The purpose of this research was to analyze EFL writing tasks in two of the most popular English for Speakers of Other Languages (ESOL) exam preparation courses in Iran, namely IELTS and TOEFL. Having collected the criteria of writing task appropriateness in light of the process-oriented approach to writing instruction, we asked 60 learner participants to rate EFL writing tasks in 3 IELTS and 3...

Communicative-oriented language teaching methodologies need to have a central role in the current foreign education. In fact, teachers are expected shift away from traditional methods that proven be ineffective for learning. Nowadays, movement, which favors and embraces interaction, communication, negotiation of meaning, is growing education; therefore, pre-service in-service English responsive...

In today’s computing environments, the concurrent execution of multiple applications/threads is common and multi-cores are very well-suited to handle such workloads. However, they suffer from the fact that any mismatch between the application’s inherent instruction-level parallelism (ILP) and the core’s parallelism leads to unused resources or loss in performance. An accepted solution is to inc...

The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ written production. To this end, 40 learners of English at intermediate level were randomly selected as the participants of the study and assigned into two groups of experimental (process and genre) which received different types of instruction f...

The purpose of this study was to explore the effect of applying task-based activities on students’ listening comprehension improvement. It also aimed at providing evidence to show how shifting from a traditional language teaching approach into the TBLT approach can positively affect the process of learning listening skill. To do this, 80 participants were selected from three English language in...

Task-based language teaching (TBLT) has been considered as an effective language teaching methodology. However, its applicability for lower-proficiency learners in EFL contexts has not been adequately justified. Moreover, the possible mediating effect of the experiential learning styles on academic listening TBLT has not been targeted in the literature, a gap that this study attempts to fill. T...