درخت حوزه‌های تخصصی

Co-teaching is a method that two teachers work together and deliver the instruction in the same classroom to a heterogeneous group of learners. This study was an attempt to find out the effect of one teach-one assist model of co-teaching on Iranian EFL learners’ reading comprehension. To this end, a quasi-experimental design with the pre-test, post-test, and control group was employed and 35 female students within the age range of 15-18 at the elementary level were selected as the participants of the study from Sanjesh-E-No institute in Tabriz, Iran.  They were randomly assigned into the experimental and control groups after taking Key English Test (KET). The experimental group received instruction through two teachers while the control group was taught by a single teacher. Both groups took part in the pre-test and post-test of reading comprehension. The results of an independent-samples t-test revealed that the experimental group had significantly better reading performance compared to the control group. The results of the study can be useful for teachers, students, and any ELT program.

Lexical inferencing has been recognized as an effective learning strategy in SLA. The present study investigated Iranian EFL learners’ development of reading comprehension as a result of exposure to lexical inferencing strategy instruction. To do so, 45 female participants studying in Simin Language Institute in Rasht, Iran were selected from among 60 students based on the results of a sample of Oxford quick Placement (OQP) test, who scored from 40 to 47. They were in two intact classes, assigned to one experimental (n=24) and one control group (n=21). The experimental group underwent the teaching of reading comprehension through lexical inferencing strategy to help learners infer the meaning of unknown words and promote their understanding of the text. However, the control group received the traditional instruction of reading comprehension concentrating on the translation of new words. The results of the pre- and post-tests of reading comprehension revealed the significant outperformance of the treatment group over the control group’s reading comprehension ability. It was concluded that lexical inferencing strategy teaching could develop the learners’ potential to improve their cognitive capacities in inferring the meaning of unknown words, which might be facilitative in their reading comprehension.

This study compared the efficacy of explicit and implicit instruction of requestive strategies on upper-intermediate female English as a foreign language (EFL) learners’ email writing development. Sixty-two participants in four intact classes were randomly assigned to two explicit and implicit groups. In this quasi-experimental pretest-posttest design study two email evaluation tests and two written discourse completion tests (WDCT) were used to collect the data. In the pretest phase, an email evaluation test and a WDCT were administered to the participants in two sessions. Next, the two groups were provided with ten treatment sessions. The explicit group received direct instruction and metapragmatic explanation on the use of appropriate requestive strategies in writing emails. The implicit group, however, received instruction on writing requestive emails without any explicit explanation about the requestive strategies in emailing. Then, the participants took the posttest of email evaluation test and WDCT in two successive sessions. The results indicated that both modes of instruction exerted significant effects on the learners’ production of requestive strategies in English. The comparison of the two modes of instruction, nonetheless, indicated that the participants who underwent explicit instruction significantly surpassed those in the implicit group. The findings have implications for materials developers and instructors.