There is a growing interest among the higher education principals and policy makers to improve teacher evaluation methods and more important than that to use the evaluation data. A number of research studies implied the ineffective instruction of ESP courses in Iran (Atai, 2002; Eslami, 2005; Hayati, 2008; Ahmadi, 2008; Sherkatolabbasi & Mahdavi, 2012; Boniadi, Ghojazadeh & Rahmatvand, 2013). T...

Free worded exercise solutions involve the advantage that students entirely have to resort to their own knowledge. However, their disadvantage is that they cannot be corrected automatically – in contrast to exercises with preset solution possibilities, e.g. multiple choices. This paper outlines these two types of exercise solutions, the methods and some results of a pragmalinguistic analysis of...

This paper investigates learner-initiated responses to English language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. Classroom discourse research has largely neglected learner init...

Feedback is a complex issue that can be discussed from many perspectives. It given by teachers to students, students teachers, teachers. Moreover, nowadays thanks technology our offered automatic feedback will them immediately upon completing task. Even though there are several texts dealing with receive it seems not much research has been done on other types of feedback. This article aims star...

This research analyzed the feedback delivered by cooperating teachers and university supervisors in an internship, and reports how student teachers perceived the feedback they received during debriefing sessions with their mentors. Hattie and Timperley's (2007) framework for conceptualizing effective feedback was used to analyze cooperating teachers' and field supervisor' assessment of the stud...

The real essence of formative feedback has been a missing element in teachers' assessment practices the classrooms. This paper analyses existing context classrooms Pakistan. Mainly teachers were found unable to provide quality that could support students' learning outcomes. comments include summative judgments, mainly. A number challenges faced by was their lack understanding and skills limited...

Among the major issues raised by classroom SLA researchers is the debate on the degree to which teacher’s or learner’s attention should be directed to linguistic features. However, one of the relevant variables in corrective feedback studies which seem to be less operationalized is the differential impact of different types of feedback on the accuracy of the oral performance of the participants...

This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers’ corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language institutes and 39 Iranian EFL teachers from different schools in Shiraz, Iran participated in the study. The Questionnaire for Corrective Feedback Approaches (QCFAs) was ...