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Direct linkTavakol, Mahbube; Tavakoli, Mansoor; Ketabi, Saeed – International Multilingual Research Journal, 2022
Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight…
Descriptors: Multilingualism, English (Second Language), Second Language Learning, Second Language Instruction
Saadatnia, Mahmood; Ketabi, Saeed; Tavakoli, Mansoor – Journal of Psycholinguistic Research, 2017
The purpose of this study was to investigate two levels of reading comprehension, namely literal and inferential, of two text types of narration and exposition in Iranian EFL learners. The elicitation instruments were four expository texts and four narrative ones. One hundred eighty upper-intermediate EFL learners were assigned the reading…
Descriptors: Reading Comprehension, English (Second Language), Second Language Learning, Expository Writing
Ganji, Mansoor; Ketabi, Saeed; Shahnazari, Mohammadtaghi – Cogent Education, 2018
This article presents an overall exploratory comparison of the English teacher training courses (TTCs) held in Iranian private language institutes and Certificate in Teaching English to Adults (CELTA). Data were gathered through Iranian institutes' websites; interviews with Iranian English teachers, English teachers holding CELTA certificate, and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis
Tavakol, Mahbube; Tavakoli, Mansoor; Ketabi, Saeed – International Journal of Multilingualism, 2019
The present study compared L2 and L3 learners of the same additional language in two parallel case studies framed within a Vygotskyan SCT perspective to examine how foreign language learners' background knowledge impacts on the path of their development. Interactive data were collected on the development of interrogative formation by four Persian…
Descriptors: Indo European Languages, Second Language Learning, Multilingualism, Language Research
Ghavamnia, Maedeh; Ketabi, Saeed – Innovation in Language Learning and Teaching, 2015
Some recent research has focused on the students' silence and inviting more student voice. This paper investigated the reasons behind Iranian undergraduate students' silence in English classes and stepped further to give voice to those students' attitudes toward English with the belief that inviting and including student voice could improve the…
Descriptors: Foreign Countries, Language Attitudes, Student Attitudes, English (Second Language)
Download full textJafari, Sakineh; Ketabi, Saeed – Journal of Pan-Pacific Association of Applied Linguistics, 2014
With the shift in language teaching towards a more learner-centered approach, there is now an emphasis on considering learners' views on what goes on in the classroom. Involving learners in selecting and evaluating classroom activities as well as listening to their voices and preferences can be helpful for teachers in planning lesson and designing…
Descriptors: College Students, Questionnaires, Student Attitudes, English (Second Language)
Abdolrezapour, Parisa; Tavakoli, Mansoor; Ketabi, Saeed – Studies in Second Language Learning and Teaching, 2013
The aim of this study was to gain more in-depth understanding of students' emotions in an EFL context by applying dynamic assessment (DA) procedures to the development of learners' emotional intelligence. The study with 50 intermediate learners aged 12-15 used three modalities: a control group, which was taught under institute's normal procedures;…
Descriptors: Second Language Learning, Guidelines, Emotional Intelligence, Student Evaluation
