This study investigated the effects of different output-based task repetition conditions on EFL learners’ speech act production. Three intact classes of English-major students constituted three instructional groups: (1) the explicit task-repetition (ETR) group, (2) the implicit task-repetition (ITR) group, and (3) the no-input task repetition (NTR) group. All the three groups engaged in t...

The aim of this quasi-experimental study was to investigate the impact of a metacognitive training program on university freshmen’s reading comprehension skill in a three-credit General English (GE) Course. The participants included eight groups of freshmen, in four disciplines: Management, Psychology, Mechanical Engineering and Computer Engineering. They were randomly assigned as four experime...

A study was undertaken to investigate the dietary effect of taurine in chronic alcoholic patients. The 30 chronic alcoholic patients with 2 to 5 times greater than normal activities of aspartate transaminase (AST) or alanine transaminase (ALT) were selected and equally divided into taurine and control groups. In the taurine group, each patient took 6 g taurine per day, divided into 3 doses, for...

The purpose of the present study was to explore the effectiveness of raising Iranian learners’ pragmatic awareness of intercultural rhetoric in enhancing their L2 writing ability, complexity, and accuracy. To this end, two 25-member groups of EFL learners who were taking Basic Writing course at Islamic Azad University, Roudehen Branch, were selected based on their performance on a language prof...

abstract background: fatigue is the most common and highly disabling symptom of multiple sclerosis (ms) that has negative effects on employment, the process of socialization, compliance with the disease, and other factors effective on activities of daily living. the usage of complementary and alternative medicine methods in ms patients is higher than in the general population. however, there is...

English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, researchers have, to date, mainly focused on either of these treatments to enhance language learners’ composing ability. Which treatment leads to more significant improvements is, however, unclear. Moreover, of th...