This study examined the effects of input-oriented and output-oriented tasks with different involvement load indices on Iranian EFL learners' comprehension and production of lexical collocations. To achieve this purpose, a sample of 180 intermediate-level EFL learners (both male and female) participated in the study. The participants were in six experimental groups. Each of the groups was random...

Correlational studies supporting the link between learners’ multiple intelligences and their learning are superseded by interventionist attempts to explore direct applications of Multiple Intelligence (MI) Theory in language teaching and learning. This quasi-experimental study examined the extent to which engaging ELT major university students in writing tasks, compatible to their dominant inte...

framed in a cognitive approach to task-supported l2 vocabulary learning, the present study used a pedagogical approach to investigate the relative effectiveness of tasks with different involvement loads on the vocabulary knowledge of iranian efl learners. the goal was to investigate the way that the construct of involvement load is related to the input hypothesis (krashen, 1985) and the output ...

Burgeoning research in applied linguistics has underscored the interplay among individual, cognitive, and social variables that can delineate the ultimate attainment in various areas including vocabulary learning and the need to explore how innovative conflation of these dimensions may promote learning outcomes. The present quasi-experimental study examined the impact of Thematic Vocabulary Ins...

l2 learners’ individual differences are crucial factors that deserve attention in l2 education. focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with l2 reading performance. participants were 64 tefl undergraduates and postgraduates. to assess the participats’ degree of field (in)dependence and mu...

one important issue that any material or test designer should bear in mind is to be careful about developing teaching and testing reading materials which would not be to the benefit of a group of readers or examinees and to the detriment of some others. one of the factors which may cause difference between the performances of english learners or test takers is the selection of reading tests wit...