The present study compared the impact of teacher-provided and peer-provided oral assistance in the acquisition of English wh-question forms. Participants were 90 female Iranian EFL learners who constituted the 3 groups of the study: teacherassisted, peer-assisted, and a control group. Participants in the experimental groups received assistance either from the teacher or a peer during task-based...

Background & Aims: Increasing pressure for having scholarly publications in accredited English medium journals emphasizes the need to enhance academic writing ability by author-researchers in various fields, especially, in medical and hard sciences. In order to enhance the language of manuscripts, many authors seek assistance from editors prior to submission to high-status journals. Various typ...

The present work studies the virtual collaborative elaboration of written documents in three groups of university students, and the influence of the assistance provided by the teacher on this elaboration. For the analysis a model of phases of collaborative construction of knowledge, adapted to the features of the studied tasks, is used. The results show that, although the students follow the in...

With rapid advances in the development of information technology, information access has become central to life in the 21st century. In recent years, the development of useful learning-assistance systems has become a popular topic in literature. Learners can benefit from guidance provided by a tool that assists learning when a student has trouble using an e-learning platform. An effective learn...

Questioning practice constitutes one of the typical and fundamental interactional tools in L2 teaching. Much L2 research on teacher questions has been quantitative studies focusing on identifying question types and their roles in language acquisition and meaning negotiation. However, by drawing on conversation analysis within a sociocultural perspective, this study examines qualitatively how EF...

This communication presents the genesis and the implementation of a teacher module, which is included in an Assistance Tool (AT). The teacher module is based on a teacher model for which we did a thorough analysis of the state of the art. The aim of the AT is to help a teacher to design pedagogical devices. Teachers can formulate their needs (assistance in the design) and the AT can relieve the...

The purpose of this study was to explore the role of two multi-step oral-revision processes as feedback providing tools on Iranian EFL learners’ argumentative writing achievement. The participants taking part in this study were 45 Iranian EFL students who were randomly assigned into three groups. The participants of the groups were given three argumentative writing assignments, each assignment ...

We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measure...

this research study aimed at investigating whether using peer-provided feedbacks rather than teacher-provided comments would result in any significance difference in iranian english undergraduate students’ ability in writing. in so doing, based on a pretest (an opt & a writing exam), 40 subjects were assigned to two homogeneous groups of equal number the subjects in the control group received m...