Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Mohammad Amiryousefi"'
Publikováno v:
Journal of English Language Teaching and Learning, Vol 15, Iss 31, Pp 255-269 (2023)
The present study investigated the role of explicit instruction on the acquisition of English relative clauses by focusing on resumptive pronouns among Iranian learners of English at an intermediate level of proficiency. The study focused on two stru
Externí odkaz:
https://doaj.org/article/b938209b77f1406c9adbe7aae70fb9fe
Publikováno v:
Journal of English Language Teaching and Learning, Vol 14, Iss 30, Pp 209-229 (2022)
This study was an attempt to examine the intercultural experience of Iranian university students studying abroad and explore variables influencing their success or failure in intercultural interactions. A qualitative method involving semi-structured
Externí odkaz:
https://doaj.org/article/d6e402d1798648bca23d0eba87ee2131
Publikováno v:
Journal of English Language Teaching and Learning, Vol 13, Iss 28, Pp 19-37 (2021)
The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the infl
Externí odkaz:
https://doaj.org/article/3336c67ca1444da5888a55d4229274f4
Publikováno v:
Journal of English Language Teaching and Learning, Vol 12, Iss 26, Pp 361-376 (2020)
Language teacher immunity has recently attracted the attention of the scholars interested in teacher psychology. Following the previous line of research in teacher psychology, the present study explored the immunity types among 260 Iranian EFL teache
Externí odkaz:
https://doaj.org/article/5a6e74e57df04153a3b10c0c212226eb
Publikováno v:
Journal of English Language Teaching and Learning, Vol 12, Iss 25, Pp 95-130 (2020)
This study sought to investigate the effects of Explicit Instruction in combination with Input Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive knowledge of English formulaic sequences (FS) by Ira
Externí odkaz:
https://doaj.org/article/348135d4955943d68882e7ac45b7fc1a
Publikováno v:
Journal of English Language Teaching and Learning, Vol 11, Iss 23, Pp 27-56 (2019)
This study investigated the relationship between classroom environment and teacher behavior, and EFL (English as a foreign language) learners’ engagement and state motivation. To do so, 110 intermediate Iranian EFL learners with an average age of 1
Externí odkaz:
https://doaj.org/article/09460462246041498462e566e2f08cd8
Publikováno v:
Journal of English Language Teaching and Learning, Vol 10, Iss 21, Pp 33-57 (2018)
This study aims to examine the cross-cultural similarities and differences in the use of rapport management strategies (rapport enhancement, rapport maintenance, rapport neglect, and rapport challenge) in the complaints during service encounters base
Externí odkaz:
https://doaj.org/article/78cb999fea884ad08b02790920c52fc7
Autor:
Mohammad Amiryousefi
Publikováno v:
Journal of English Language Teaching and Learning, Vol 9, Iss 19, Pp 1-24 (2017)
With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spe
Externí odkaz:
https://doaj.org/article/52559baa2827448185c8527fe4e6ecb3
Autor:
Mohammad Amiryousefi
Publikováno v:
Journal of English Language Teaching and Learning, Vol 8, Iss 17, Pp 25-48 (2016)
The main purpose of the study reported in this paper was to examine the interrelationships between L2 risk-taking, English learning motivation, L2 speaking anxiety, linguistic confidence, and low-proficiency English as a foreign language (EFL) learne
Externí odkaz:
https://doaj.org/article/f382f27f66ad40869ace7e040ddd501d
Autor:
Mohammad Amiryousefi
Publikováno v:
Teaching English Language, Vol 10, Iss 1, Pp 39-61 (2016)
This study aimed at investigating the influence of confirmatory vs. corrective feedback on English as a foreign language (EFL) learners' academic self-concept, attributions, second language (L2) speaking, class performance, and English achievement. T
Externí odkaz:
https://doaj.org/article/2e78fb36762d4861a51b329a97519aca