Previous studies on incidental focus form (FonF) have mostly focused its overall effectiveness. This study is an attempt to further examine the effectiveness of FonF with regard different linguistic categories (vocabulary, grammar, and pronunciation). To this end, eight hours a free discussion English as foreign language (EFL) class 12 upper-intermediate learners were observed, instances episod...

Although research studies on dynamic assessment (DA) yielded promising results to the field of language teaching, scant attention has been paid examining effectiveness group (G-DA) in relation vocabulary development. To this effect, present mixed-methods study was designed inspect potential concurrent G-DA enlarging receptive and productive size 56 Iranian intermediate EFL learners. The used tw...

Abstract The Alice Springs (Mparntwe) Education Declaration Goal two argues for young Australians ‘to understand their responsibilities as global citizens’. In these precarious times, children and youth require (and are demanding) education on how to address the myriad of convergent challenges that is focus citizenship (GCE); however, perceived ambiguity recognised a barrier greater GCE uptake....

The current observational and descriptive study makes an attempt to present the interactional discourse patterns of corrective feedback (CF) and uptake occuring in a communicative adolescent EFL class. Using Lyster and Ranta’s corrective discourse model (1997), this study intends to investigate, describe, and analyze the discourse patterns of corrective feedback utilized by an Iranian teacher a...