Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study
1. 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
2. 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
Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment
3. Proposing a Socioculturally-informed Syllabus to Teach Paragraph Writing for Iranian Undergraduate EFL learners: Materials, Methods and Assessment

Omid Mallahi; Mahboobeh Saadat

Volume 5, Issue 1 , Winter 2018, , Pages 47-72

Abstract
  Due to the importance of humanistic and learner-centered views of language teaching, many instructors and curriculum planners are sensitive of the learners’ needs in creating ...  Read More