...

This quasi-experimental study investigated the instructional efficacy of genre-based approach on Iranian EFL learners’motivation for writing. Out of 180 participants, 60 EFL male and female students at university level, with the age range of 19-28, based on a standard profeciency test, Preliminary English Test (PET), were selected and randomly assigned into control and experimental groups. Each...