this study investigated the impact of using the technique of self-monitoring on non-academic efl learners’ composition writing. fifty female students studying english at navid english institute in shiraz, iran were chosen based on the results of a proficiency test. they were all 16-20 years old and were intermediate learners of english who were divided into two control and experimental groups a...

The purpose of the study was to activate the passive lexical knowledge through noticing and to investigate the effect of sentence writing as the post task of noticing activity on strengthening the effect of noticing. Forty-two Iranian female adult upper-intermediate English students of a state university in 2 homogenous groups participated in noticing the lexical items whose production were not...

the effect of motivational self-regulatory strategies on l2 learners’ achievement has scarcely been examined within the context of our country, iran. this study is concerned with examining the relationship between motivational self-regulatory strategies and their l2 reading and l2 writing achievement. it also explores the relationship of motivational self-regulatory strategies and use of langua...

This study investigated the effects of blog-mediated instruction on English-as-a-foreign language (EFL) learners’ writing performance and anxiety. In addition, it aimed to probe into the EFL learners’ attitudes towards blog-mediated writing instruction. The participants of the study included forty-six Iranian EFL learners from two intact university classes, who were randomly assigned to the Con...

The current study investigated the effectiveness of genre-based instruction on the development of EFL learners’ writing skills. Participants were 34 undergraduate students majoring in textile engineering at an Iranian state university, and they had enrolled in the English for specific academic purposes course. Participants were taught how to write 4 types of business letters, highlighting the p...

Background: English language writing is important in university entrance examinations in Japan and influences what learners and teachers do in English classes. This is especially noticeable in secondary education in Japan. While much research on university entrance examinations in Japan has been conducted, little attention has been paid to the types of writing required in these examinations. Me...

OBJECTIVE To evaluate the impact of three writing tasks on the cognitive, affective and interpersonal factors typically associated with eating disorder symptoms, in a student population. METHOD Two experimental tasks and one control task were evaluated. Participants gave subjective ratings of the writing experience, and objective questionnaire measures were administered at baseline, and 4- an...