@article{ author = {Fathi, Parvaneh}, title = {Dialogue Localization in Conversation Design and EFL Learners’ L2 Classroom Conversation Fluency Achievement}, abstract ={The present study investigated the effect of dialogue localization as a classroom activity on intermediate EFL learners’ classroom conversation. To achieve this, 60 intermediate language learners were selected as convenient sample. The participants’ proficiency levels were determined through the administration of the OPT test.  The OPT test utilized in this study comprises a total of 30 questions, distributed evenly across three categories: listening, vocabulary, and grammar, with 10 questions allocated to each category. The proficiency level of the students was determined based on their scores, with a range of 0-10 indicating a pre-intermediate level, 10-20 indicating an intermediate level, and 20-30 indicating an advanced level. Then, they were divided into experimental and control groups. According to Farhady, Jafarpur, and Birjandi (1994), a pre-test of speaking consisting of 7 questions was administered to both groups, and the participants were required to respond orally. The scoring system used for evaluating the participants’ speaking skills was based on the guidelines outlined in the book “Testing Language Skills from Theory to Practice.” The experimental group was then taught localized conversation while the control group was taught non-localized conversation. After ten sessions of the treatments, a post-test of speaking was administered in which the participants in both groups were involved in the same activity as the pretest. The data were analyzed through calculating independent sample t-test. The results indicated that the means of the two groups were significantly different, i.e., the experimental group outperformed the control group in the speaking achievement. This means that localization in dialogue has the potential to enhance students’ speaking abilities during classroom conversations.  }, Keywords = {Non-localized dialogue, classroom conversation, speaking achievement, localized dialogue}, volume = {9}, Number = {1}, pages = {1-9}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-839-en.html}, eprint = {http://ijreeonline.com/article-1-839-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Suseno, Edy and Purwati, Oikurema and Anam, Syafi’ul}, title = {Using Youtube Content to Enhance Speaking Skills by Scribbling While Retelling}, abstract ={The most crucial part of learning a language is speaking. The majority of EFL students struggle to express themselves verbally. Ten students from the English department took part in the research to address these problems. Some actions were performed to accomplish the goal. Due of the epidemic, the teacher substituted the customary classroom setup with a WhatsApp group. To start the class, he distributed the YouTube URL link. The pupils viewed and listened to the YouTube videos. They were able to use some of the provided tools to understand the subject as they went along. The pause, rewind, and fast forward buttons allowed them to pause, go back in time, and move forward. By recording their finished work on film, the students were able to recount the educational process. They started scribbling to increase their verbal fluency. They were writing on a piece of paper as they talked. Following the conclusion of the study, the students answered the questionnaire. The data from the teaching-learning process and the questionnaire were examined using a mix-method approach. Conclusion: Students' listening, vocabulary, grammar, and speaking skills are enhanced by using the offered URL, the WhatsApp group application, YouTube, recounting, and scribbling. Additionally, their practice was becoming less jittery and interrupted. Other educators who teach speaking and related courses could find this kind of discovery useful.}, Keywords = {recording, retelling, scribbling, speaking, YouTube}, volume = {9}, Number = {1}, pages = {10-22}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-837-en.html}, eprint = {http://ijreeonline.com/article-1-837-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Kamyabifar, Farhad and Safdari, Saee}, title = {The Role of Iranian High School EFL Teacher’s Emotional Experiences in Their Professional Identity: A Qualitative Enquiry}, abstract ={The present study aimed at investigating Iranian English as a Foreign Language (EFL) teachers’ emotional experiences that could affect their professional identity. Due to the qualitative nature of the study, seven high school teachers of Mashhad and Zabol were selected through purposive sampling. Data were gathered through semi-structured interviews. Qualitative analysis of teachers’ interviews through open, axial and selective stages of coding resulted in the four components of 1) teachers’ sense of appreciation for teaching; 2) teachers’ sense of connectedness to other colleagues; 3) teachers’ sense of competence in teaching; and 4) teachers’ sense of commitment, which were found to influence their professional identity. The study's findings contributed to acknowledge the significance of teachers’ emotions as determining factor in their professional identity. On the practical side, teacher educators can gain insight into the importance of teachers’ emotions in shaping their identities in EFL classrooms. The study demonstrated that teachers’ emotional experiences can greatly influence the formation of their identities. Findings have significant implications for both teachers and students. When teachers are aware of their emotions and their effects on their professional identity, it can lead to better outcomes for learners. A teacher who is emotionally stable, confident, and motivated is more likely to inspire and engage students, resulting in increased student achievement, motivation, and engagement in the classroom. By equipping teachers with the necessary skills to navigate their emotions, teacher education programs can contribute to the overall improvement of teaching practices and ultimately enhance student learning outcomes.  }, Keywords = {emotions, teachers’ emotional experiences, teachers’ professional identity}, volume = {9}, Number = {1}, pages = {23-35}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-853-en.html}, eprint = {http://ijreeonline.com/article-1-853-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {akbari, zahr}, title = {English Teachers’ versus Content Teachers’ Language Learning Beliefs and their Practices in English for Specific Academic Purpose Courses}, abstract ={This study endeavored to explore the beliefs that Iranian English for Academic Purposes (EAP) teachers held and scrutinize the extent to which their beliefs can correspond to their actual practices in EAP context. To these ends, a mixed mehod study was conducted in which 40 EAP teachers (20 English teachers & 20 subject-area teachers) teaching EAP courses in Universities of Medical Sciences in Iran participated in this nationwide study. The quantitative data gathered through a belief questionnaire was analyzed by SPSS software and the qualitative data collected through interview and observation of EAP courses was analyzed through content analysis. Analyses of the gathered data disclosed that the participants held different beliefs in terms of teaching strategies so that they did differently in their reading-based performances as well as the teaching and learning strategies. Besides, it was revealed that unlike subject-area teachers whose beliefs and performance were derived from their content-related concerns, English teachers’ beliefs and performance were presided by the students’ real needs, interest, and what is substantiated in the current literature. Within the EAP community of teachers and teacher educators, not only novice teachers who aim to enter into the EAP teaching mainstream can benefit from the findings, but also EAP teachers currently teaching such courses can gain the advantage of reflecting upon the beliefs and their actual practices. In addition, the findings may have implications for all EAP teachers to verbalize tacitly held beliefs, think consciously about them, and be aware of existing challenges and critical areas in EAP teaching. Keywords:}, Keywords = {English for Specific Academic Purpose, Language Learning Beliefs, English teachers, Content teachers}, volume = {9}, Number = {1}, pages = {36-49}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-847-en.html}, eprint = {http://ijreeonline.com/article-1-847-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Barjesteh, Hamed and Isaee, Hossei}, title = {Is Technology an Asset? Enhancing EFL Learners’ Vocabulary Knowledge and Listening Comprehension through CALL}, abstract ={Technology-enhanced language instruction has attracted researchers’ attention in language teaching and learning in recent decades. Accordingly, the present mixed-methods study attempts to investigate the effect of Computer-Assisted Language Learning (CALL) on EFL learners’ vocabulary development and listening comprehension. In doing so, 60 intermediate EFL learners were conveniently chosen for the quantitative phase of the study and were divided into one experimental group (n=30) and one control group (n=30). The teacher-researchers taught vocabulary tasks and listening skills to both groups, using computer software for the experimental group and the traditional method for the control group for 10 sessions for 5 weeks straight. To look into the effect of CALL instruction, quantitative methodology was employed. By analyzing the mean scores of the learners’ pre-test and post-test, it was revealed that the incorporation of computer software in English Language Teaching (ELT) classes resulted in learners’ significant improvement in vocabulary learning and listening comprehension. Then, the qualitative phase of the study began and 24 learners from the same experimental group were invited to semi-structured interviews to share their experiences of CALL classes with the researchers. The qualitative analysis of learners’ data manifested two thematic categories: 1) technology is an asset to EFL learners, and 2) technology makes the input more comprehensible. The findings of the study contributed to the conscious use of technology-enhanced instruction through computer and mobile tools to provide an interactive learning atmosphere for EFL learners, and to help them develop language skills and sub-skills, which seems beneficial for both EFL learners and teachers as ubiquitous technology is becoming an inevitable member of teaching and learning community. Keywords:}, Keywords = {CALL, computer software, EFL learners, technology}, volume = {9}, Number = {1}, pages = {50-69}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-848-en.html}, eprint = {http://ijreeonline.com/article-1-848-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {foroutan, mohammad bagher and SheikhyBehdani, Reihaneh}, title = {A Comparative Investigation of the Effects of Metacognitive, Cooperative and Metacognitive-Cooperative Instructions on Iranian EFL Learners’ Writing Improvement}, abstract ={The aim of this study was to examine the impact of metacognitive-cooperative training on the writing skills of Iranian EFL learners. The study employed quasi-experimental design. To this aim, four intact classes were randomly allocated into three experimental groups and one control group. The findings from the initial assessments indicated that the individuals involved in the study exhibited a similar level of language competence and writing skills, ascertained by the Oxford Quick Placement Test (OQPT) and a pretest specifically designed to evaluate writing abilities. Consequently, a total of 120 Iranian EFL learners, selected from a subject pool of 160 individuals at the upper-intermediate level, were designated as the participants for this study. The selected subjects were subsequently divided into four distinct groups, namely three experimental groups (EG1, EG2, EG3) and one control group (CG). The experimental groups (EG1, EG2, and EG3) received instruction on cooperative learning, metacognitive strategies, and a combination of metacognitive and cooperative learning, respectively. Conversely, the control group (CG) adhered to a conventional curriculum for writing. Subsequently, a posttest was conducted. Having conducted the Wilcoxon-Signed Rank Test, the researchers figured out that the instructional methods of cooperation, metacognition, and metacognitive-cooperation significantly influenced the improvement of writing skills among Iranian EFL learners. Based on the outcomes of the ANCOVA test, the researchers reached the conclusion that the metacognitive-cooperative group exhibited superior performance compared to the groups that received solely cooperative or metacognitive instruction. The study’s pedagogical implications have been thoroughly discussed.  }, Keywords = {cooperative learning, EFL writing, information-process load, metacognition, monitoring, self-regulated learning, strategic reasoning}, volume = {9}, Number = {1}, pages = {70-83}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-872-en.html}, eprint = {http://ijreeonline.com/article-1-872-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Siahpoosh, Hossein and Mahdavi, Zeianb}, title = {The Effect of Virtual Interactions in Pairs and Groups on the Development of Speaking Ability of Iranian EFL Learners}, abstract ={The current study set out to examine the effect of pair and group virtual interaction in online classrooms on the development of speaking abilities of Iranian intermediate EFL learners. This investigation was based on the quantitative data collected based on quasi-experimental design.  In order to do so, 45 students were chosen based on their scores on the CEFR placement test. These students were then divided into two experimental groups, namely group work and pair work as well as a control group who worked individually. Students had to participate in the IELTS Speaking test twice as pre-test and post-test. The course was held on the Skype platform for five weeks. Each session consisted of 45 minutes of speaking practice using the Talk a Lot textbook and 20 minutes of discussion. In order to compare the means of three independent groups, Kruskal-Wallis Test was used to compare pre-test and post-test results. The Post hoc test was used for multiple comparisons and the mean differences of groups. The findings indicated that there is a significant difference between the experimental groups and the control group regarding the effect of group and pair work in online classrooms on the speaking ability of EFL learners. According to the study findings, students who participated in pair and group work training in online classrooms had greater speaking performance than those who only received individual learning. Keywords:  }, Keywords = {group virtual interactions, individual work, online learning, pair virtual interactions, speaking ability, virtual interaction}, volume = {9}, Number = {1}, pages = {84-101}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-831-en.html}, eprint = {http://ijreeonline.com/article-1-831-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Abbasian, Gholam-Reza and Alikhani, Mohse}, title = {A Synthetic Investigation of Listening Skill and Learning Styles Status in Light of Exercise-based vs. Task-based Interventions}, abstract ={Language learning platforms or channels have always been a challenge and source of inspiration for the respective SLA researchers. The two widely used channels are learning exercises and tasks, which have received much research but which is more effective in developing language skills (listening here), is still controversial. Additionally, learners' features, including their learning styles, might be either an effective or an affected factor in applying either channel. To shed light on both problems, this experimental research employing 55 conveniently sampled Iranian intermediate EFL learners categorized into experimental and control groups was conducted. The experimental groups exposed to both pre-and post-tests received task- and exercise-based listening instructions separately for ten sessions. Their perceptual learning styles were also measured after the interventions. The respective parametric statistical analysis (i.e., independent-samples t-test) showed that both groups performed roughly equally in the post-test, and there was statistically no significant difference between intervention types. ANCOVA was run concerning each sub-style to address the status of the learning styles. Similarly, the relationship between listening ability and method type showed no statistically significant differences, regardless of whether the effectiveness of either treatment was natural. Both listening activities worked efficiently to enhance learners' listening comprehension abilities. Statistically speaking, the results confirmed the non-significantly differentiating effects of both independent variables on developing listening skills and modifying learning styles. The findings are more challenging rather than concluding, which, while bearing specific pedagogical insights, motivates further research.  }, Keywords = {task-based instruction, exercise, listening skill, learning style}, volume = {9}, Number = {2}, pages = {1-19}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-892-en.html}, eprint = {http://ijreeonline.com/article-1-892-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {GheitasiAzami, Alirez}, title = {The Effects of Growth Mindset Intervention on Iranian EFL Learners’ Vocabulary Development}, abstract ={As a possible and influential factor in academic success, student growth mindset has recently received attention. However, the number of the studies concerning the effects of growth mindset on language skills in the context of Iran is not considerable and no study has specifically examined the influence of growth mindset on Iranian EFL learners’ vocabulary development. To fill this gap, this study was conducted in order to investigate if the intervention has any significant effects on Iranian EFL learners’ vocabulary development compared to those who do not receive such intervention. A quasi-experimental design in the form of pre- and posttest was used in this study. To homogenize the participants in terms of their proficiency, OQPT was used. Subsequently, out of 78 learners, sixty Iranian intermediate language learners were randomly assigned into two groups of control group receiving conventional vocabulary training and experimental group receiving a growth mindset intervention besides the conventional method for vocabulary learning. Vocabulary knowledge of the students was tested with the help of a vocabulary knowledge test that was specifically prepared and developed by researchers. To investigate if using growth mindset intervention had positive effects on learning English vocabulary by the learners in each control and experimental groups, two sets of paired-samples t-test were conducted. Afterwards, to explore which method had been more effective, the mean scores of the posttests of the control and experimental groups were compared by executing an independent two-sample t-test. The results revealed that implementing growth mindset intervention had positive effects on vocabulary development of EFL learners. Accordingly, this study has pedagogical implications for EFL teachers and students, as well as material designers.  }, Keywords = {EFL learners, fixed mindset, growth mindset, implicit theories, vocabulary learning.}, volume = {9}, Number = {2}, pages = {20-29}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-845-en.html}, eprint = {http://ijreeonline.com/article-1-845-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Ahmadnejad, Zahra and AghajanzadehKiasi, Ghasem}, title = {Iranian EFL Teachers’ Dynamic Assessment Literacy and their Views of Its Practicality: A Comparative Study of Public School and English Language Institute Teachers}, abstract ={Teachers play a pivotal role in the instruction-assessment process. Knowing EFL teachers’ conceptualizations of the role of assessment as well as their own role in the implementation of assessment is very critical. Accordingly, the current study aimed to compare Iranian EFL public high school teachers’ literacy and perceptions of dynamic assessment with those of English language institute teachers. In so doing, 45 (23 high school, 22 institute) English teachers, teaching in Lahijan, Iran were selected according to convenience sampling method. The teachers were invited to cooperate and participate in the study and fill out the questionnaire sent via social network like WhatsApp and Telegram. In addition, nine teachers (five high school, four institute teachers) were selected through purposive sampling to participate in a semi-structured interview with five questions posed through the above-mentioned social networks. A researcher-adapted questionnaire with 23 items in a Likert-type scale was utilized to collect data. The validity and reliability of the questionnaire were achieved through experts’ opinion and Cronbach Alpha, respectively. Having collected the data, descriptive and inferential statistics of the findings showed that although both groups of teachers had a realistic view about the application of dynamic assessment due to its practicality and social acceptance, the teachers in two different contexts of teaching had different rates of literacy and perceptions of dynamic assessment. Furthermore, the difference in the two groups of teachers’ perceptions of dynamic assessment practicality was significantly different. The institute teachers enjoyed a higher average of both literacy and perceptions of dynamic assessment practicality in their classrooms. This study echoes the teachers’ voices, and as in the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to be agents of change that would hopefully encourage change at the discipline and in the institutional level.    }, Keywords = {dynamic assessment, EFL high school teachers, EFL institute teachers, literacy, perception}, volume = {9}, Number = {2}, pages = {30-45}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-856-en.html}, eprint = {http://ijreeonline.com/article-1-856-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Tareh, Fatemeh and Bijani, Houm}, title = {EFL Learners’ Speaking Enhancement through WhatsApp Messages: A Case of Learners\' Gender and Affection}, abstract ={Mobile technologies and portable devices have a crucial role in mobile-assisted language learning (MALL). This paper evaluates the difference of gender in the improvement of oral skills via WhatsApp Application (WAA) and the impression of mobile devices on students’ motivation, satisfaction, and anxiety and the learners’ opinions. A mixed method study was used on the sample size. Quasi-experimental and non-experimental survey designs were carried out in this research. The study’s participants were composed of 30 EFL learners at an upper-intermediate level in Zanjan, Iran. A face-to-face verbal interview was implemented for recording the pre-test before setting up the experimental course on WAA and by creating the interaction group on WAA, the learners communicated (written and voice messages) with the tasks that they received every week for six weeks. Then the teacher ran another interview and used a questionnaire consisting of thirty 5-point Likert item questions adopted from Horwitz et al. (1986) to estimate the participants’ contentment and attitude with mobile education classes, the effectiveness of this process on their inspiration to get involved in class interaction, and the anxiety of learners in this approach. The findings displayed that the female participants’ performance was slightly better than male participants and the use of WAA on mobile devices can enhance speaking proficiency among EFL learners by decreasing their anxiety and increasing motivation resulting in their satisfaction.  }, Keywords = {anxiety, gender, motivation, proficiency skills, satisfaction, WAA}, volume = {9}, Number = {2}, pages = {46-59}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-896-en.html}, eprint = {http://ijreeonline.com/article-1-896-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Shahkarami, Masoud and Alavinia, Parviz}, title = {The Effect of Teacher-led vs. Student-directed Inquiry-based Learning on Argumentative Writing Enhancement}, abstract ={Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners’ argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners’ writing ability. The implications of the results are discussed in detail throughout the paper.  }, Keywords = {argumentative writing, inquiry-based learning, student-directed inquiry, teacher-led inquiry}, volume = {9}, Number = {2}, pages = {60-72}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-914-en.html}, eprint = {http://ijreeonline.com/article-1-914-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Karimi, Sarem and Khazaee, Hossei}, title = {The Comparative Effect of Illustration-Interaction-Induction (III) and Present-Practice-Produce (PPP) Approaches on the Frequency of Use of Discourse Markers Among Iranian EFL Learners in State High Schools}, abstract ={Discourse markers (DMs) play a significant role in both written and spoken language since they function as coherent devices, offering cues and guidance for the understanding of the reader or listener. The frequency of DMs in a language may have a substantial influence on an individual’s competency and overall English abilities. With an increased frequency of using these markers, individuals enhance their ability to form cohesive and logical sentences, hence improving their proficiency as speakers or writers. The goal of this study is to compare how the illustration-interaction-induction (III) and present-practice-produce (PPP) approaches affect the frequency of DMs in the expository writing of Iranian high school students. The study involved a sample of 30 intermediate Iranian EFL learners enrolled in state high schools in the city of Kelachay, Guilan, Iran. The research was conducted across three settings, namely pre-test, treatment, and post-test. Participants were asked to write an expository paragraph as part of the pre-test. During the treatment phase, after the instruction of the DMs using the PPP approach, the participants were asked to write a second expository paragraph. Following the implementation of the III approach as the second intervention phase in the study, the subsequent post-test was conducted, wherein participants were asked to compose one additional paragraph. The three sets of paragraphs were compiled into three learner corpora and analyzed to determine the frequency of DMs. The log-likelihood and effect size calculators demonstrated the superiority of the III approach in terms of the frequency of DMs used in the expository paragraphs of Iranian EFL learners in state high schools. The findings provided robust support for the efficacy of the III approach in the context of teaching DMs.   }, Keywords = {discourse markers (DMs), illustration-interaction-induction (III), log-likelihood test, monoconc pro-semester, present-practice-produce (PPP)}, volume = {9}, Number = {2}, pages = {73-88}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-876-en.html}, eprint = {http://ijreeonline.com/article-1-876-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Nejati, Rez}, title = {The Place of Self-efficacy and Self-regulation in Reading Comprehension in Online Classes}, abstract ={Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (Cho & Cho, 2017) and the Online Learning Self-Efficacy Scale (Zimmerman & Kulikovich, 2016). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (β = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (β = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements.  }, Keywords = {Internet self-efficacy, online instruction, reading comprehension, self-regulated learning, successful learning outcomes}, volume = {9}, Number = {2}, pages = {90-104}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-927-en.html}, eprint = {http://ijreeonline.com/article-1-927-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {FayyazMoghaddam, Tila and Montashery, Iraj}, title = {Dynamic Assessment of Iranian EFL Learners’ Past Tense Development in the Context of Writing Practice: A Socio-constructive Perspective}, abstract ={This paper attempted to explore the impact of dynamic assessment (DA) in improving EFL students’ writing ability. To this end, 60 homogenous pre-intermediate EFL learners from a private high school participated in this study and after administering QPT, the forty students were randomly divided into two equal groups; 20 learners in an experimental group and 20 learners in a control group with the same age and the same English knowledge and background. In the first session of instruction, the pre-test was administered in order to evaluate the learners’ writing ability. Then the control group received the traditional approach and the experimental group was exposed to dynamic assessment instruction to learn how to write with more efficiency. The treatment endured 12 sessions. The results of data analysis showed that the experimental group improved significantly. It is indicated that the dynamic assessment procedure is more efficient in teaching writing than the traditional methods. Furthermore, dynamic assessment enhances L2 writing and can play a crucial role in language learning.  }, Keywords = {Dynamic assessment, mediation, writing, zone of proximal development (ZPD)}, volume = {9}, Number = {3}, pages = {1-15}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-912-en.html}, eprint = {http://ijreeonline.com/article-1-912-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Motabar, Alireza and BabaieShalmani, Hame}, title = {On the Effect of Dynamic Assessment on Iranian Intermediate EFL Learners’ L2 Grammar Learning and Retention: A Gender-Based Study}, abstract ={Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners’ involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. Accordingly, using a quantitative quasi-experimental research design, the researchers sought to explore whether utilizing DA principles would have any differential impact, believed to be statistically significant, on the Iranian male and female intermediate EFL learners’ learning and retention of English grammar. To this end, 30 EFL learners from two intact classes who were taking a general English course at Shayestegan English Language Institute, in Rasht, Iran were selected as a homoscedastic group of participants based on the scores they obtained on a sample copy of Oxford Solutions Placement Test (OSPT). The intact classes, each comprising 15 students, were then assigned to one experimental and one control group who then received treatment on their L2 grammar under different conditions: The experimental group received instruction on English grammar as per the principles of dynamic assessment in an eight-session intervention program. The control group likewise received treatment on L2 grammar over the course of the study, but they were trained using teacher-fronted instruction. Finally, the groups sat for an immediate and a delayed posttest of grammar to demonstrate their degree of learning and amount of retention of English grammar. Capitalizing on a 2 by 2 factorial design, which allowed for examination of both main and interaction effects of instructional modality and participants’ gender, the researchers employed a two-way Analysis of Variance (ANOVA) to examine the participants’ performance scores. The results revealed that, regardless of participants’ gender, instruction as delivered through dynamic assessment privileged the participants in the experimental group much better than that of the conventional method in terms of their learning and retention of English grammar. A further finding was that gender did not interact with instruction modality in such a way as to produce a differential effect on Iranian intermediate EFL learners’ learning and retention of English language grammar. The study carries both micro implications in the form of in-class teaching and macro implications in the form of curriculum planning and development, instructional design, and policymaking for different groups of stakeholders.  }, Keywords = {Dynamic assessment, EFL learners, gender, L2 grammar}, volume = {9}, Number = {3}, pages = {16-33}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-891-en.html}, eprint = {http://ijreeonline.com/article-1-891-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {SayyadChamani, Saee}, title = {An Investigation into the Impact of EFL Teachers’ Rapport on Classroom Interactions and Students’ Participation in Class Activities: The Case of Experienced and Novice Teachers}, abstract ={This study investigates the impact of teachers’ rapport on classroom interactions and students’ participation in class activities, comparing experienced and novice EFL teachers. Rapport, defined as a positive, harmonious relationship between teacher and students, is often cited as critical for effective communication and a supportive learning environment. Despite the extensive literature emphasizing the importance of rapport in enhancing student engagement, motivation, and classroom dynamics, limited research has explored the role of teaching experience in moderating these effects. The study involved 40 EFL teachers (20 experienced and 20 novice) from Safir Language Academy in Tehran, with data collected through classroom observations. An independent t-test was used to analyze the differences in classroom interaction and student participation between the two groups. The findings indicate no significant difference between experienced and novice teachers in terms of the impact of rapport on classroom interactions and student participation. The study’s results challenge previous research, suggesting that the level of teacher rapport, regardless of experience, does not significantly influence classroom dynamics or student engagement. These findings imply that other factors may play a more substantial role in shaping classroom interactions and participation, warranting further investigation into the complexities of teacher-student relationships and their effects on learning outcomes.  }, Keywords = {teachers’ rapport, classroom interactions, students’ participation, class activities, experienced/novice teachers}, volume = {9}, Number = {3}, pages = {34-45}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-887-en.html}, eprint = {http://ijreeonline.com/article-1-887-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Vaseghi, Reza and Vahedi, Mohammad and BabaeiBighamLahiji, Bahareh}, title = {The Effectiveness of Using WordUp in Enhancing EFL Learners’ Vocabulary Learning: A Corpus-Based Mobile App}, abstract ={The present study was an attempt to investigate the possible effect of using WordUp Software on Iranian EFL learners’ vocabulary learning. The participants were 60 upper-intermediate EFL learners who were selected out of 72 based on the Oxford Proficiency Test. Then, the participants were randomly divided into two groups of study namely experimental and control. The participants in the experimental group underwent an eight-session treatment including learning vocabulary based on using WordUp Software. In the control group, however, the participants gained new vocabulary by conventional methods. The quantitative approach employed a quasi-experimental method to obtain pre-test and post-test results from learners in both the experimental and control groups. The results of the study revealed that using WordUp Software caused a considerable improvement in learning the vocabulary among the learners in the experimental group. The findings of this study could benefit language learners, language teachers, and curriculum developers by providing valuable insights into vocabulary acquisition through WordUp for EFL learners.  }, Keywords = {vocabulary learning, mobile assisted language learning (MALL), WordUp software, EFL learners}, volume = {9}, Number = {3}, pages = {46-60}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-921-en.html}, eprint = {http://ijreeonline.com/article-1-921-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Baharloo, Afsaneh and Ghasemian, Zahr}, title = {The Interplay of Iranian EFL Learners’ Tolerance of Ambiguity and their Reading Performance Encountering Unknown Vocabularies: Taking their L2 Reading Anxiety into Account}, abstract ={The interplay of Iranian EFL learners’ tolerance of ambiguity and their performance encountering unknown vocabularies in reading comprehension while considering their L2 reading anxiety was investigated in this study. A sample of 70 intermediate-level EFL learners from a language institute in Shiraz, Iran participated in the study. The Second Language Tolerance of Ambiguity Scale (SLTAS) and the Foreign Language Reading Anxiety Scale (FLRAS) were used to measure participants’ ambiguity tolerance and L2 reading anxiety, respectively. To assess students’ performance in dealing with new words in reading comprehension, two vocabulary tests and two reading tests were given to them. The data were analyzed by both SPSS and PLS 4 software using Pearson correlation and structural equation modeling (SEM). The findings revealed significant relationships between ambiguity tolerance and reading comprehension performance encountering unknown vocabularies, between L2 reading anxiety and reading comprehension performance encountering unknown vocabularies, and between ambiguity tolerance and L2 reading anxiety. Additionally, L2 reading anxiety was found to play a significant mediating role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. Moreover, the study provides evidence that reading anxiety does not play a moderating and significant role in the relationship between ambiguity tolerance of Iranian language learners and their performance in dealing with unknown vocabularies in reading comprehension. The study suggests that ambiguity tolerance and L2 reading anxiety are important factors that influence Iranian EFL learners’ performance encountering unknown vocabularies in reading comprehension. This study highlights the importance of fostering ambiguity tolerance and reducing L2 reading anxiety in both language teaching and learning. In addition, it provides insights for syllabus designers to develop effective reading comprehension curricula for EFL learners.}, Keywords = {tolerance of ambiguity, L2 reading anxiety, unknown vocabularies, reading comprehension, EFL learners}, volume = {9}, Number = {3}, pages = {61-74}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-890-en.html}, eprint = {http://ijreeonline.com/article-1-890-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {AoufAbdulrahmanAl-Rifaie, Ghassan and Javad, Jav}, title = {Examining Iraqi EFL Teachers’ Perceptions and Practices of Learning-Oriented Assessment}, abstract ={Learning-oriented assessment constitutes an approach that integrates language assessment into the learning process to expedite learners’ noticing of their weaknesses and maximize their learning opportunities. The present study scrutinized Iraqi EFL teachers’ perceptions and practices of LOA. In light of this objective, the researchers used an explanatory sequential mixed-methods design to conduct the study. Accordingly, they selected 103 male and 114 female teachers in 37 public high schools in Baghdad (Iraq) as the participants. Moreover, they administered Aloswat’s (2022) learning-oriented assessment questionnaire to these participants to obtain quantitative data on their proclivity in adhering to the principles of this assessment approach. Finally, they selected a small number of the above-mentioned teachers based on the data saturation criterion. Using a semi-structured interview protocol, they gathered qualitative data on their perceptions of learning-oriented assessment. The researchers used independent-sample t-test and thematic analysis to analyze the quantitative and qualitative data. The results indicated that female teachers adhered more strictly to the principles of learning-oriented assessment than male teachers. In addition, female teachers had more favorable perceptions of this assessment approach compared to their male counterparts. The results may provide teacher educators and syllabus designers with guidelines on implementing LOA in EFL courses.    }, Keywords = {Iraqi female EFL teachers, Iraqi male EFL teachers, language assessment, learning-oriented assessment}, volume = {9}, Number = {3}, pages = {75-97}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-948-en.html}, eprint = {http://ijreeonline.com/article-1-948-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Hasan, Md Sabbir}, title = {Evaluating the Implementation of Communicative Language Teaching at the Secondary Level in Bangladesh}, abstract ={The introduction of Communicative Language Teaching (CLT) to teach English at the secondary levels of education in Bangladesh is a relatively recent phenomenon. English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government developed the English textbook for classes nine and ten. The CLT approach is considered to improve the language abilities especially ‘communicative competence’ of the learners. But some researchers pointed out that CLT approach is not working well in Bangladesh. Proper implementation of CLT is now a challenge for the policy­makers of the country. The present study aims at exploring the challenges in implementing CLT at the secondary level of Bangladesh and the country’s demand for such abilities in school and the workforce. Based on both primary and secondary sources of data and information, the study comprises of empirical survey (through questionnaires), classroom observation scheme, textbook evaluation, and so on. Classroom observation and interview of the secondary students and English teachers proved that communicative activities such as group work, pair work, individual activities, role play, and simulation do not happen in the classes due to the negative attitude of both the teachers and students towards CLT. As a result, implementation of CLT is facing challenges all over the country especially in the non-government schools of rural areas. In most of the cases, the lack of proper knowledge of CLT and motivation of both teachers and students are the cause of failure of CLT approach and a threat to the advancement of English Language Teaching (ELT) in Bangladesh.    }, Keywords = {communicative language teaching (CLT), English language teaching (ELT), secondary level}, volume = {9}, Number = {4}, pages = {10-16}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-947-en.html}, eprint = {http://ijreeonline.com/article-1-947-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Mirsanjari, Zahraossadat and MoradiAbbasabady, Mahmou}, title = {The Effectiveness of Blended Feedback in EFL Learners\' Essay Writing and Their Perceptions}, abstract ={Vygotsky's Sociocultural Theory (SCT) emphasizes the crucial role of social interaction in cognitive development, including second language acquisition (Vygotsky & Cole, 1978). Grounded in this theory, the present quasi-experimental study investigates the effectiveness of the Blended Feedback Approach in enhancing English as a Foreign Language (EFL) learners' essay-writing skills. Sixty university students were divided into two groups: an experimental group receiving BFA, which integrated online peer reviews, teacher feedback, and iterative revisions, and a control group receiving traditional teacher feedback. Pre-test and post-test assessments were conducted to evaluate improvements in coherence, grammatical accuracy, vocabulary, and overall structure. Additionally, end-of-semester interviews captured learners' perceptions of the feedback approach. Results indicated that the experimental group showed significantly greater improvements in writing proficiency, critical thinking, and collaboration skills than the control group. Moreover, BFA was found to reduce writing anxiety and foster student engagement. These findings suggest that BFA offers valuable enhancements to feedback methods, reinforcing the role of integrated feedback in language education and providing insights for future pedagogical practices.}, Keywords = {blended feedback approach (BFA), EFL writing, sociocultural theory, peer feedback, teacher feedback}, volume = {9}, Number = {4}, pages = {17-32}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-956-en.html}, eprint = {http://ijreeonline.com/article-1-956-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {PourhoseinGilakjani, Abbas and Rafiee, Forough}, title = {A Comparative Study on the Impact of Online and Offline Blended Teaching on Listening Performance}, abstract ={This study examined the comparative effects of online and offline blended teaching on EFL learners’ listening comprehension. Based on quasi-experimental design, this study engaged an experimental (No=30) and control group (No=30), each receiving two different types of treatment. For the experimental group, the teacher taught English listening activities using a mixture of online and offline mode, while the for the control group the teacher offered face-to-face offline mode treatment of listening. Independent sample t-tests and paired samples tests results showed a significant positive effect of blended learning on the participants’ listening skills such that the experimental group improved their listening comprehension more than the control group This is justified on the grounds that online learning with more accessibility, relatively low cost, time efficient, and  suitably combined with offline learning can offer self-paced instruction for learners whereby they self-manage their learning and progress at their own convenience.}, Keywords = {blended teaching, blended learning, online and offline teaching, listening comprehension}, volume = {9}, Number = {4}, pages = {33-55}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-951-en.html}, eprint = {http://ijreeonline.com/article-1-951-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Esfandiari, Shahram and Heydari, Abdolhossei}, title = {Investigating the Relationship between EFL Learners’ Sense of Self-Efficacy and Their Pedagogical Success: Different Proficiency Levels in Focus}, abstract ={The present study was an attempt to examine the relationship between EFL students' sense of self-efficacy and their pedagogical success. For this purpose, 150 female EFL students studying English in two institutes in Ardabil city were selected according to convenient sampling method. The selected learners were given a standard version of Oxford Quick Placement Test (OPT) which showed that the 150 participants were at the lower intermediate (n=47), upper intermediate (n=56), and advanced levels (n=47). The participants were also asked to complete the “Students' Sense of Efficacy Scale”. Then, the collected data were analyzed through SPSS version 25 and Pearson correlations and linear regressions were run to answer the research questions. The results revealed significant relationships between sense of self-efficacy and pedagogical success of the EFL learners at lower intermediate, upper intermediate, and advanced levels. Likewise, the results indicated that sense of self-efficacy predicted a significant amount of pedagogical success at lower intermediate, upper intermediate, and advanced levels of L2 achievement. The findings can have implications for the EFL classroom and can pave the way for further studies focusing on the relationship between other personality traits and EFL learners’ pedagogical success.  }, Keywords = {EFL learners, self-efficacy, pedagogical success, proficiency level}, volume = {9}, Number = {4}, pages = {56-70}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-932-en.html}, eprint = {http://ijreeonline.com/article-1-932-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Barreto, Samuel}, title = {Enhancing University EFL Students’ Motivation in Light of a Strategic Proposal}, abstract ={This case study examines the influence of students’ motivation on their EFL performance to identify motivational factors and as a result, it was created a proposal for increasing their motivation. The population selected was 126 first-semester students and 5 professors in charge of the EFL process at a private university in Colombia, Bogotá in the first and second semesters of 2023. Moreover, the methodology used was qualitative with a social constructivist worldview to research based on students' and professors’ perceptions. That way, the collected results show that most students’ extrinsic motivation causes their low EFL level when entering the program as students may be goal-oriented and short-term sustained, which can contribute to dropping out of the program. Therefore, it is recommended that professors take action to increase students’ motivation by teaching students relevant topics, exposing the benefits of learning EFL, encouraging them to be self-directed students, promoting a safe environment, making them use e-learning tools and using gamified assessment/activity tools so that students can improve their academic performance.}, Keywords = {motivation, motivation strategies, gamified tools, university students’ motivation, academic performance}, volume = {9}, Number = {4}, pages = {71-92}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-933-en.html}, eprint = {http://ijreeonline.com/article-1-933-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Mall-Amiri, Behdokht}, title = {On the Relationship among EFL Teachers’ Classroom Management, Organizational Commitment and Burnout and Teachers’ Perceptions of Their Nature}, abstract ={This mixed-methods study was an attempt to ascertain if experienced EFL teachers’ classroom management is related to their burnout and organizational commitment. It was also intended to unveil their perceptions and attitudes regarding the sources of their burnout and organizational commitment. For this purpose, 50 male and female experienced teachers were chosen from three English institutes in Tehran and were asked to fill up the three questionnaires: Maslach Burnout Inventory (MBI), Organizational Commitment Scale, and Attitudes and Beliefs on Classroom Control (ABCC) Inventory. They were further interviewed and observed in their actual classes. According to the obtained findings and results, the perceived classroom management of teachers did not significantly correlate with their actual management practice. Furthermore, there was a negative but statistically non-significant correlation between EFL teachers’ organizational commitment and classroom management. The correlation between teachers’ burnout and classroom management turned out to be positive but statistically non-significant as well. Considering the point that the correlations between the variables were non-significant, the predictability analyses were not conducted as the results would logically be non-significant too. Conducting the interviews, the majority of the teachers strongly believed that low commitment and burnout have nothing to do with their performance in classroom since there is something beyond the obligation to the organization, which is responsibility to learners, and no other external factors could interfere.  }, Keywords = {burnout, classroom management, EFL teachers, organizational commitment, perceptions}, volume = {9}, Number = {4}, pages = {93-110}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-952-en.html}, eprint = {http://ijreeonline.com/article-1-952-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {AbdolhosseinzadehAmini, Mina and Rahimi, Ali}, title = {The unsung power of teachers’ productive feedback features in improving self-directed learning of EFL learners: Qualitative approach}, abstract ={Concern about the Iranian EFL learners’ dissatisfaction with their learning achievement motivated this qualitative study. While the importance of teacher feedback in English as a foreign language (EFL) and its correlation with self-directed learning (SDL) of EFL learners is recognized in the literature, there seems to be a gap specifically regarding the role of Iranian EFL teachers' productive feedback features in fostering EFL learners' SDL. Therefore, this study aimed to explore the teachers' self-reported productive feedback perception and practices in support of Iranian EFL learners’ SDL to fill in the gap. For this aim, fourteen Iranian EFL teachers were interviewed, and the data obtained from the semi-structured individual interviews were analysed through content analysis. According to the findings, the participating EFL teachers unanimously comprehended the benefits of productive feedback in the classroom in support of learners’ SDL. These benefits, emerging from the analyzed data based on teachers’ insights, may contribute to learners’ self-awareness, freedom, effective learning, and a stress-free learning environment. However, the presence of lack of time, teachers’ shortage of knowledge, and the top-down approach to the education system of Iran prevented Iranian EFL teachers from actually implementing these productive feedback features supporting learners’ SDL.  }, Keywords = {SDL, EFL, productive feedback features, teachers’ perception and practices}, volume = {9}, Number = {4}, pages = {111-124}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-930-en.html}, eprint = {http://ijreeonline.com/article-1-930-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} } @article{ author = {Khanalizadeh, Afsaneh}, title = {The Impact of Cloze-Elide vs. Grammaticality Judgment Tasks on Iranian Intermediate EFL Learners’ Paragraph Writing Ability: An Input-Enhancement Approach}, abstract ={Writing is a crucial means of communication. Iranian English as a Foreign Language (EFL) learners face a difficult problem in becoming proficient writers. Employing various methodologies and incorporating diverse exercises yield distinct effects on writing proficiency. The objective of this study was to examine the influence of cloze-elide and grammaticality judgment tasks on the paragraph writing proficiency of Iranian intermediate EFL learners. In order to achieve this objective, a total of 90 intermediate EFL learners who were enrolled in a private language institute in Guilan province were chosen using the availability sampling method. These learners were then divided into three groups. Initially, OPT served as the placement test. Subsequently, a preliminary assessment of writing skills was conducted among all research groups. Subsequently, experimental group 1 underwent 10 sessions of English paragraph writing using cloze-elide tasks, experimental group 2 underwent 10 sessions of English paragraph writing using grammaticality judgment tasks, and the control group received a placebo in the form of English paragraph writing using the existing method. Finally, a posttest of writing was given to the three groups in the study. The findings of a repeated-measures two-way ANOVA indicate that introducing a new task, either cloze-elide or grammaticality judgment, can enhance the performance of EFL learners in paragraph writing abilities.  }, Keywords = {Writing, communication, cloze-elide, grammaticality judgment, ANOVA}, volume = {9}, Number = {4}, pages = {125-140}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-934-en.html}, eprint = {http://ijreeonline.com/article-1-934-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2024} }