As both form-focused (FFI) and content-based (CBI) instructions have advantages disadvantages in language teaching, the integration of FFI CBI into literature-based classrooms provides an ideal context to attend form meaning some strongest rationales for acquisition as one approach will be compensated by other. When are integrated conjunction with approach, learners easily perceive patterns mea...

This study investigates and compares the efficacy of differentiated instruction and traditional-based instruction on enhancing Iranian students’ reading comprehension. Eight elementary, intermediate, and advanced classrooms from 1 language institute were chosen, and based on their performance on the pretests were further divided into 4 control and 4 treatment groups. Flexible grouping, tiered i...

The study investigated whether, and how, Communicative Language Teaching Approaches (CLTA) significantly influenced students’ academic emotions achievement in self-directed distance learning. participants were 76 university students Denpasar. data collected through exam results two questionnaires. Questionnaire A measured learning intentions, self-encouragement, motivation, while questionnaire ...

Traditional methods of learning a second language are often difficult, frustrating, and time-consuming. Typical classroom strategies employ memorization and drills which are often intimidating and frequently ineffective. Communication among people in an ever increasingly connected world with a vast array of languages utilized is vital for so many parts of society. The goal of our research is to...

P rograms for computcr-based instruction (CBI) have come a long way in the last two decades. They are available today in a variety of sophisticated shapes and sizes, and show few traces of their origins in B. F. Skinner's modest, fill-in-the-blanks teaching machines. The programs tutor and drill students, diagnose learning difficulties, prescribe remedies for problems, keep records of student p...

While learners’ ability to speak academic language develops over time in content-based programs, the development of their nonacademic language appears to lag behind. Students’ speaking in content-based (CB) classrooms is confined to an academic discourse style. In the researchers’ point of view, the gap of less amount of nonacademic speaking can be bridged by the application of the conceptual f...