In the present study, an exploratory approach (Oxford, Cho, Leung & Kim, 2004) to language learning is adopted which holds that the number and type of strategies used by Iranian learners might vary with respect to the difficulty of task and their L2 proficiency. In this regard, the term task is defined, its leading dimentions and charecteristics are put forward, and the nature of learning start...

Abstract The present study investigated the effect of blended online and face-to-face instruction on the use of reading strategies by Iranian EFL learners. Out of 100 pre-selected learners, 60 homogeneous participants were identified as intermediate, according to their scores on the Oxford Placement Test. The participants were assigned to experimental (n=30) and control (n=30) groups. Then, a p...

This study was to investigate the use of metacognitive reading strategies, patterns of motivation aswell as the relationship between motivation and L2 readers’ metacognitive awareness andperceived use of strategies among Iranian EFL learners. A total number of 36 intermediate studentsfrom an English Institutes in Qazvin took part in this study. They were asked to fill in twoquestionnaires: (a) ...

Background: Cooperative learning as an educational approach plays a crucial role in English as a second/foreign language education. The effective role of cooperative learning seems to be so dominant that it deserves further investigation. Objectives: This study aimed at investigating the impact of cooperative learning strategies on reading comprehension and vocabulary learning of nursing stude...

abstract this study scrutinized the interaction between linguistic and strategic variables in reading comprehension test performance of iranian efl learners. to this end, the interaction among the participants’ reading comprehension test performance, use of test-taking strategies, and level of language proficiency was analyzed. the participants comprised 286 students who answered a reading comp...

this study sought to explore the possible relationship between reading anxiety and reading proficiency and also between reading anxiety and language learners’ use of reading strategies. the majority of studies on language anxiety have been quantitative to date. this study was conducted in two phases. the first phase was quantitative, and the second consisted of a series of case studies using in...

The present study was an attempt to refine a qualitatively proposed model of ELT discipline-specific reading strategies to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, that is, 6 factors and 32 categories, a 6-hypothetical factor and a 33-item questionnaire were considered in the design of the ELT discipline-specific question...

Abstract The present study investigated the effect of blended online and face-to-face instruction on the use of reading strategies by Iranian EFL learners. Out of 100 pre-selected learners, 60 homogeneous participants were identified as intermediate, according to their scores on the Oxford Placement Test. The participants were assigned to experimental (n=30) and control (n=30) groups. Then, a p...