This study was to explore facilitative function of using multimodal channels over single channel presentation and comprehension of idiomatic expressions to Iranian EFL intermediate proficiency learners. Out of a pool of 90, sixty intermediate participants were homogenized by a QPT test, using a quasi-experimental design. They were randomly assigned to three equal groups: WhatsApp-, SMS- and Cla...

this study sought to investigate the impact of teaching speech acts and role relations through authentic audio-taped and video-taped materials on the level of iranian efl learners’ pragmatic competence. to this end, 55 intermediate learners were ed and randomly assigned to two experimental groups: the audio-taped group and the video-taped group. during the treatment, the audio-taped group recei...

Integrated Learning System (ILS) is a system that integrates several functions of the multimedia elements such as audio, text and slide show presentation to support teaching/learning process. This paper describes a development of ILS model for visually impaired students. In this context, one of the most unique functions of the system is the Text to Voice feature which is able to “read” texts fr...

In this paper we discuss a set of guidelines which could be adapted when designing an audio user interface for the visually impaired. It is based on an audio environment that is focused on audio positioning. Unlike current applications which only interpret Graphical User Interface (GUI) for the visually impaired, this particular audio environment bypasses GUI to provide a direct auditory output...

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...

This study investigates the optimal timing of audio-visual presentation for text comprehension. In Experiment 1, participants were asked to read and/or hear the expository passages in three conditions; visually presented, auditorily presented, and audio-visually presented condition. Comprehension performance in audio-visual presentation condition was not different from that in visual or auditor...