There is broad recognition that a textbook, among other components, plays an important role in many English language classrooms today. As result, its evaluation significant issue to guarantee contribution the success of teaching- learning process. Evaluating textbooks and instructional materials used contexts one responsibilities teachers. The adopted Kurdistan university centers are no excepti...

This study aimed at examining the relationship between Emotional Intelligence (EI) and learning English language vocabulary. The male (N= 119) and female (N= 98) participants who were randomly selected from high schools in Zanjan Province were asked to complete a Persian version of an emotional intelligence (EI) questionnaire and answer a vocabulary achievement test. The EI questionnaire consis...

Mobile technologies have been successfully implemented in language learning, and have supported various innovative designs. However, many of these designs require considerable technical knowledge and support that are beyond the workload capacity of most language teachers. This paper discusses a study using an over-themarket mobile device combined with a task-based approach to design a contextua...

Although there is an increasing shift towards evaluating Natural Language Generation (NLG) systems, there are still many NLG-specific open issues that hinder effective comparative and quantitative evaluation in this field. The paper starts off by describing a task-based, i.e., black-box evaluation of a hypertext NLG system. Then we examine the problem of glass-box, i.e., module specific, evalua...

The purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers’ reasoning as they evaluated or selected tasks to formatively assess their students’ understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers’ reasoning: (1)...

Abstract Task-based language teaching is considered an effective way to achieve a harmony between grammar and communication. The present study investigates two different ways of teaching modal verbs: task-based versus traditional approaches. To this purpose, an Oxford Placement Test was administered to select 40 homogeneous participants out of a larger population who took this test. The selecte...

this study was inspired by vanpatten and uludag’s (2011) study on the transferability of training via processing instruction to output tasks and mori’s (2002) work on the development of talk-in-interaction during a group task. an interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention ...

This study builds on Laufer and Hulstijn’s (2001) motivational-cognitive construct of task-induced involvement in learning vocabulary and addresses itself to its strong claim that the depth of processing is the overriding factor in learning words. The paper first re-examines the effect of processing load and then of task type on the initial learning and retention of words. To do so, 60 EFL lear...

Grammar exercises for language learning fall into two distinct classes: those that are based on “real life sentences” extracted from existing documents or from the web; and those that seek to facilitate language acquisition by presenting the learner with exercises whose syntax is as simple as possible and whose vocabulary is restricted to that contained in the textbook being used. In this paper...