Evaluating language materials is very useful for language teachers, and one essential consideration in evaluating language materials is obtaining the teachers' views on its value (Tomlinson, 2003). Thus, this study aimed to explore Palestinian English as a foreign language (EFL) teachers' attitudes towards the different aspects of the…

The present study investigated the effect of form-focused and non-form-focused tasks on EFL learners' vocabulary learning through written input. The form-focused task aimed to draw students' attention to the word itself through word recognition activities. Non-form-focused tasks were divided into (a) the comprehension question task, which required…

Learner-generated content (LGC) has always been produced as part of the learning process; however, it often generally goes no further than the teacher. Research has shown that by exposing LGC to a wider audience, students are motivated to produce work of a higher quality. The process of publishing and sharing LGC also helps students develop key…

It has been debated whether teachers should treat students' grammatical errors in second language writing instruction (Truscott, 1996, 1999, 2010; Ferris, 1999, 2004, 2010). Several meta-analyses have investigated correction effects (e.g. Russell & Spada, 2006; Truscott, 2007). Their findings, however, have been conflicting. A recent trend to…

This study investigated the effects of input and output on the development of L2 knowledge. Participants included 129 third-semester Persian learners of English enrolled in 5 intact EFL classrooms functioning as four experimental groups and one control group. Two experimental groups received two types of input-based instruction, which differed…

Authority in the classroom is an important concept to teachers everywhere. The act of teaching continuously engages them in the negotiation and construction of an identity that is accepted as authoritative by their students. Identity and authority, however, are in conflict in the context of NNSTs ["non-native" speaker teachers] of English (and…

One challenge for many international teaching assistants (ITAs) is improving their spoken English fluency after arrival in the U.S.A. It may be argued that poor fluency, with its hallmarks of slow speech rate, false starts, and particularly pauses that violate phrasal boundaries, account for the failure of many ITAs to be certified by their…

Writing in English is often a problem for EFL learners in part because students may translate literally from their L1, and also because they may organise their writing by focusing on the grammatical structure at the level of clause or sentence. However, many studies argue that language is meaningful at a unit larger than a clause or sentence…

This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

Based on English-as-a-Second-Language (ESL) students' documented preference for error correction and the need for word usage and sentence grammar to become automatic, this article describes the rationale and procedures for using reformulation as composition feedback. The procedures are aimed at improving sentence level grammar. Discusses survey…