Different types of reading strategies pose challenges to instructors and learners in the English as a Foreign Language (EFL) context. This study aimed at identifying and comparing reading strategies used by instructors and students in dealing with literal comprehension, reorganization, and inferential comprehension questions. The participants werefive EFL instructors and 27 students from the En...

Despite the importance of interlanguage pragmatic rating (ILP) in the second language teaching and learning context, scant attention has been devoted to it. This study aims to investigate native EFL teachers’ major criteria in assessing the speech act of complaint produced by Iranian EFL learners. To fulfill this end, two groups of experienced native raters, including American (n=47) and Britis...

In recent years, considerable concern has arisen over issues of intercultural competence (IC) in relation to English education in the fields of English as a Foreign Language (EFL) or English as a Second Language (ESL), due largely to globalisation. However, relatively little qualitative research has been conducted on EFL teachers’ beliefs and their effects on classroom practices. Through in-dep...

The application of zone of proximal development (ZPD), as a major tenet of Vygotsky’s sociocultural theory (SCT, 1978), has recently been invited in the L2 learning/teaching profession. This study mainly examined whether Iranian EFL learners’ interactions in diverse ZPD-activated proximal contexts through the use of storytelling instruction could improve their oral (speaking) proficiency and at...

many researchers have investigated different aspects of learning styles. nevertheless, few studies have considered interactions between the notions of learning styles and “good language learners’” achievement. the present study aimed at exploring dominant learning style preferences by senior high-school students and comparing their preferences with those by “good language learners”. to this goa...

Adopting the priming paradigm, the present study examined the impact of mode of presentation, either in isolation of in a coherent text on the auditory implicit memory of early EFL learners in China. The results showed that previous encounters with the English words sped up later processing in both groups. However, compared with listening to words presented in the context, listening to words pr...