the present study adopts the perspective that metacognitive strategy instruction is bound to occur inside the classroom especially on oral tasks. accordingly, the researchers investigated whether metacognitive strategy instruction prior to oral tasks was more successful than conventional ways in improving efl learners’ oral proficiency. to this end, 56 participants studying in a language school...

Among the latest efficient approaches in language teaching, Task-based Language Teaching has turned up to be the main approach in a way that it is currently recognized as the leading teaching approach in language instruction (Ji & Pham, 2017). Using the proper tasks based on the proficiency level of the learners can facilitate the process of language learning. The present study aimed at...

this study investigates the relationship between extraversion/introversion personality dimension and the use of strategic competence (sc) in oral referential communication by iranian efl learners. referential communication refers to a kind of guided communication in which the referents (or topics) are given to the speakers to convey their meanings to the listeners. 50 sophomore english students...

Background: The first purpose of this study was to investigate the rate of oral and laryngeal Diadochokinesis (DDK) in Multiple Sclerosis (MS) patients in comparison with healthy people. The second goal was to determine if DDK rate has any relationship with the disease progression. Methods: In this cross-sectional study, two groups were enroll...

Researchers have extensively compared different L2 learning contexts, such as EFL versus study-abroad, for their impacts on oral production; however, scant attention, if any, has been paid to comparing EFL settings in terms of input factors such as textbooks, amount of contacts in L2, and teachers. Accordingly, the effects of these factors on the oral production skills were investigated in this...

The present study was an attempt to provide a psycholinguistic account of cognitive processes underlying responding and questioning. It also strived to identify the potential differences between responding and questioning cognitive processes in Target Language Use Situation tasks. To accomplish the objectives, 65 Iranian general IELTS applicants from two foreign language learning instit...