This qualitative study aimed to examine Iranian language teachers' mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran.…

This study investigated the efficacy of varying degrees of written corrective feedback (WCF) explicitness on the accuracy of revised drafts and new pieces of writing among learners of different proficiency levels. A total of 130 learners of English were divided into three proficiency groups (basic, independent, and proficient users), with learners…

Despite the recent emphasis on oral English language proficiency in the Iranian education system, the teaching of oral communication remains a challenge for secondary school English language teachers. In this article, we suggest that this, in part, relates to the continued emphasis on literacy practices. The article explores the approach taken by…

The impact of the non-native speaker's (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers' language proficiency and their teaching effectiveness. Classes taught by eight NNS…

Needs analysis is the key step to designing relevant and useful courses in English for Specific Purposes (ESP), but finding ways to deliver needs in a motivating and interesting way is also paramount. Therefore, investigating students' motivation to learn ESP is central in needs analysis. Few studies have investigated needs from the perspective of…

The ways that Iranian universities prepare their students for their future academic and professional lives are changing. Many universities have launched innovative practice in the use of technology in teaching and learning, aiming to present student learners with an engaging experience. The adoption of an innovation necessitates considering the…

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

The study aimed at exploring the psychological as well as educational outcomes of strategies awareness and use. We set out to examine the effect of reading strategic investment on language achievement and problem solving ability (PSA). The participating EFL learners were heterogeneous in terms of reading instruction; two of the intact groups had…

Since listening is a crucial component of language competence and fundamental for successful communication as well, its development has been gradually given much attention from language teachers and researchers. This study is aimed at investigating the effectiveness of two pre-listening supports, i.e. question preview and topic preparation on the…

Although many language teachers resort to their first language (L1) at various junctures during their practice, not many studies have tried to understand the reasons for this from teachers' personal perspectives. This study aimed at investigating English as a foreign language (EFL) teachers' cognitive processes during their classroom…

The present study is premised on Anderson's ACT model that proposes declarative knowledge is automatizable through practice (1982). The research examined the extent to which declarative knowledge of one morphosyntactic structure, namely present perfect, can be automatized 2 days after practice and can be retained 2 weeks after practice. Twenty…

This study made frequency and functional analysis of thematization in English students' compositions in Shahid Chamran University. Ninety students were selected and divided into three groups, followed by a homogeneity test (Fowler and Coe, 1976). An educated native speaker was also used as a criterion measure. Then, they were asked to narrate…

The purpose of the current study was (a) to assess the effectiveness of the lexical-set (LS) and the semantically-unrelated (SU) vocabulary instruction, separately and relative to each other, and (b) to assess the differential effects of the two methods for students of lower and upper English proficiency levels. Two intact EFL classes were…