محمدرضا خدارضا

This study examined the effect of two types of feedback, post-text as a written feedback and recast as an oral one on written grammatical accuracy of Iranian intermediate EFL learners. To this end, 45 intermediate students who were studying at Ideal Language Institute in Sari were selected based on their performance on the Nelson proficiency test, and then divided into three groups (two experimental and one control groups) randomly. As pretest, the participants were asked to write 150-200 words about the worst memory they had in their life. Then, they were exposed to 10 weeks of treatment. Each week, they received a topic to write. One of the experimental groups received post-text feedback and another one recast. Afterwards, the three groups sat for the posttest. The obtained results were compared using ANCOVA. The findings revealed that there was a significant difference between the post-test scores of the students in different groups. It was made clear that both treatments were effective on the reduction of students grammatical errors in writing, but post-text feedback was much more effective than recast.

This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at two step-wise processes adopting a mixed-method approach. First, the researcher directed two EFL teachers to apply the DDP principles in a dialogic (DG) and non-dialogic group (NDG). The intervention lasted for 12 weeks. Then, a posttest of speaking was conducted to track the possible improvement. The findings attested that the dialogic talk could promote EFL learners’ speaking ability. Next, DG group was required to complete a written discourse completion task to determine the extent to which incorporating DT could promote learners’ speaking ability. To analyze the data, Thomas's (2006) inductive approach was adopted comprising the dominant themes. The results revealed different themes and sub-themes such as developing self-directed learning skills, disseminating critical literacy practice, fostering language learning, promoting motivation and affective factors, to name but a few. The findings propose some implications for classroom management, materials preparation, and language policy program.

The present study attempted to investigate the impact of cooperation versus collaboration on college students` reading ability. To fulfill the purpose of the study, 90 participants were chosen from among 140 by means of administering the Nelson Proficiency Test. They were divided into three groups: cooperative group, collaborative group, and control group. A fifty-item multiple-choice reading vocabulary test was developed, validated, and used as the pretest. The results of the one-way ANOVA showed that there was no significant difference among the groups. Then after a number of cooperative and collaborative strategies used as the treatment in this study in six sessions of ninety minutes for each experimental group class, (control group without treatment) the posttest, which resembled the pretest in many respects, was administered to the three groups. The results of one-way ANOVA and Scheffee Test showed that the cooperative and collaborative groups worked better than the control group, and the collaborative one performed best.

The extent to which teachers’ written corrective feedback (WCF) is conducive to ESL learners’ improvement has been discussed since Truscott’s claim in 1996. The mentioned debate continues because there has been lots of contrastive research studies with different results. This paper presents the results of a 2-month study of the effectiveness of WCF to 65 low intermediate Iranian learners. In the first phase, the students were divided into two groups of hedged group and control group, which received uncoded feedback. The learners produced 8 pieces of writing (Nelson Test was given to students to homogenize the groups). The first piece of writing was considered as the pretest and the 8th piece of their writing was considered as their posttest. Independent and paired sample t test were used to analyse the data statistically. The result of comparing the mean performance of the two groups in posttest indicated that the probability value was less than .05 (p = .000 < .05) which means that the mean performance of the two sets of scores in post test is significantly different and the hedged form feedback group has outperformed the one who received uncoded feedback.

These days the use of portfolio assessment is very popular. If it is believed that students at all levels should be doing more than studying for tests; teachers should be doing more than teaching to tests; students should take a more active role in the learning process; and, then the portfolio assessment is an idea worth exploring.. The aim of this study was to introduce portfolio assessment into our classrooms for improving students' reading comprehension. To achieve this goal, the researcher adopted the quasi-experimental design comprising the pretest-treatment-posttest paradigm. Two classes were selected as the experimental and control groups from Cambridge Institute in Sari. They were 52 female students. The only difference between the two groups was integrating portfolio into learning for the experimental group. The result of this study indicated that portfolio assessment did not have a significant effect on the students' reading skill.

This study investigated the effect of strategy-based methods vs. translation-based methods on General English and ESP reading comprehension of Iranian university students. 120 homogenous General English and ESP students were selected based on a Quick Placement Test. They were assigned into four groups. One experimental and one comparison group for General English and ESP students. A pretest of General English and ESP reading comprehension was administered to assess their General English and ESP reading comprehension ability. In both experimental groups, the strategy-based method, and in comparison groups, the translation-based method was used for teaching General English and ESP reading comprehension. After the post-test, the result of independent t-tests indicated that the comparison group outperformed the experimental group in the ESP course. However no statistically significant difference was observed between the two groups in General reading comprehension, it can be concluded that in ESP reading comprehension, the translation-based strategy is more effective than the strategy-based method however in General English reading comprehension, students can understand the text via both strategies. So, the strategy-based method was preferred in General English reading comprehension. These findings encourage English teachers to choose a proper strategy for teaching different materials in different contexts.