Errors are one of the enigmatic parts in the process of foreign language (L2) learning as they are extremely versatile at each and every stage of the language learning proficiency. The present study, therefore, was an attempt to reveal Iranian EFL learners’ grammatical errors in writing at two levels of proficiency, namely lower intermediate and advanced, and then to investigate whether there w...

Lexical sophistication is an important component of writing proficiency. New lexical indices related to range, n-gram frequency, psycholinguistic word information, academic language, polysemy, and hypernymy have yielded new insights into the construct of lexical sophistication and its relationship with second language (L2) acquisition and writing. For example, recent studies have suggested that...

This study used a new computational linguistics tool, the Coh-Metrix, to investigate and measure the differences in cohesion and lexical network density between native speaker and non-native speaker writing, as well as to investigate L2 proficiency level differences in cohesion and lexical network density. This study analyzed data from three corpora with the Coh-Metrix: the International Corpus...

recently tasks, as the basic units of syllabi, and the cognitive complexity, as the criterion for sequencing them, have caught many second language researchers’ attention. this study sought to explore the effect of utilizing the cognitively simple and complex tasks on high- and low-proficient efl iranian writers’ linguistic performance, i.e., fluency, accuracy, lexical complexity, and structura...

This study was intended to find out any possible effect of topic bias on the writing proficiency of Iranian extrovert/introvert EFL learners at high/low writing proficiency levels. One hundred participants chosen from among 150 adult language learners on the basis of their personality type (extrovert/introvert) and writing proficiency (high/low) took part in this study. They were arranged into ...

This study investigates the effect of homogeneous and heterogeneous peer interaction on the development of Iranian EFL learners’ writing skill. Sixty female students of TEFL participated in the study. The participants were divided into two groups based on their English proficiency test scores. The homogeneous group consisted of 14 participants paired with partners with similar English proficien...