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The Comparative Effects of Teacher versus Peer-Scaffolding on EFL Learners' Incidental Vocabulary Learning and Reading Comprehension: A Socio-Cultural Perspective
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Jamali Kivi, Parivash; Namaziandost, Ehsan; Fakhri Alamdari, Ebrahim; Ryafikovna Saenko, Natalya; Inga-Arias, Miguel; Fuster-Guillén, Doris; Sirisakpanich, Dusita; Nasirin, Chairun – Journal of Psycholinguistic Research, 2021
Drawing on sociocultural theory, and multiple empirical studies conducted on the effectiveness of scaffolding on second or foreign language learning, the authors investigated the application of various forms of scaffolding (i.e., teacher versus peer-scaffolding) on EFL learners' incidental vocabulary learning and reading comprehension performance…
Descriptors: Comparative Analysis, Scaffolding (Teaching Technique), Peer Teaching, English (Second Language)
An Account of Iranian Intermediate EFL Learners' Vocabulary Retention and Recall through Spaced and Massed Distribution Instructions
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Namaziandost, Ehsan; Razmi, Mohammad Hasan; Atabekova, Anastasia; Shoustikova, Tatyana; Kussanova, Bibigul H. – Journal of Education, 2023
There has been an ongoing debate on the effectiveness of spaced and massed distribution instruction in second/foreign language learning. A number of studies in the literature have investigated the impacts of spacing effect on English as a Foreign Language (EFL) learners' vocabulary acquisition. This study aims to expand the body of existing…
Descriptors: English (Second Language), Second Language Learning, Comparative Analysis, Vocabulary Development
Implementing Peer-Dynamic Assessment to Cultivate Iranian EFL Learners' Interlanguage Pragmatic Competence: A Mixed-Methods Approach
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Azizi, Zeinab; Namaziandost, Ehsan – International Journal of Language Testing, 2023
Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be…
Descriptors: Foreign Countries, Peer Evaluation, Evaluation Methods, Second Language Learning
The Impact of Authentic Materials on Reading Comprehension, Motivation, and Anxiety among Iranian Male EFL Learners
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Namaziandost, Ehsan; Razmi, Mohammad Hasan; Ahmad Tilwani, Shouket; Pourhosein Gilakjani, Abbas – Reading & Writing Quarterly, 2022
This study aimed to investigate the effect of using authentic materials on English as a foreign language (EFL) learners' reading comprehension, reading motivation, and reading anxiety. In this study, 58 Iranian male EFL learners were selected and randomly assigned to an experimental and a control group. Both groups were pretested through a reading…
Descriptors: Instructional Materials, Reading Comprehension, Reading Tests, Pretests Posttests
The Impacts of Spaced and Massed Distribution Instruction on EFL Learners' Vocabulary Learning
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Namaziandost, Ehsan; Nasri, Mehdi; Rahimi Esfahani, Fariba; Keshmirshekan, Mohammad Hossein – Cogent Education, 2019
This study intended to investigate the effect of spaced and massed distribution instruction on vocabulary learning. To fulfil this objective, 68 Iranian pre-intermediate EFL learners (14-16 years) participated in 16 sessions. The participants were randomly divided in to two experimental groups; spaced distribution group (n = 34) and massed…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Vocabulary Development
Comparing the Effectiveness of Input-Based and Output-Based Activities on Productive Knowledge of Vocabulary among Pre-Intermediate EFL Learners
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Namaziandost, Ehsan; Dehkordi, Elham Saberi; Shafiee, Sajad – Asian-Pacific Journal of Second and Foreign Language Education, 2019
The present study aimed to investigate the comparative impacts of input-based and output-based activities on vocabulary knowledge of Iranian EFL learners. To fulfil this objective, 54 intermediate EFL students out of 70 from a private language institute were chosen through administering the Oxford Quick Placement Test (OQPT). The selected…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
The Impacts of Visual Input Enhancement, Semantic Input Enhancement, and Inputflooding on L2 Vocabulary among Iranian Intermediate EFL Learners
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Namaziandost, Ehsan; Rezvani, Ehsan; Polemikou, Anna – Cogent Education, 2020
In this study, 92 Iranian intermediate EFL learners (17 to 22 years) took part in 14 sessions in which they were taught L2 vocabulary through three input enhancements, i.e., visual input enhancement, semantic input enhancement, and input flooding. In fact, the selected participants were divided into three experimental groups and one control group.…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pretests Posttests
Comparing the Impacts of Various Inputs (I + 1 & I-1) on Pre-Intermediate EFL Learners' Reading Comprehension and Reading Motivation: the Case of Ahvazi Learners
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Namaziandost, Ehsan; Nasri, Mehdi; Ziafar, Meisam – Asian-Pacific Journal of Second and Foreign Language Education, 2019
Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners' reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Linguistic Input
The Impact of Spaced and Massed Instruction on Foreign Language Reading Motivation and Reading Attitude among Pre-Intermediate EFL Learners
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Namaziandost, Ehsan; Dehkordi, Maryam Khodaverdian; Alipour, Poupak; Tilwani, Shouket Ahmad – Journal of Teacher Education for Sustainability, 2020
This study investigated the impact of spaced and massed instruction on foreign language reading motivation and reading attitude among Iranian pre-intermediate EFL learners. To fulfil this objective, 60 Iranian participants were chosen among 120 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate…
Descriptors: Reading Motivation, Reading Attitudes, Second Language Learning, Second Language Instruction
The Comparative Effect of Spacing Instruction and Massed Instruction on Intermediate EFL Learners' Reading Comprehension
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Namaziandost, Ehsan; Rahimi Esfahani, Fariba; Hashemifardnia, Arash – SAGE Open, 2018
This study compared the effects of spacing and massed instructions on Iranian English as a foreign language (EFL) learners' reading comprehension. To fulfill this objective, 50 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The intermediate selected participants were then randomly…
Descriptors: Comparative Analysis, English (Second Language), Second Language Learning, Second Language Instruction