This quasi-experimental study examines the extent to which research findings from teacher Corrective Feedbacks (CFs) and SLA concerning the efficiency of Focus-on-Form (FoF) pedagogy is transferable to the context of foreign language learning in Iranian schools. To investigate how "grammar instruction with FoF-oriented error treatment" functions as a matrix in which English  learning takes plac...

This experimental study evaluated the possible effects of textual input- based enhancement on the acquisition of passive form on Iranian pre-intermediate EFL learners. Sixty Iranian EFL learners at the pre-intermediate level of proficiency were randomly assigned into three groups; two experimental group and one comparison group. The first experimental group received passages in which the passiv...

This paper discusses the effectiveness of using two task-types, dictogloss and opinion-gap tasks, in focus-on-form lessons to elicit language-related episodes (LREs) and produce modified output. The participants were 40 Form 6 students in a Malaysian secondary school in two intact classes. One group was taught using opinion-gap tasks and the other using dictogloss tasks. Results show that almos...

PURPOSE To verify the results obtained by ten sessions of specific instruction about language and communication to mothers of children of the autistic spectrum. METHODS Subjects were 26 mother-child dyads. The children attended language therapy in a specialized service. Five pre-planned instruction sessions and five accompanying sessions to small groups of mothers parallel to the children's l...

The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the classroom for active learning experiences. Previous research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking skills, and can improve their collaborative learning...

It has previously been suggested that there is a need for more language focused science instruction, especially in linguistically diverse classrooms, where many students are second learners. But it also teachers may feel uncertainty about how to teach ways promote learning of both subject matter and language. Previous studies have revealed the science, written used create certain meaning. Resea...