The conviction that L1 and L2/FL learners can acquire unfamiliar vocabulary items in the course of reading, that is, that so-called incidental vocabulary acquisition is a by-product of the reading process, has been held by numerous researchers involved in the study of the relationship between reading and vocabulary (Paribakht & Wesche, 1997). This study investigated whether doing two types of t...

Mastering vocabulary knowledge has always been a major concern for language learners (Nation, 2002). The present research mainly concerned with the impression comparing the performance of Iranian bilingual EFL students with monolingual groups by means of the treatment of the etymology of unknown English words upon their vocabulary retention. The ongoing research aimed at exploring the significa...

This study investigated the effects of partial dictation on the listening comprehension (LC) ability of Iranian intermediate EFL learners. Two homogeneous groups of intermediate EFL learners at the Abrar Language Institute in Qa’emshahr were chosen. Each group consisted of 30 female intermediate EFL students. One of the groups was chosen as the experimental group (EG), and the other as the cont...

The present study was carried out to investigate whether there is any relationship between the language learners' general language proficiency level and language learning strategies at elementary and intermediate level in Iran. The research tried to find out how learners’ proficiency level influences language learning strategies employed by learners. In addition the study seeks to identify the ...

Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less ...

The focus of the present study was to investigate the possible effects of sociocultural-based teaching techniques on EFL learners reading comprehension. The basic purpose was to clarify how learners reading comprehension and strategy use could be affected by the types of teaching techniques and how high and low proficiency learners profited from the intervention. Iranian EFL students were used ...