abstract in iran, most english teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. one of the ways to aid writing is dynamic assessment via graduated prompt. the graduated p...

Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated p...

This study was an attempt to investigate whether output tasks, i.e., reconstruction and picturecuedwriting tasks, promote learners’ noticing of English passive structure compared to nonoutputtasks, i.e., reading comprehension and if so, which output task is more effective inenhancing learners’ noticing. In addition, this study aimed to investigate whether output tasksfacilitate learning of Engl...

Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated p...

The effect of error feedback on the accuracy of output task types such as editing task, text reconstruction task, picture cued writing task, and dictogloss task, has not been clearly explored. Following arguments concerning that the combination of both corrective feedback and output makes it difficult to determine whether their effects were in combination or alone, the purpose of the present st...