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

Volume 8, Issue 4 , October 2021, , Pages 53-84


  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 of this theoretical framework. The present study aimed at investigating the impact of Scaffolded Written Corrective Feedback ...  Read More

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

Mehrshad Ahmadian; Parviz Maftoon; Parviz Birjandi

Volume 8, Issue 2 , April 2021, , Pages 24-1


  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 TESOL. Furthermore, and to respond to contemporary English language teaching requirements, language teacher education programs ...  Read More

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 , February 2020, , Pages 45-78


  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 approaches that can fill the gap between theory and practice. Accordingly, this quasi-experimental compared the effects ...  Read More