Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
| English Language Teaching | 7 |
Author
Publication Type
| Journal Articles | 7 |
| Reports - Research | 7 |
Education Level
| Higher Education | 4 |
| Postsecondary Education | 4 |
| Secondary Education | 1 |
Audience
Location
| Iran | 7 |
Laws, Policies, & Programs
Assessments and Surveys
| Test of English as a Foreign… | 2 |
| Group Embedded Figures Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textMasoudi, Golfam – English Language Teaching, 2017
The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…
Descriptors: Vocabulary Development, Linguistic Input, English (Second Language), Second Language Instruction
Rikhtegar, Omid; Gholami, Javad – English Language Teaching, 2015
The purpose of this study was to find out the possible effects of pre-versus post-presentation input flooding via reading on simple past tense acquisition among young Iranian EFL learners. Sixty one elementary EFL learners were divided into two experimental and one control group. The experimental groups were exposed to pre and post presentation…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Grammar
Nahavandi, Naemeh; Mukundan, Jayakaran – English Language Teaching, 2013
The present study investigated the impact of textual input enhancement and explicit rule presentation on 93 Iranian EFL learners' intake of simple past tense. Three intact general English classes in Tabriz Azad University were randomly assigned to: 1) a control group; 2) a TIE group; and 3) a TIE plus explicit rule presentation group. All…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Linguistic Input
Khatib, Mohammad; Safari, Mahmood – English Language Teaching, 2013
The present study investigated the effect of input enhancement on the acquisition of English politeness strategies by intermediate EFL learners. Two groups of freshman English majors were randomly assigned to the experimental (enhanced input) group and the control (mere exposure) group. Initially, a TOEFL test and a discourse completion test (DCT)…
Descriptors: Linguistic Input, Pragmatics, English (Second Language), Second Language Learning
Negari, Giti Mousapour; Rouhi, Mahdieh – English Language Teaching, 2012
The present article reports on the results of a study designed to investigate the effects of two types of lexical modification i.e., lexical simplification and elaboration, on incidental vocabulary acquisition of Iranian EFL learners.To this end, four versions of experimental texts containing 20 target words were created: baseline and simplified…
Descriptors: Foreign Countries, Vocabulary Development, Incidental Learning, English (Second Language)
Sadeghi, Sima; Ketabi, Saeed; Tavakoli, Mansoor; Sadeghi, Moslem – English Language Teaching, 2012
As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than…
Descriptors: Classroom Communication, Discourse Analysis, Linguistic Input, Power Structure
Mahvelati, Elaheh Hamed; Mukundan, Jayakaran – English Language Teaching, 2012
The differences in cognitive style between individuals and the effect these differences can have on second language learning have long been recognized by educators and researchers. Hence, this issue is the focal center of the present study. More precisely, the purpose of this study was to investigate the role of participants' cognitive style…
Descriptors: Cognitive Style, Experimental Groups, Second Language Learning, Second Language Instruction
