the research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. experimental method of 3x2 factorial design was employed in the research. there were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writin...

The difficulty faced (by many) in reading a large fraction of the scientific literature is not, as is generally perceived, due to the complexity of scientific concepts, but is due to these difficult-to-read documents being poorly written. Scientific documents, however, need not be difficult to read, or even to write. In the rest of this article, we attempt to provide some insight into what goes...

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...

abstractwriting and speaking are the productive skills of a language and share similar components. however, there has been little attempt to investigate the impact of writing practice on the speaking proficiency of the learners. the present study using a pretest-posttest controlled group design in a quasi-experimental approach investigated the effect of guided writing practice on the speaking p...

in iranian language learning contexts, writing in english is an important challenge for learners, since it is usually treated as a secondary skill and is led to the periphery of language classes, due to its time-consuming nature. computer technology and namely the free online environments available in the world wide web (www) offer possibilities for moving beyond such confinements. asynchronous...

The purpose of the present study was to compare writing high achievers and low achievers TEFL (teaching English as foreign language) learners’ writing self-beliefs. Subjects, based on their officially recorded scores on the writing course, were assigned in two 22-member groups of high and low achievers. The adapted English version of Mills’ and Péron’s (2008) questionnaire and the Foreign Langu...

iii   this study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the iranian efl learners. there were two control groups as well as two experimental ones in the current study. in the two control groups namely g1 and g2 narrative and expository writing were taught respectively using the traditiona...