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)
1. The Effects of Different Pedagogical Interventions on EFL Learners’ ‎Receptive and Productive Knowledge of Formulaic Sequences

Masood Esteki; Mansoor Tavakoli; Mohammad Amiryousefi

Volume 12, Issue 25 , June 2020, , Pages 95-130

http://dx.doi.org/10.22034/elt.2020.10677

Abstract
  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 Iranian intermediate EFL learners. Assigned ‎to ...  Read More

2. The Effect of Transcribing on Beginning Learners’ Phonemic Perception

Mohammad Afsharrad; Aram Reza Sadeghi Benis

Volume 6, Issue 13 , September 2014, , Pages 1-14

Abstract
  A large number of studies dealing with phonology have focused their attention on phonological production at the expense of phonological perception which provides the foundation stone for phonological production. This study focuses on phonological perception at phonemic level. The purpose of the study ...  Read More

3. An Investigation of Spoken Output and Intervention Types among Iranian EFL Learners

Sasan Baleghizadeh; Arash Saharkhiz

Volume 5, Issue 12 , December 2013, , Pages 17-41

Abstract
  This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed ...  Read More