The present study attempts to find out the practical barriers to technology integration in an Arab EFL scenario, particularly in the context of Preparatory Year English courses. The practical barriers to CALL practices are multifaceted and vary according to contexts. In this mixed method study, 50 ESL teachers were surveyed using a 5-point Likert-scale questionnaire. The questionnaire focused o...

This paper aimed at examining the Iranian EFL teachers and learners’ preferences for two types of direct oral corrective feedback, including explicit correction and metalinguistic clues, and two types of indirect oral corrective feedback, including recast and repetition. The participants included 39 teachers and 84 EFL learners, selected through purposive sampling. A scenario-based questionnair...

The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used explore 37 Iranian English as (EFL) perceptions potential sources in the classroom. Nonprobability purposeful sampling select participants ...

By reviewing the literature on development of English language teaching methods in last three decades, it is obvious that idea using first (L1) second (L2) classroom has always been controversial. The history pedagogy and role foreign learning generate debates as a language. growing every day Iran, result, need for informing best policy getting more urgent. principal intent current study, inves...