Abstract Recognizing the importance of multinational telecollaboration and form-focused instruction in computer-assisted language learning teacher education, this article investigates teaching English grammar through a seven-week-long telecollaborative project with 41 pre-service teachers from United States (US), Poland, China. The was pedagogical intervention which US participants taught to th...

English language learners are frequently unable to benefit from the prevailing process-writing approaches due to a lack of grammar and vocabulary knowledge relevant to academic writing. This paper describes how the need for explicit grammar instruction as part of preparing students to write can be addressed by using a collection of learner texts and transforming that collection into an online g...

this study examines the efficiency of pedagogical intervention in raising l2 pragmatic awareness of the iranian efl learners. more specifically, it seeks to investigate the difference between explicit and implicit instructions in improving pragmatic appropriateness of the english refusals by adult persian native speakers in an efl classroom context. fifty-four participants, with approximately t...

the current study is an attempt to investigate the impact of explicit instruction of metadiscourse markers on advanced, intermediate, and elementary efl learners’ writing performance. the participants of the study were 94 undergraduate students majoring in english literature at the university of isfahan. to elicit the relevant data, participants were given a pretest of writing ability to check ...

Learning a foreign language offers a great challenge to students since it involves learning different skills and subskills. Quite a few number of researches have been done so far on the relationship between gender and learning a foreign language. On the other hand, two major approaches in teaching grammar have been offered by language experts, inductive and deductive. The present study examines...

L2 research has shown that instruction in L2 pragmatics is necessary. The current study evaluated the impact of explicit instruction on EFL learner's awareness and production of three speech acts of request, apology, and complaint. It also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the L2 classroom. Iranian undergraduate students maj...

indubitably, the efficacy of metalinguistic awareness in improving efl learners’ grammatical knowledge and writing quality has long been an area of great interest in applied linguistics brown (2001). accordingly, the main objective of the present study was to investigate the impact of planned and unplanned focus on form instruction on students’ ability to learn grammar and use it appropriately ...

Grammar teaching has been a topic of debate for considerably long time. Researchers and teachers discussed the benefits shortcomings its explicit instruction, which entails students’ awareness metalanguage. Although much research investigated metalanguage, effect on improving grammatical accuracy is still an unresolved issue, concerning it relatively limited. Nevertheless, widely recognised tha...