Applied Research on English Language

Editorial

1. Vol. 8, No. 3 , 2019

Volume 8, Issue 3 , July 2019, Pages 311-311

http://dx.doi.org/10.22108/are.2019.23698

Abstract

2. The Impact of Different Frequency Patterns on the Syntactic Production of a 6-year-old EFL Home Learner: A Case Study

Muhamad Ali Rahimi; Javad Gholami; Zhila Mohammadnia

Volume 8, Issue 3 , July 2019, Pages 311-338

http://dx.doi.org/10.22108/are.2019.113742.1377

Abstract

This longitudinal study investigated the impact of different Frequency Patterns (FP) on the syntactic production of a six-year-old EFL learner in a home context. Target syntactic constructions ... Read More

Original Article

3. Willingness to Write in EFL Contexts

Shiva Kaivanpanah; Behzad Ghonsooly; Nasser Salari Beynabaj

Volume 8, Issue 3 , July 2019, Pages 339-364

http://dx.doi.org/10.22108/are.2019.114160.1387

Abstract

This research was conducted to measure Persian EFL students’s degree of willingness to write in English. To reach the goal, semi-structured interviews were conducted, deriving ... Read More

Original Article

4. Investigating Noticing in Narrative Writing Tasks and its Effect on EFL Learners’ Writing Performance

Davoud Amini; Mansour Amini; Fereshteh Naseri Maleki

Volume 8, Issue 3 , July 2019, Pages 365-382

http://dx.doi.org/10.22108/are.2019.115769.1437

Abstract

The practice of ‘writing to learn’ has been propounded as fast-tracking the dynamic process of noticing problems in L2 writing. However, a marked melioration in learners’ ... Read More

Original Article

5. Comparing the Impact of Audio-Visual Input Enhancement on Collocation Learning in Traditional and Mobile Learning Contexts

Elahe Naseri; farzaneh khodabandeh

Volume 8, Issue 3 , July 2019, Pages 383-422

http://dx.doi.org/10.22108/are.2019.115716.1434

Abstract

: This study investigated the impact of audio-visual input enhancement teaching techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as well as ... Read More : This study investigated the impact of audio-visual input enhancement teaching techniques on improving English as Foreign Language (EFL) learnersˈ collocation learning as well as their accuracy concerning collocation use in narrative writing. In addition, it compared the impact and efficiency of audio-visual input enhancement in two learning contexts, namely traditional and mobile learning contexts. First, 120 homogenous intermediate EFL learners were randomly divided into four groups, two experimental and two comparison groups. Next, two pre-tests, a collocation and a paragraph writing test, were administered. The experimental groups received enhanced target collocations through input enhancement teaching techniques while in the comparison groups the “unenhanced” collocations were taught through conventional simple vocabulary teaching method. After the treatment sessions, the researcher administered two post-tests including a collocation and a paragraph writing. As the data analysis suggested, with regards to the first research purpose, audio-visual input enhancement positively affected EFL learners' collocation learning and enhanced their accuracy concerning collocation use in narrative writing. Regarding the second purpose of the study, the results revealed that, in comparison to traditional learning context, audio-visual input enhancement teaching techniques were significantly effective in mobile learning context in terms of collocation learning. The efficiency of audio-visual input enhancement teaching techniques was not significantly different between the experimental groups in the two learning contexts in terms of enhancing EFL learners’ accuracy concerning collocation use. The findings of this study can create awareness for second language teachers and learners about the critical and beneficial role of input enhancement and mobile assisted language learning in successful language acquisition and learning.

Original Article

6. The Use of Self-Repair Strategies in Classroom Conversations: Does the Teacher’s Level of Reflection Make a Difference?

Masoomeh Estaji; Melika Rajabi

Volume 8, Issue 3 , July 2019, Pages 423-448

http://dx.doi.org/10.22108/are.2019.114882.1404

Abstract

To better understand the pattern of language use and classroom interactions, this sequential mixed-methods study investigated the teachers’ use of self-repair strategies based ... Read More

Original Article

7. Constructing Stories in a Foreign Language: Analysis of Iranian EFL Learners’ Lived Narratives Structure

Mohsen Ramazanian; Hamid Allami

Volume 8, Issue 3 , July 2019, Pages 449-472

http://dx.doi.org/10.22108/are.2019.115370.1426

Abstract

Most popular models of narratives and narrative analyses have been drawn on native stories, yet EFL learners’ narratives have not received due narrative analysis. The present ... Read More

Applied Research on English Language

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Volume & Issue: Volume 8, Issue 3, July 2019, Pages 311-472

1. Vol. 8, No. 3 , 2019

Abstract

2. The Impact of Different Frequency Patterns on the Syntactic Production of a 6-year-old EFL Home Learner: A Case Study

Abstract

3. Willingness to Write in EFL Contexts

Abstract

4. Investigating Noticing in Narrative Writing Tasks and its Effect on EFL Learners’ Writing Performance

Abstract

5. Comparing the Impact of Audio-Visual Input Enhancement on Collocation Learning in Traditional and Mobile Learning Contexts

Abstract

6. The Use of Self-Repair Strategies in Classroom Conversations: Does the Teacher’s Level of Reflection Make a Difference?

Abstract

7. Constructing Stories in a Foreign Language: Analysis of Iranian EFL Learners’ Lived Narratives Structure

Abstract