game-based practicing of materials can be seen as a method of capturing an essence of real- life expe-rience which is commonly missing in the conventional face-to-face classrooms. to serve the l2 learn-ers' immediate communicative needs in wider classroom and societal contexts, this study sought to place l2 english learners within an interactional social framework through reinforcing their...

This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 Englis...

Abstract Research and practice in task-based language teaching (TBLT) as a cognitively oriented second (L2) pedagogy have grown substantially over the last three decades. A concurrent development education that thrives along sociocultural paradigm, translanguaging, is also gaining great traction due to its potential helping form holistic communicative repertoire among L2 learners. Despite their...

It is well established that people differ considerably in their ability to learn new languages, especially in the area of phonological processing. Recent research investigating individual differences in phonological processing suggest that factors other than well-studied predictors of success in L2 speech learning, such as age of onset of L2 learning or input quality and quantity, may be at the...

Game-based practicing of materials can be seen as a method of capturing an essence of real- life expe-rience which is commonly missing in the conventional face-to-face classrooms. To serve the L2 learn-ers'' immediate communicative needs in wider classroom and societal contexts, this study sought to place L2 English learners within an interactional social framework through reinforcing their Eng...

Critical pedagogy (CP), as a poststructuralist educational movement, challenges the asymmetrical, power-over nature of classroom discourse and seeks to accommodate multivocality in the classroom and in the society. This study probed the discourse architecture of EFL classrooms in Iran. Specifically, it aimed to explore to what extent Iranian EFL classrooms have stepped away from the teacher-dom...

Although L2 writing is an essential element in multilingual learners’ language and literacy development K–12 schools, it often underemphasized overlooked lieu of the greater emphasis placed on reading. This lack focus warrants need for more specific instruction schooling, especially since through skills that learners become better able to communicate interact with others, achieve academic succe...

This paper presents the first online biofeedback speech training tool for Greek designed to offer training on the production and perception of segmental and suprasegmental aspects of Greek. It is addressed to learners of Greek as an L2 and to clinical populations with articulation and phonation problems. The tool comprises four components: (i) the Phonetic Library, i.e., the acoustic, articulat...

This study surveys work that has been done in the field of Mobile Assisted Language Learning. The researchers surveyed 70 corresponding authors of past MALL studies with formatted and open-ended questions, treating them as expert “participant-observers” of their own studies. The findings present details from the respondents about the MALL environments of the studies, the extent to which the MAL...

after the introduction of postmethod pedagogy by kumaravadivelu with its three principles of particularity, possibility and practicality, a wave of attention was directed towards this so-called 'postmethod era' and its appropriacy and adequacy in satiating the demands of the language learners in this 'brand new world'. this situation has created a healthy debate among the iranian efl community ...