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Abstract The role of EFL lecturers’ first language (L1) in the EFL courses has been an ongoing debate. A monolingual approach to EFL suggests that the use of the target language solely in foreign language (FL) classroom improves learning of the target language. Accordingly, the purpose of the present study was to investigate the attitude of Iranian lecturers and EFL learners towards using L1 as...

Since the advent of new technology for learning, innovative language instructors have been constantly seeking new pedagogy to match the potential of technology-enhanced instruction. While previous studies have supported the adoption of technologies to facilitate language teaching and learning, research into enhancing English as a foreign language (EFL) learners’ oral proficiency by creating an ...

The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Ble...

The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners’ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Ble...

Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metaco...

Pairing theory with methodology, this study demonstrates how EFL teachers’ limited wait-time practice structures in and affects the structuring of the unfolding classroom discourse with reference to learners’ participation opportunities. Informed by the tenets of conversation analysis, we have observed, videotaped, and transcribed line-by-line 10 EFL teachers’ naturally-occurring classroom inte...

The purpose of this study was to investigate videotaping as a strategy for EFL teachers’ reflective teaching. To this end, eight participants were selected from a language institute in Iran and were under investigation for over a period of one month and a half. The data were triangulated from different sources: videotaping; self-reflection sheets; and semi-structured interviews. The analysis of...

Abstract The role of EFL lecturers’ first language (L1) in the EFL courses has been an ongoing debate. A monolingual approach to EFL suggests that the use of the target language solely in foreign language (FL) classroom improves learning of the target language. Accordingly, the purpose of the present study was to investigate the attitude of Iranian lecturers and EFL learners towards using L1 as...

teachers can influence the complex process of learning in education, in general, and in second/foreign language (l2) learning in particular. in this light, understanding the factors influencing teachers’ pedagogical success can help l2 teachers achieve more effective teaching. this study then investigated the role of spiritual intelligence (si) in l2 teachers’ pedagogical success. in so doing, ...