l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate student...

the present study examined the factor structure of the university of tehran english proficiency test (utept) that aims to examine test takers’ knowledge of grammar, vocabulary, and reading comprehension. a structural equation modelling (sem) approach was used to analyse the responses of participants (n= 850) to a 2010 version of the test.  a higher-order model was postulated to test if the unde...

Task  repetition  is  now  considered  as  an  important  task-based  implementation  variable  which can affect complexity, accuracy, and fluency of L2 speech. However, in order to move towards theorizing  the  role  of  task  repetition  in  second  language  acquisition,  it  is  necessary  that individual variables be taken into account. The present study aimed to investigate the way task r...

The present study was an attempt, in the first place, to find out whether there is any relationship between Iranian EFL learners' multiple intelligences and their language proficiency. The second objective was to explore whether one of intelligences or combination of intelligences are predictors of language proficiency. To this end, 228 subjects of this study were chosen from among 280 English ...

This study examined the interrelationships of first language (L1) literacy, second language (L2) proficiency, and L2 reading comprehension with 246 Chinese college students learning English. L1 literacy and L2 proficiency were measured with college admission exams in Chinese and English. L2 reading comprehension was measured with the reading comprehension section of a TOEFL and a researcher-dev...

Although anecdotally there appear to be differences in the way native speakers use and comprehend their native language, most empirical investigations of language processing study university students and none have studied differences in language proficiency, which may be independent of resource limitations such as working memory span. We examined differences in language proficiency in adult mon...

The present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency tes...

Many factors may be involved in determining why some students are more and some are less proficient in language. This study tried to explore the factors affecting Iranian EFL learners’ proficiency. 221 students at second, third and fourth year of university, including 50 male and 171 female were selected randomly to participate in the study. A researcher-made questionnaire and a proficiency tes...

This study examined the effects of task complexity on written narrative production under different task complexity conditions by EFL learners at different proficiency levels. Task complexity was manipulated along Robinson’s (2001b) proposed task complexity dimension of Here-and-Now (simple) vs. There-and-Then (complex) in. Accordingly, three specific measures of the written narratives were targ...

The purpose of this study was twofold. Firstly, it attempted to investigate whether language learning strategies (LLSs) can predict foreign language (FL) proficiency. Secondly, it examined what kind of LLSs Iranian learners of English use more frequently in FL institutes. To do so, 112 intermediate Iranian EFL learners participated in the study. Oxford’s Strategy Inventory for Language Learning...