Abstract This study was intended to compare collaborative and individual task planning effects on Iranian EFL learners’ writing performance. Therefore, a group of 90 upper intermediate EFL learners were placed in three groups of Collaborative Task planning, Individual Task planning, and Control. In the experimental groups, participants were asked to do task planning collaboratively and individu...

Abstract This study was intended to compare collaborative and individual task planning effects on Iranian EFL learners’ writing performance. Therefore, a group of 90 upper intermediate EFL learners were placed in three groups of Collaborative Task planning, Individual Task planning, and Control. In the experimental groups, participants were asked to do task planning collaboratively and individu...

This mixed-methods study investigated English-as-a-foreign-language (EFL) learners’ perceptions of task difficulty and their use metacognitive strategies in completing integrated speaking tasks as empirical evidence for the effects instruction. A total 130 university students were invited to complete four answer a strategy inventory self-rating scale. sub-sample eight participated subsequent in...

The present study investigated the functional characteristics of task-sets that were never applied before and were formed only on the basis of instructions. We tested if such task-sets could elicit a task-rule congruency effect, which implies the automatic activation of responses in the context of another task. To this end, a novel procedure was developed that revealed instruction-based task-ru...

This study sought to examine the type and frequency of tasks in the Iranian high school English course books (Prospect 1, 2, 3 & English Book 1, 2, 3). The corpus was analyzed based on Nunan’s (1999) framework composed of five main task types, namely cognitive, interpersonal, linguistics, affective, and creative. To this end, the whole content of the aforementioned course books went through con...

The current qualitative study researches graduate Teaching Assistants’ (TAs’) beliefs and teaching practices towards Chinese as a Foreign Language (CFL) tutoring sessions examines the possible factors that shape influence their about tutoring. Data was collected through semi-structured interviews with three experienced TAs in CFL program at higher education institution U.S. Findings revealed vi...