abstractthe current study examined the modification devices (mds) used by non-native speakers (nnss) learning efl during dyadic task-based interactions. three meaning-oriented tasks, namely picture-description, spot-the-difference, and opinion-exchange, were used to elicit data from 24(12 male and 12 female, forming 4 male-male, 4 female-female, and 4 male-female dyads) iranian efl learners wit...