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The current study attempted qualitatively to explore and compare the qualities that native and Iranian English teachers (with and without related educational backgrounds) attend to while rating their students' oral productions in the classroom context. In doing so, the perceptions of 19 native English teachers (9 graduates in TEFL and 10 graduates in other majors) along with 18 Iranian English teachers (10 graduates in TEFL and 8 graduates in other majors) were sought through semi-structured interviews. The data were collected after the outbreak of Coronavirus (COVID-19) disease in 2020, which gave the researchers no choice but to look for haphazard cases with specific features in social networks. The recorded interviews were analyzed attentively through content analysis. The findings indicated that although all native and non-native respondents focused intensively on the structural features of language in general while rating oral interviews, they had notably different views regarding some sub-features within each category. Further results showed that the native and non-native TEFL-graduate teachers, unlike their peers with unrelated educational backgrounds, also gave credits to several message-based and pragmatic aspects of oral production. The findings have practical implications for researchers, pre-service and in-service teachers, and teacher educators.

Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement.

The well-established affiliation of metadiscourse research tradition to the philosophy of ESP raises some inevitable expectations on how much and how well the concept has been geared to meet the practical necessities of academic writing pedagogy. In light of such an expectation, a corpus of 35 academic writing coursebooks published during the last three decades was evaluated in terms of the possible realizations of key resources of interaction in pedagogical tasks. Due to its theoretical rigor and analytically operationalized nature, Hyland’s model of metadiscourse (2005a) was taken as the guiding framework for the current evaluation. The quantitative findings emerging from the analysis of the corpus did not sound sufficiently promising, suggesting that those theoretical developments have not yet been ideally translated into pedagogical designs; however, the rich range of resources identified in the tasks (i.e., the 55 categories emerging from the evaluation of the corpus) suggest that the rigorous tradition of research in metadiscourse has contributed to the effective operationalization of the concept for pedagogical objectives. It has been argued that through the effective introduction of the concept of metadiscourse into pedagogical designs and its appropriate operationalization, novice participants of academic/scientific discourse communities would be enabled to redefine the nature of academic communication and get rid of a large number of misconceptions which have become fossilized through long years of the dominance of positivistic thinking.

This study was an attempt to examine the effect of using comic strips on improving grammar recognition and performance among Iranian young EFL learners. To this end, one experimental and one control groups were formed, each having 45 preintermediate participants chosen via convenience sampling. The researcher-made pretests of grammar and speaking assured the researchers that the participants did not know the grammatical points targeted in this study. In continuation, the experimental group received grammar instruction with the aid of comic strips, and the control group was taught the same grammar points through conventional methods of grammar teaching. After 16 sessions, both groups sat for a researcher-made grammar posttest and speaking test. Also, an interview was conducted to evaluate the extent to which the treatment for the experimental group and conventional instruction for the control group were effective. Data collected from the groups were, then, submitted for data analysis including ANOVA and t test. Results indicated that the implementation of comic strips could have a positive effect on grammatical competence and performance.

The aim of this study was threefold: it aimed to develop a field-specific academic word list for accounting, to find the degree of coincidence between the word list and Coxhead's academic word list (AWL), and also to compare the occurrences of the most frequently used words in the list with six available word lists in different disciplines. A large corpus of accounting research articles was compiled and analyzed. We recognized 658 academic word families with the highest frequency in the corpus which we calledAccounting Academic Word List (AAWL ) . These 658-word families accounted for 10.16 % of the whole corpus. Further analysis indicated that out of these high-frequency word families we identified, only 354 coincided with those listed in AWL. Moreover, 50 most frequently used words in the list accounted for 3.98 % of the whole corpus. These words appeared in six available word lists in different disciplines with different degrees of occurrences which is a starting point for the development of a composite word list. Generally, this study confirmed the significance of subject-specificity of corpus-based word lists. The findings of this study suggest that AAWL can be used as a reference for the accounting community.

The aim of the present study was to investigate the effect of psychological factors on teachers` attitudes regarding technology use. To this purpose, such factors as ‘perceived usefulness’, ‘perceived ease of use’, ‘trialability’, ‘subjective norms’, and ‘attitude’ were investigated. The participants of the study were high school English language teachers in Shiraz, who were selected through stratified sampling as a representative sample of the available population. In order to assess the extent of the effect of each factor, five questionnaires were administered. Then, the elicited data were analyzed by means of path analysis. The obtained results revealed that ‘perceived ease of use’ was affected by ‘subjective norms’, and ‘trialability’ influenced the attitude of teachers about using technology in their teachings. The results also showed that the most influential factor on attitude was ‘trialability’. Furthermore, the results displayed that ‘perceived usefulness’ had a significant effect and subjective norms had an indirect but meaningful effect on the teachers’ attitude. The findings of the study have implications for school administrators and teachers to use them in their planning and instruction and, as a result, boost the learning environment.

Task-based language teaching is defined as learning by doing or self-motivated learning. Instances regarding TBLT capabilities include team work,workshops, and constructivism . The current research is an attempt to scrutinize the upshots of EFL teachers and learners' mind-sets for classroom assignments in the form of writing skills in terms of structure and content. Due to this, 60 Iranian EFL learners were decided on from a language institute in Isfahan, Iran via convenience sampling. An Oxford Placement Test, the Oxford Attitude Questionnaire , and the Assignment Questionnaire were employed to amass data and firm up participants' levels. To categorize the assignments, learners were demanded to write a text on the submitted topics. The assignments were divided into three sets as per learners' opinions: The assignments deemed appropriate by the learners, by teachers and by no one special (control group) .Afterward, the topics separately chosen by the learners and the teachers were imparted to the participants in distinct groups. Besides, the control group was given a distinctive group of topics. Then, the completed assignments were corrected via Liao and Wang scoring scale and the results were evaluated through one-way analysis of variance. The results revealed a significant difference between the performance of learners in the three groups in terms of writing proficiency. This means that the group who received their assignments based on the teachers' attitude, outperformed the other two groups. Research applications are postulated at the end of the article.

Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional scientific approaches that focuses only on individual systems separately as a dipped in fashion approach, digital game requires a platform for understanding game genres, games’ use and various kind of games in order to define game design characteristics, theories of learning in digital era and to expand the characteristics and patterns of CALL application combined with linguametric perspective for digital games. It is a means and umbrella term for combined framework for multidimetional advancements, research and practices from major areas of inquiry, namely applied linguistics, psychometrics, and edumetrics of inter, supra disciplinary perspectives and emotional intelligence which gives importance to this discussion and a need to implement, develop, blend and use positive features of various digital game types in a user friendly and massively online course platform worldwide.

Through a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined. To this end, 113 EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998b) and teacher reflection inventory (Akbari et al., 2010). The results of the Pearson product-moment correlation coefficient showed that there was a significant positive relationship between teachers’ reflection and their sense of classroom management. Moreover, a multiple regression was run whose findings revealed that practical and critical components of reflection are the best predictors of teachers’ sense of classroom management. Twenty teachers were also interviewed and the thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques of teachers’ teaching style, expertise, and experience in better assessment of the students in the classroom.

This study is aimed at (1) examining the preferred English learning styles among secondary school students; (2) exploring the mismatches in teachers’ English teaching styles and students’ learning style preferences. A quantitative approach was used to seek answers to the research questions. The sample of this research involved 204 students and 5 teachers of English from 5 different secondary schools in Vientiane Capital, Lao PDR. All student and teacher participants were invited to rate their agreement levels on a five-point rating scale, towards Reid’s (1995) six learning style preferences. The data collected were analyzed based on descriptive statistics. The findings reveal that student participants had more than one preferred learning styles. They preferred Kinesthetic, Group, and Audio learning styles in their English classes. For them, learning through doing, learning and working together with classmates, doing or resolving challenging tasks as well as listening to teachers and someone’s instructions through interaction made them learn more effectively. The study also finds that mismatches in styles between teachers’ teaching styles and students’ learning style preferences do exist in four out of the five sampled schools. Teachers are more oriented to Visual styles. For instance, they favor writing things on board, asking students to read from textbooks, provide activities that make students read rather than listen to instructions, while students are likely not to prefer the Visual learning style.

The present study sought to investigate the effectiveness of teacher versus learner assessment activities on the Iranian intermediate EFL learners’ writing ability. In order to find an answer to the questions of this research, 30 intermediate students from Zaban Iran Language Institute in Rasht, Iran were selected via administering Solutions Placement Test (SPT). Next, they were divided into three groups of 10. Learners were randomly assigned into two experimental groups of peer assessment and self-assessment, and one control group, teacher assessment. A pre-test of writing was then administered before the groups received 8 sessions of treatment through peer, self-, and teacher assessment techniques. After the treatment period, a post-test of writing was administered to all groups. The results of descriptive and inferential analyses revealed that the peer assessment group attained the highest scores on the writing test, and a statistically significant difference among the effects of the teacher assessment, peer assessment, and self-assessment on Iranian Intermediate EFL students’ writing ability was reported. Also, the group using teacher assessment technique attained higher scores than the group that used the self-assessment technique. The implications of this study can be considered for EFL teachers, learners, materials developers, and syllabus designers.