Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative ...

English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic writing. The experiment was conducted in the graduate l...

In this study it was hypothesized that field dependence or independence would introduce systematic variance into Iranian EFL learners’ overall and task-specific performance on task-based reading comprehension tests. One thousand, seven hundred, forty-three freshman, sophomore, junior, and senior students, all majoring in English at various Iranian universities and colleges, took the Group Embed...

this study investigated the relationship between language learning aptitude (lla) and the use of language learning strategies (llss) among a cohort of iranian efl students at urmia university, iran. the adapted versions of the modern language aptitude test (mlat; carrol & sapon, 1983) and oxford’s (1990) strategy inventory for language learning (sill) were distributed among the participants...

This study aimed at investigating the English textese of Iranian EFL learners by scrutinizing the linguistic features through a qualitative design. In doing so, 700 messages were collected from 43 MA Iranian EFL learners of both genders. The features were categorized and analyzed calculating the frequency and percentage. The findings of the study showed that Iranian EFL students used different ...

Language learners have frequently been classified according to individual difference variables such as aptitude, personality, cognitive style, and motivation. However, a language teacher’s view seems to have been missing from such classifications. This exploratory research investigated whether and by which criteria Iranian EFL teachers classify their students. Based on preliminary interviews wi...