Volume 15 (2023)
Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 9 (2017)
Volume 8 (2016)
Volume 7 (2015)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
L2 Writers’ Processing of Teacher vs. Computer-generated Feedback

Shiva Kaivanpanah; Mohammad Alavi; Rose Meschi

Volume 12, Issue 26 , November 2020, , Pages 175-215

https://doi.org/10.22034/elt.2020.11472

Abstract
  Writing is thought as the most complicated skill in second language acquisition; therefore, L2 researchers have always been in pursuit of discovering an effective approach to improve it. One of the most debated ways is feedback which has a key role in improving the quality of writing. Much of the previous ...  Read More

A Comparative Study of Writing Assessment Using Activity Theory-Based Assessment Model (ATBAM) and a Traditional Approach

Mohammad Alavi; Shiva Kaivanpanah; Fatemeh Danesh

Volume 11, Issue 23 , June 2019, , Pages 1-25

Abstract
  Assessment of writing skill is generally believed to be judged by a rater subjectively and qualitatively or by using analytic scoring rubrics which can potentially result in somehow not very reliable assessment. It seems that an evaluation of writing based on a model can result in a valid and reliable ...  Read More

Constructing and Validating a Q-Matrix for Cognitive Diagnostic Analysis of a Reading Comprehension Test Battery

Mohammad Alavi; Fatemeh Ranjbaran

Volume 10, Issue 21 , June 2018, , Pages 1-31

Abstract
  Of paramount importance in the study of cognitive diagnostic assessment (CDA) is the absence of tests developed for small-scale diagnostic purposes. Currently, much of the research carried out has been mainly on large-scale tests, e.g., TOEFL, MELAB, IELTS, etc. Even so, formative language assessment ...  Read More

Teacher Wait-Time and Learner Initiation: A Single Case Analysis

Seyed Mohammad Alavi; Baqer Yaqubi; Mostafa Pourhaji

Volume 8, Issue 18 , December 2016, , Pages 1-18

Abstract
  The prevailing pattern of classroom interaction is a tripartite exchange structure known as IRF (teacher initiation, student response, teacher follow-up/feedback; Sinclair & Coulthard, 1975). Although it has its own contributions to classroom discourse, it has been criticized on several grounds, ...  Read More

Identification and Distribution of Interactional Contexts in EFL Classes: The Effect of Two Contextual Factors

Mostafa Pourhaji; Seyed Mohammad Alavi

Volume 7, Issue 15 , May 2015, , Pages 93-123

Abstract
  This study aims at empirically furthering awareness of the organization of interaction in EFL classes. Informed by the methodological framework of conversation analysis, it draws upon a corpus of 52 three-hour naturally-occurring classroom interaction to identify classroom interactional contexts based ...  Read More

A Dynamical System Approach to Research in Second Language Acquisition

Hassan Soleimani; Mohammad Alavi

Volume 5, Issue 11 , November 2013, , Pages 127-143

Abstract
  Epistemologically speaking, second language acquisition research (SLAR) might be reconsidered from a complex dynamical system view with interconnected aspects in the ecosystem of language acquisition. The present paper attempts to introduce the tenets of complex system theory and its application in SLAR. ...  Read More

Academic Discipline DIF in an English Language Proficiency Test

Seyyed Mohammad Alavi; Abbas Ali Rezaee; Seyyed Mohammad Reza Amirian

Volume 3, Issue 7 , December 2011, , Pages 39-65

Abstract
  The purpose of this study was to detect differentially functioning items in the University of Tehran English Proficiency Test (UTEPT) which is a high stake test of English developed and administered by the Language Testing Centre of the University of Tehran. This paper is based on the answers of 400 ...  Read More