Translation and Interpreting Studies

The main purpose of the present quasi-experimental study was twofold; its first purpose was to investigate the effects of using of two approaches namely; genre and process on EFL learners' accuracy, fluency, and complexity in written task production. Secondly, it attempted to investigate the effects of mentioned approaches on EFL learners' attitude toward writing skill. to this end, 60 learners of English at intermediate level were selected randomly as the participants of the study and assigned into three groups of product, process, and genre groups. a written task was employed to collect data from the participants. the collected written data was quantified in terms of accuracy, fluency, and complexity measures. The results of the study based on one-way ANOVA revealed that there were significant differences on EFL learners' writing performance. The current study might carry some pedagogical implications for EFL learners' writing skill, learner attitude toward writing, teacher education and task designers.

This quasi-experimental study was an attempt to examine the effects of two types of corrective feedback, namely recast and metalinguistic feedback on the acquisition of English regular past tense-ed by Iranian EFL learners. To this end, 45 female learners of English at a low intermediate level were randomly selected as the participants of this study and were assigned into two experimental groups and one control group. The experimental groups received recast and metalinguistic for-focused feedback on the target form following picture description tasks while the learners in the control group received no feedback. The acquisition of regular past tense-ed was measured by means of metalinguistic knowledge and oral imitation tests. The results of the one-way ANOVA showed that the experimental groups who received corrective feedback outperformed the control group who did not receive any feedback. The findings of the study also indicated that there were no significance differences between the two types of corrective feedback in terms of learners' performance in an EFL context. The results of this study are considered to be useful in error correction techniques, syllabus and task designers especially in EFL contexts.

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction o...

The present study investigated the effects of task complexity along resource-directing and resource dispersing factors namely pre-task planning time and number of elements on EFL learners' written task production in terms of accuracy. To this end, 30 participants performed decision-making task. Using T-test as the statistical means of analysis, the results of the study revealed the significant differences of cognitive load of task complexity on EFL learners’ performance in terms of accuracy. This study carries some implications for foreign language acquisition (FLA) researchers, language teachers, and syllabus designers. Findings may also add to the present literature in FLA theory, language testing, syllabus design, and material development. Therefore, providing insights on designing and implementation of tasks in EFL classroom settings.

The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ written production. To this end, 40 learners of English at intermediate level were randomly selected as the participants of the study and assigned into two groups of experimental (process and genre) which received different types of instruction for 8 sessions. Narrative and process-tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure. Independent samples T-test was employed as the statistical means of analysis. The results of the study revealed no difference between the performances of two groups in written narrative task, however, the result of statistical analysis in process task was significant. The study might carry some pedagogical implications for second language teachers, SLA researchers, teacher education and task designers.

Introduction One of the most controversial issues in applied linguistics since the past two decades concerns the role of genre-based writing instruction and its applications in the area of second language (L2) teaching and learning (Correa & Echeverri, 2017; Derewianka, 2015; Lin, 2016; Tardy, 2005, 2006, 2009, 2011; Truscott, 2012; Thompson, 2014). Genre has been variously defined by different scholars in the field of second language acquisition. Swales (1990) introduced genre as a class of “communicative events” characterized by a sequence of segments with each move accomplishing some part of the overall communicative purpose of the text, in order to produce distinctive structural patterns.The main theoretical background of the study lies on Halliday’s (1994) Systemic Functional Linguistics (SFL), which offers the most theoretically sophisticated and pedagogically developed approach of the three, underpinned by a highly evolved and insightful theory of language and motivated by a ...

The main purpose of the present quasi-experimental study was twofold; its first purpose was to investigate the effects of using of two approaches namely; genre and process on EFL learners’ accuracy, fluency, and complexity in written task production. Secondly, it attempted to investigate the effects of mentioned approaches on EFL learners’ attitude toward writing skill. to this end, 60 learners of English at intermediate level were selected randomly as the participants of the study and assigned into three groups of product, process, and genre groups. a written task was employed to collect data from the participants. the collected written data was quantified in terms of accuracy, fluency, and complexity measures. The results of the study based on one-way ANOVA revealed that there were significant differences on EFL learners’ writing performance. The current study might carry some pedagogical implications for EFL learners’ writing skill, learner attitude toward writing, teacher educat...

Purpose: This study investigated the effects of reciprocal teaching on the English reading comprehension and metacognitive reading strategies of Iranian pre-university learners in a reading comprehension classroom. Method: To fulfill the purpose of the study, the participants, included 60 female junior high school students were randomly assigned into two experimental and control groups each consisting of 30 learners. The experimental group was taught through reciprocal teaching while the control group was taught through traditional teaching method. Following a pretest, treatment, and a posttest, the obtained data was analyzed using paired t-test to examine the effects of the independent variables. Findings: The results of the analysis indicated that reciprocal teaching had a significantly positive effect on the English reading comprehension and usage of the four main metacognitive reading strategies of the students. The posttest mean score of the experimental group was significantly...

Writing is an important communicative language skill. It is an activity that requires a mental effort to "think out" the sentences and the ways of joining them to be meaningful and communicative. The present study was set up to the effectiveness of collaborative instruction on developing EFL students' writing ability and also to delve into their attitudes towards it. For this purpose, 30 EFL students(18-25) studying at Gelisim University in Turkey were chosen by quasi-experimental research design with a pre-test, treatment, and post-test design using intact EFL classrooms. The obtained data was analyzed using the T-test. The results of the data analysis indicated that there was a positive and significant impact on the development of learners' academic writing skills. Therefore the importance of writing in international communication and the complexity of this skill necessitate the application of appropriate teaching and learning strategies and approaches.