Today, learners’ interaction and collaborative task performance have attracted increasing attention from language teachers and researchers. The present study investigated whether collaborative pre-planning, task complexity manipulation, and language proficiency level play a role in learners’ interactions. To this end, 128 EFL learners from two different language proficiency levels carried out t...

investigating the discursive construction of efl learners’ motivation is a relatively new area of inquiry. hence, there is a dearth of research into how foreign language learners’ discourse mediates their motivation construction. this study attempted to examine the discursive construction of two (one male and one female) iranian efl learners’ motivation in shiraz university, iran by examining t...

task-based language teaching (tblt) has been considered as an effective language teaching methodology. however, its applicability for lower-proficiency learners in efl contexts has not been adequately justified. moreover, the possible mediating effect of the experiential learning styles on academic listening tblt has not been targeted in the literature, a gap that this study attempts to fill. t...

Massive open online courses (MOOCs) require registered learners to be autonomous in their learning. Nevertheless, prior research studies showed that many lack the necessary self-regulated learning (SRL) skills succeed MOOCs. This study aimed gain insights into relationships exist between SRL and background information from MOOC learners. To this end, a series of three MOOCs on computer programm...

The present study investigated the efficacy of segmental/suprasegmental vs. holistic pronunciation instruction in development listening comprehension skills by EFL learners, using a pre-test post-test design. Six groups 20 intermediate learners at university Iran took part study, all receiving same amount (10 hours over 5 weeks). control group listened to/viewed authentic audio recordings and m...

Computer-assisted instruction systems have been broadly applied to help students solve math word problem. The majority of such systems, which are based on an instructor-initiating instruction strategy, provide pre-designed problems for the learners. When learners are asked to solve a word problem, the system will instruct the learners what to do. However, systems employing an instructor-initiat...