A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance
1. A Comparative Investigation of Peer Revision versus Teacher Revision on the Production and Comprehension of Relative Clauses in Iranian EFL Students’ Writing Performance

Puyan Taheri; Mohammad Abdollahi-Guilani

Volume 5, Issue 3 , Summer 2018, Pages 29-1

Abstract
  This study compared teacher revision with peer revision on comprehension and production of relative clauses (RCs) in Iranian EFL students’ writing performance. Data were collected ...  Read More
Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared
2. Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared

Hossein Pourghasemian; Mostafa Shahiditabar; Mohammad Baqerzadeh Hosseini

Volume 5, Issue 3 , Summer 2018, Pages 54-31

Abstract
  The present study probed into the citation behavior and intertextuality use of EFL writers. The literature sections of 12 BA projects and those of 12 MA theses in applied linguistics ...  Read More
Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense
3. Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense

Mahsa Shaqaqi; Hassan Soliemani

Volume 5, Issue 3 , Summer 2018, Pages 72-55

Abstract
  Although L2 researchers agree that written corrective feedback (WCF) improves L2 learners' grammatical accuracy, few systematic studies have investigated the effect of computer-mediated ...  Read More
Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy
4. Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy

Nooshin Azin; Reza Biria; Ahmad Ameri Golestan

Volume 5, Issue 3 , Summer 2018, Pages 97-73

Abstract
  The current study explored the Iranian EFL instructors’ perceptions, practices and challenges related to learner autonomy (LA). Applying a mixed method design, two kinds of instruments ...  Read More
Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions
5. Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions

Mohammad Nabi Karimi; Parastoo Alizadeh Oghyanous

Volume 5, Issue 3 , Summer 2018, Pages 118-99

Abstract
  Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty ...  Read More
Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance
6. Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance

Hussein Meihami; Fateme Husseini; Rahman Sahragard

Volume 5, Issue 3 , Summer 2018, Pages 136-119

Abstract
  It is an underestimated topic whether or not providing corrective feedback through portfolio-based writing instruction can be effective. Hence, the purpose of the current study was ...  Read More