The present study explores the effect of providing different types of written corrective feedback (WCF) on 79 Iranian EFL learners’ writings over time through a pre-test, immediate post-test and delayed post-test. In this way, the study first aims to investigate the extent to which different types of WCF result in improved accuracy in writing over a period of two months, and then maintain...

We examined the effects of individualized video modeling on the accurate implementation of behavioral interventions using a multiple baseline design across 3 teachers. During video modeling, treatment integrity improved above baseline levels; however, teacher performance remained variable. The addition of verbal performance feedback increased treatment integrity to 100% for all participants, an...

This study aims to examine the types of written feedback given by teachers on writing eleventh-grade senior high school students at SMA Tarbiyah Islamiyah. The instrument used was document analysis type English teacher results tenth-grade majoring in Social Sciences (IPS) and Natural (IPA). findings revealed that two different students' writing. Teachers who teach Science major tend use direct ...

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...

The current study replicated the positive effects of performance feedback on treatment integrity and extended previous work by examining reactivity using a multiple baseline design with alternating treatments for observer-present and observer-absent conditions on teachers' implementation of a classwide behavior plan. No differences were found between conditions, and treatment integrity improved...

one of the main concerns of teachers in modern learner-centered approaches is whether published teaching materials can meet the needs of students at a particular leaning situation or the teachers ought to prepare their own materials. this dilemma gets worse when the teaching situation includes a textbook prescribed by an authority such as the ministry of education. in such cases, the teacher ha...

The pedagogical beliefs (e.g., beliefs or "mindsets" concerning the malleability of intelligence) that teachers hold may have a far-reaching impact on their teaching behavior. In general, two basic mindsets can be distinguished with regard to the malleability of intelligence: fixed (entity) and growth (incremental). In this article, we present two studies investigating the associations between ...

This paper offers a detailed text analysis of the written feedback given by two teachers to ESL students over a complete proficiency course. We consider this feedback in terms of its functions as praise, criticism, and suggestions. Praise was the most frequently employed function in the feedback of these two teachers, but this was often used to soften criticisms and suggestions rather than simp...