This study analyzed the effects of five types of homework follow-up practices (i.e., checking homework completion; answering questions about homework; checking homework orally; checking homework on the board; and collecting and grading homework) used in class by 26 teachers of English as a Foreign Language (EFL) using a randomized-group design. Once a week, for 6 weeks, the EFL teachers used a ...

Patients with severe COPD often exhale along the same flow-volume curve during quite breathing as during forced expiratory vital capacity manoeuvre, and this has been taken as indicating expiratory flow limitation at rest (EFL(T)). Therefore, EFL(T), namely, attainment of maximal expiratory flow during tidal expiration, occurs when an increase in transpulmonary pressure causes no increase in ex...

In this study the author draws on Jane Willis’ TBL framework and examines its effects on the improvement of EFL learners’ writing competence when such a framework is applied to college writing classrooms in Chinese EFL settings, and thus tentatively explores the feasibility of the task-based approach to the teaching of EFL writing. Results of this study are derived from discussion concerned wit...

Translation elongation factor-1 alpha (EF1A) and the related GTPase EF-like (EFL) are two proteins with a complex mutually exclusive distribution across the tree of eukaryotes. Recent surveys revealed that the distribution of the two GTPases in even closely related taxa is frequently at odds with their phylogenetic relationships. Here, we investigate the distribution of EF1A and EFL in the alve...

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 ...

Researchers and scholars have been attracted by the idea of using integrated writing task along with independent writing task to best assess the EFL learners’ writing competence. This study was conducted to compare the writing performance of EFL students in integrated and independent writing tasks. It also aimed to find out if writing performance varies with task types. A number of thirty Irani...

The main role and responsibility of second language writing teachers is to help learners to write with minimal errors. To do so, teachers need to provide students with appropriate types of feedback. In this research, the researchers examined the effect of post-text written corrective feedback on written grammatical accuracy of Iranian intermediate EFL learners. In the first phase, Nelson Profic...

English language practitioners have long relied on intuition-based scales for rating EFL/ESL writing. As these scales lack an empirical basis, the scores they generate tend to be unreliable, which results in invalid interpretations. Given the significance of the genre of description and the fact that the relevant literature does not introduce any data-based analytic scales for rating EFL descri...

This paper presents a systematic review on the use of technologies in English as Second Language (ESL) and Foreign (EFL) writing classes. The pursued objectives were to: 1) recent empirical studies for ESL/EFL classes; 2) synthesize assess impacts digital written texts process. Hence, findings this are relevant because arrival new has changed environment which is practiced there lack rigorous l...