From applied linguistic point of view, the fundamental question facing the language teachers, methodologists and course designers is which procedure is more effective in FL/SL: learning to use or using to learn? Definitely, in order to be a competent language user, knowledge of language system is necessary, but it is not sufficient to be a successful language user. That is why there was a gradu...

This paper describes two systems using embodied conversational agents (ECAs) for language learning. The first system, called Ville, is a virtual language teacher for vocabulary and pronunciation training. The second system, a dialogue system called DEAL, is a role-playing game for practicing conversational skills. Whereas DEAL acts as a conversational partner with the objective of creating and ...

According to previous research, affective aspects are, when successfully applied, presumed to increase cognitive learning in the language classroom. The research present on the affective domain was deemed insufficient since few observations in language classrooms had been made. This study gives a view on how affective teaching and learning are applied in a Swedish EFL classroom. Teacher-student...

The present study attempted to investigate how language teacher educators evaluated two current approaches: monologic or prevalent pedagogy which is widely practiced all across the world including Iran, and dialogic pedagogy which is theoretically established by Yakubinsky, Bakhtin, and Vygotsky. The study tried to understand, whether Iranian EFL teachers and teacher educators preferred to adop...

The role of teachers in affecting students’ attitudes and motivations to language learning and teaching cannot be denied. To improve the field of foreign language teaching and learning we need to improve the qualities of EFL teachers. To achieve this goal, recognizing and identifying the qualities of effective EFL teachers is essential. So this study attempted to investigate the view points of ...

Gender is considered a sociological construct and investigating the role of gender in foreign language learning contexts is highly important due to the effects of sociological factors in learning. Therefore, the present study set out to explore the sociological effects of peer and teacher scaffolding through the process approach in a technology-enhanced environment on the vocabulary learning of...

Professional development and professional identity of English language teachers have usually been explored separately in the research agenda. However, there might be a nexus of relationships between professional identity and professional development in the context of English language teaching. This study, therefore, explored how professional identity might contribute to professional development...

An evolutionary model for emergence of diversity in language is developed. We investigated the effects of two real life observations, namely, people prefer people that they communicate with well, and people interact with people that are physically close to each other. Clearly these groups are relatively small compared to the entire population. We restrict selection of the teachers from such sma...