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A Comparative Study on Mentor Text Modelling and Common Approaches to Teaching Writing in Iranian EFL Context

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Liaghat, Farahnaz; Biria, Reza – International Journal of Instruction, 2018

This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL…

Descriptors: Foreign Countries, Comparative Analysis, Teaching Methods, Writing Instruction

Decreasing Cognitive Load for Novice EFL Learners: Effects of Question and Descriptive Advance Organizers in Facilitating EFL Learners' Comprehension of an Animation-Based Content Lesson

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Lin, Huifen; Chen, Tsuiping – System: An International Journal of Educational Technology and Applied Linguistics, 2006

Cognitive load can be defined as the amount of mental effort that performing a specific task imposes on a learner's cognitive system. It can be measured by the number of new concepts embedded in a learning task. English as a Foreign Language (EFL) learners, with their limited English proficiency and minimal entry knowledge of a subject matter,…

Descriptors: Cognitive Processes, Difficulty Level, English (Second Language), Second Language Learning