This study aimed to investigate the efficacy of metacognitive strategy instruction intervention on reducing language listening anxiety of Iranian EFL learners in the light of 2 listening metacognitive strategy instruction models of Integrated Experiential Learning Task (IELT) (Goh, 2010) and Metacognitive pedagogical Sequence (MPS) (Vandergrift, 2004). Participants were 63 B1 level learners who...

From applied linguistic point of view, the fundamental question facing the language teachers, methodologists and course designers is which procedure is more effective in FL/SL: learning to use or using to learn? Definitely, in order to be a competent language user, knowledge of language system is necessary, but it is not sufficient to be a successful language user. That is why there was a gradu...

This paper describes an instructional approach designed to teach adults in a workplace training program strategies for communicating in an electronic context. Students used an on-line discussion group to respond to cases that were relevant to their experiences of seeking and preparing for employment. A scaffolded teaching approach was used whereby students were taught to explain or express a vi...

3-D virtual worlds are increasing in popularity as a medium for higher education. In this research, we assess the efficacy of two instruction strategies in a virtual world environment, Second Life, and their effects on interactivity, social presence, and perceived learning. The two instruction strategies are direct and interactive instruction strategies. Our findings suggest that the interactiv...

In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. Text structures generally can be grouped into six categories: comparison, problem-and-solution, caus...