Obviously, learning environment plays a crucial role in how second language or a foreign language is learned. In this regard, the importance of interaction for L2 learning has been emphasized. The current study investigated teachers' interactional moves (IM) and learners' uptake in EFL classrooms systematically. To meet this end, four EFL contexts of speaking and listening courses for English m...

Our actions shape what we learn. Because of this dependency, learners are proficient at choosing their actions to maximize their information gain. But learning often unfolds in social contexts where learners have both informational goals (e.g., to learn how something works) but also social goals (e.g., to appear competent and impress others). How do these different factors shape learners’ decis...

The study reported here explores whether English as a foreign Language (EFL) learners’ preferred ways of learning (i.e., learning styles) affect their task performance in computer-mediated communication (CMC). As Ellis (2010) points out, while the increasing use of different sorts of technology is witnessed in language learning contexts, it is worth studying the conditions in which the most sec...

In this paper, we investigate automatic language proficiency assessment from learners’ utterances generated through shadowing and reading aloud. By increasing the degrees of difficulty of learners’ tasks for each practice, we examine how the automatic scores, the conventional GOP and proposed F-GOP, change according to the cognitive loads posed on learners. We also investigate the effect and si...

second-language (l2) acquisition is generally thought to be constrained by maturational factors that circumscribe a critical period for native-like attainment. consistent with the maturational view are age effects among learners who begin l2 acquisition prior to, but not after, closure of the putative critical period. some studies indicate that native-like acquisition of a second language by le...

following innovations in intelligence and its radical changes from a unitary concept (iq) to a multi-dimensional conceptualization, i.e. multiple intelligences and the need to design classroom activities based on the l2 learners’ cognitive styles, this study examined the impact of linguistic intelligence and emotional intelligence on the reading comprehension ability of the iranian efl learners...

the current article was an attempt to investigate the effect of semantic mapping strategy instruction on reading comprehension performance of efl learners. to this end, thirty homogeneous iranian intermediate efl learners attending a language school in bonab, iran, were randomly assigned to two groups, one as the experimental and the other as the control. the experimental group received instruc...

This study investigated the opportunity to learn (OTL) that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more than 60% for each topic. According to the workb...

this paper elaborates on persian and english orthographic shared aspects to study the effects of l1 persian on learning english as a foreign language. while there are some examples of letter and sound mismatches in the orthographic system of both languages, those of english are more complex than persian. in order to see the effect of the mismatch between orthography and transcription, 40 persia...