This research aimed to probe the effect of two different models of metacognitive strategy instruction on the listening performance of EFL learners in Iran. 83 intermediate EFL learners in four groups, two male and two female groups were the participants. The participants in the first experimental groups – a male and a female group – were undergone a ten-week treatment including the linear strat...

The current pretest-posttest quasi-experimental study attempts, firstly, to probe the effects of teaching formulaic sequences (FSs) on the second or foreign language (L2)  learners' oral proficiency improvement and secondly, to examine whether teaching FSs through different resources (i.e. animation vs. text-based readings) have any differentially influential effects in augmenting L2  l...

Previous studies on incidental focus form (FonF) have mostly focused its overall effectiveness. This study is an attempt to further examine the effectiveness of FonF with regard different linguistic categories (vocabulary, grammar, and pronunciation). To this end, eight hours a free discussion English as foreign language (EFL) class 12 upper-intermediate learners were observed, instances episod...

background: english for specific purposes (esp) courses should empower students to satisfy their language needs. however, at many iranian universities, these courses are mostly taught based on the grammar translation method focusing on teaching grammatical rules and reading comprehension. the present study aims at proposing an innovative approach for teaching english to medical students that ca...

Humans improve their performance by means of a variety of learning strategies, including both gradual statistical induction from experience and rapid incorporation of advice. In many learning environments, these strategies may interact in complementary ways. The focus of this work is on cognitively plausible models of multistrategy learning involving the integration of inductive generalization ...

This article presents a form of teacher reasoning that we call proclivities for teaching mathematics. We define proclivities for teaching mathematics as the beliefs, knowledge, and dispositions that are actionable in the flow of instruction, and we argue that growth in this area contributes to positive change in mathematics instruction. Proclivities for teaching mathematics encompass four domai...

In the last decade, the practice of English Language Teaching (ELT) in China’s classrooms has been greatly influenced by western-oriented innovations in Second Language Teaching (SLT) pedagogy. SLT methods focusing on meaning and communicative tasks have been introduced and have become superfluous throughout the country, outdating the traditional grammar-centered instruction. However, the decis...