This study was an attempt to explore the beliefs of Iranian EFL teachers about the role of grammar in English language teaching in both state schools and private language institutes. Data were collected through a questionnaire developed by Burgess and Etherington (2002), which consisted of 11 main subscales and was divided into two sections. The first section dealt with approaches to grammar te...

This paper reports our contribution to the 2013 NLI Shared Task. The purpose of the task was to train a machine-learning system to identify the native-language affiliations of 1,100 texts written in English by nonnative speakers as part of a high-stakes test of general academic English proficiency. We trained our system on the new TOEFL11 corpus, which includes 11,000 essays written by nonnativ...

The study of teachers’ pedagogical knowledge base (PKB) to discover how teachers think and work is attracting increasing attention in ELT. Against this background, the present study aimed at probing the likely variations in EFL teachers’ pedagogical knowledge base as a function of their teaching license status. To this aim, six teachers (two standard-licensed, two alternatively-licensed, and tw...

Individual learners’ affective factors are very important for foreign language learning. In China foreign language learning mainly happens in classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students’ affection. This study explores how EFL teachers influence students’ affect, what the teachers should do to develop a...

We present a computational analysis of three language varieties: native, advanced non-native, and translation. Our goal is to investigate the similarities and differences between non-native language productions and translations, contrasting both with native language. Using a collection of computational methods we establish three main results: (1) the three types of texts are easily distinguisha...

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionali...

In the United States, the immigrant population explosion has been calling for increasing attention to English instruction for immigrant learners. In comparison with prolific literature on immigrant English language learners (ELLs) in K–12 educational settings, literature on English instruction for adult immigrant learners at non-profit organizations, especially through microanalysis of classroo...

this study investigated metadiscourse and its subcategories in english research articles (ras) written by nonnative (iranian) and native english writers from the two disciplines of applied linguistics and civil engineering. the study aimed at seeing whether language and discipline influenced the frequency of occurrence of metadiscourse elements in research articles. to this end, a sample of 120...

This study explored the relationship among EFL teachers’ self-efficacy, language proficiency, and classroom management. A total of 110 Iranian EFL teachers of different levels of high schools and private language schools in Tehran participated in this research. The data were collected through two questionnaires and one test: the Teacher Self-Efficacy Scale and a sample TOEFL were administered i...