A Mixed-Method Study of Teacher Diary as a Reflective Instrument for the English Language Teacher Development
1. A Mixed-Method Study of Teacher Diary as a Reflective Instrument for the English Language Teacher Development

Mehrshad Ahmadian; Parviz Maftoon; Parviz Birjandi

Articles in Press, Accepted Manuscript, Available Online from 15 February 2020

Abstract
  From the very outset, postmethod pedagogy has shaken the long-held concept of language teaching and has recognized the importance of contextualized language teaching in the field of ...  Read More
Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study
2. Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study

Ehsan Abbaspour; Mahmood Reza Atai; Parviz Maftoon

Articles in Press, Accepted Manuscript, Available Online from 15 February 2020

Abstract
  The prevalence of Sociocultural Theory (SCT) as a major theory in SLA has spurred a considerable number of studies to investigate the various aspect of L2 acquisition through the lens ...  Read More
Systemic-Theoretical Instruction Vs. Discovery Learning: The Case of Iranian EFL Learners’ Acquisition of Grammar
3. Systemic-Theoretical Instruction Vs. Discovery Learning: The Case of Iranian EFL Learners’ Acquisition of Grammar

Saeedeh Erfanrad; Ali Mohammad Fazilatfar; Parviz Maftoon

Volume 7, Issue 1 , Winter 2020, , Pages 45-78

Abstract
  Although there is a myriad of theoretical and pedagogical research studies into L2 grammar, the instruction in this area remains traditional and there have been calls for more usage-based ...  Read More