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This study explored the effects of three types of lexical tools (MOOCs, E-dictionaries, and lexical concordancers) and three types of lexical applications (technology-mediated communication-based applications (TMCA), Anki as an e-flashcard application, and WordUp as a dedicated lexical application) on learning academic core words among a sample of 74 EFL students in six groups. Furthermore, the effectiveness of lexical applications was compared in terms of being tutor-based form-focused or tool-based meaning-focused. After the treatments that included 24 60-minute sessions, students answered a research-made test developed based on the 85 words selected from Gardner and Davies' ([2014]. "A New Academic Vocabulary List." "Applied Linguistics" 35 (3): 305-327) academic vocabulary list (AVL). Data analysis using one-way ANOVA and independent-sample t-test indicated that vocabulary learning occurred more through lexical applications than lexical tools. MOOCs and lexical concordancers roughly equal outperformed the e-dictionaries group. Among the lexical applications, WordUp attained better results than TMCA and Anki Flashcard Program. Anki showed more gains in academic vocabulary learning than TMCA. Furthermore, the tutor form-focused application (WordUP) was more effective than the tool-based meaning-focused applications (TMCA+ Anki Groups). The findings of this investigation imply that language teachers can use more lexical applications to enhance the knowledge of academic core words.

Since its inception, pragmatic competence has been studied vastly; the majority of these studies, however, have examined pragmatic production, and pragmatic comprehension is chiefly under-researched. This lack of adequate research also stands true for the underlying pragmatic comprehension processes and strategies. Therefore, the present investigation aimed to find out L2 pragmatic comprehension strategies used by 40 (F=20, M=20) Iranian EFL learners and to discover whether there would be any differences between interlanguage pragmatic comprehension strategies used by male and female learners. Participants, selected based on stratified random sampling, were chosen on the basis of their performance on a paper-based TOEFL out of the initial sample of 90 students. Three data collection instruments were employed: a validated pragmatic test (Tajeddin & Ahmadi Safa, 2010), concurrent verbal think-aloud protocols, and retrospective verbal think-aloud protocols. Data analysis revealed three classes of pragmatic comprehension strategies. First, socio-pragmatic strategies that included politeness, formality, indirectness, and distance/power influences. Second, lexico-pragmatic strategies which were more frequent than grammatical strategies in the second category. Third, the cognitive strategies that comprised both top-down and bottom-up processing strategies in L2 pragmatic comprehension. Furthermore, it was found that gender did not play any significant role in the use of pragmatic comprehension strategies. Study findings suggest that explicit teaching of pragmatic comprehension strategies helps learners promote their L2 pragmatic comprehension.

Learners' self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners' self-regulation. To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning selfregulation. The comparisons showed that all three instructional methods were equally effective in improving the participants' online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners' self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners' self-regulation. [ABSTRACT FROM AUTHOR]

This article examined the effectiveness of the EFL and ESP curricula in Afghanistan universities. Specifically, it provided an overview of the current state of English programs and learners' and instructors' feedback on their learning and expectations. The data was collected via survey questionnaires and interviews with three groups of people. The first group is 300 Afghan EFL and ESP learners and instructors from seven different state universities of different provinces in Afghanistan who took part in this study. These universities include Nangarhar, Kandahar, Herat, Sayed Jamaluddin Afghan, Shaikh Zayed, Balkh and Kabul Education Universities. The second group is the university authorities and officials of the Ministry of Higher Education who participated in this survey. The third group of the participant is 20 EFL and ESP learners and instructors and 10 EFL and ESP curriculum planners. For the purpose of collecting data, a well-developed questionnaire was created. The collected data were analyzed by using Statistical Package for Social Sciences (SPSS version 23). The result revealed that the participants had a somehow positive attitude toward teaching and learning English as a foreign language. Also, it suggested that the students, as well as their instructors, have a low degree of a positive attitude toward the teaching system and curriculum. [ABSTRACT FROM AUTHOR]