The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Ble...

The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Ble...

Correlational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning.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 study was to investigate the impact of negotiated syllabus ondeveloping EFL learners’ writing ability and self-esteem. To do so, first Nelsonproficiency test was administered to 90 participants to select intermediate homogenouslearners. The scores were analyzed and the mean was obtained. Then one standarddeviation above and below the mean was considered as a technique to hom...

This study aimed at investigating the impact of writing on Iranian EFL college students’ rhetorical organization. Thirty Iranian female undergraduate students majoring in English at Al-zahra University participated in the current study. The writing instructions included two stages, each lasting for four weeks. The participants were assigned to a control group and an experimental group according...