Journal of Modern Research in English Language Studies

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

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 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 written by the same writers were compared in terms of intertextuality and citation types. The results showed that the most frequent intertextuality type in both BA projects and MA theses was the unconventional intertextuality. The second frequent type was conventional intertextuality which was more frequent in MA projects due to the educational conditions and the readership. The third frequent type was ‘deceptive’ used equally in both undergraduate and MA projects. As for the citation behavior, the most frequent one in both MA and BA projects was the integral citation whose sub-type ‘verb controlling’ was more frequent in MA and its non-citation subtype was more frequent in BA projects probably due to cultural reasons or because of the students’ ignorance of the functions and applications of citation types. This type was followed by improper citations and non-integral citations in both BA and MA projects. As for the relationship between intertextuality and citation, the results showed a strong relationship between unconventional intertextuality and improper citations in B.A projects, a weak correlation between conventional intertextuality and both non-integral and integral citations in B.A projects, a strong correlation between conventional intertextuality and both integral and non-integral citations in M.A theses and also a weak correlation between unconventional intertextuality and improper citations in M.A theses. Also, in both MA theses and BA projects, conventional intertextuality included all subcategories of non-integral citations and two subcategories of integral citations including verb-controlling and naming. The study could serve MA and BA project raters and the instructors of research courses in undergraduate and graduate levels.

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

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

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

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

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Volume & Issue: Volume 5, Issue 3, Summer 2018

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

Abstract

2. Citation behaviour and intertextuality in EFL writing: The case of EFL writers’ undergraduate projects and their MA theses compared

Abstract

3. Effects of Asynchronous and Conventional Paper-and-Pen Metalinguistic Feedback on L2 Learners' Use of Verb Tense

Abstract

4. Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy

Abstract

5. Learning L2 Non-Congruent Collocations across Cumulative vs. Concurrent Group Dynamic Assessment Instructional Conditions

Abstract

6. Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance

Abstract