Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice
1. Draft Specific Scoring and Teacher Corrective Feedback: Hearing Learners’ Voice

Masoud Azizi; Majid Nemati

Volume 5, Issue 4 , Autumn 2018, Pages 1-26

Abstract
  One may not comment on the effectiveness of teacher corrective feedback (CF) before first ensuring learners’ attendance. The majority of the studies carried out on teacher CF ...  Read More
Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis
2. Effectiveness of A Training Program on Oral Performance Assessment: The Analysis of Tasks Using the Multifaceted Rasch Analysis

Houman Bijani

Volume 5, Issue 4 , Autumn 2018, Pages 27-53

Abstract
  The current popularity of second/foreign language oral performance assessment has led to a growing interest in tasks as a tool for assessing language learners’ oral abilities. ...  Read More
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes
3. Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes

Samaneh Khodabakhsh; Gholam-Reza Abbasian; Mojgan Rashtchi

Volume 5, Issue 4 , Autumn 2018, Pages 55-79

Abstract
  Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different ...  Read More
Mapping Past, Current and Future TEFL Research Trends in Iran: A Synthetic Review of Topics and Paradigms in Three Decades
4. Mapping Past, Current and Future TEFL Research Trends in Iran: A Synthetic Review of Topics and Paradigms in Three Decades

Mohammad Amini Farsani; Esmat Babaii

Volume 5, Issue 4 , Autumn 2018, Pages 81-108

Abstract
  We have recently witnessed a growing awareness of methodological research issues in the field of applied linguistics, which led to what Plonsky (2017) has referred to as “methodological ...  Read More
Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences
5. Teachers and Learners’ Emotional Intelligence and their Corrective Feedback Practices and Preferences

Ehsan Narimani Vahedi; Mahnaz Saeidi; Nasrin Hadidi Tamjid

Volume 5, Issue 4 , Autumn 2018, Pages 109-130

Abstract
  The role of corrective feedback (CF) in language learning has recently gained prominence; however, ignoring the interwoven relationship between cognitive/affective factors, along with ...  Read More
The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model
6. The Impact of Teaching Self-regulation in Reading on EFL Learners' Motivation to Read: Insights from an SRL Model

Fatemeh Hemmati; Elaheh Sotoudehnama; Mahboobeh Morshedian

Volume 5, Issue 4 , Autumn 2018, Pages 131-155

Abstract
  Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors ...  Read More