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Delving into the linguistic performance of EFL learners with varying linguistic backgrounds and potentials appears to be of huge significance, particularly in EFL classrooms. The knowledge of the potential variations between monolingual and bilingual EFL learners might help teachers better meet the needs of these learners, for instance through differentiated instruction for them. Accordingly, through a ten-session intervention on discourse markers (DMs), and providing sixty upper-intermediate Iranian monolingual and bilingual EFL learners with equal DM knowledge, the present study aimed to discover if bilingualism could lead to variations in DM usage, accuracy and recall between the two groups. Initially, to examine DM usage, the study explored the frequency of DM types and tokens, and to study DM usage accuracy, it examined the hurdles to DM employment (i.e., overuse, underuse, and misuse) in the participants' 180 paragraphs. To examine DM recall, we aimed at discovering whether the learners significantly varied in their performance on a DM multiple-choice test after attending the same ten-session intervention. With respect to DM usage, we observed minimal variation, with the monolinguals and bilinguals differing only in their use of exemplifier and conclusive markers, while indicating a similar pattern and range of DM tokens. Similarly, concerning DM usage accuracy, the groups mainly manifested a similar pattern but varied only due to the bilinguals' extreme overuse of DMs. However, the results concerning DM recall disclosed bilinguals as outperforming monolinguals significantly. The findings offer suggestions for the importance of understanding monolingual and bilingual EFL learners' linguistic performance.

Genre analysis (GA) studies aim at creating a relationship between the text features and their underlying objectives, systematically built upon a series of moves. Highly motivated by the need to improve graduate students' skills in writing research articles (RAs) and adopting Swales' (1990) Introduction-Method-Results-Discussion (IMRD) framework; the current action research reports on the stages of Genre-Based Instruction (GBI). At the same time, the research describes the features of the RA sections written by twelve Iranian MA TEFL students after the GBI, and reflects their views on this instruction. In parallel, the tasks were created framing the study within the situated learning theory (Lave & Wenger, 1991). The participants received instruction on the organization of RAs, with a particular emphasis on the moves and relying on Swales and Feak's (2012) tasks. Lecture session guidelines and in- and out-of-class group and individual tasks were planned to help form learner's rhetorical repertoire. Analyses of various drafts and student views indicated an advanced awareness and a nuanced understanding of the writing conventions practiced in the composition of the RAs. The results show that such courses could promisingly support early researchers to become members of the discourse community.

Since its inception, form-focused instruction (FFI) has been associated with grammar, with only a handful of studies examining its potential for vocabulary development (e.g., Laufer, 2006). Meanwhile, there has been an unresolved dispute between the two approaches of Focus on Form (FonF) and Focus on Forms (FonFs) in terms of their degree of efficiency. This classroom-based study sought to identify the most efficient FFI-driven approach in tapping learners' lexical as well as comprehension gains by drawing largely on the protocols provided in Ellis (2008) and Laufer (2005). Eighty-eight Iranian students in four intact classes at Allameh Tabataba'i University (two FonF, one FonFs and one meaning-focused) were presented with a series of teacher-designed mini-lessons. Their medium of exposure was video podcasts (newscasts). Students' gains were measured by active immediate and delayed vocabulary and comprehension tests. A series of between-groups multivariate analyses of variance revealed that both FonF groups outperformed the FonFs in terms of all three variables. This indicates that the tendency to analyze words in isolation, despite intensive rehearsals typical of FonFs, failed to outweigh the FonF conditions in which contextual associations are prioritized. The findings of the study could provide useful avenues for FFI-driven vocabulary learning and instruction.

We report the results of a bibliometric study of 696 empirical articles (EAs) published in TESOL Quarterly (TQ) over its lifespan (1967-2019). We report overall and periodic reviews (1967-1979, 1980-1989, 1990-1999, 2000-2009, 2010-2019) concerning the following themes: (1) contexts and participants, (2) research foci and theoretical orientations, and (3) research methodology and data sources. A typical article was written by a single author addressing a learning/teaching English issue related to undergraduates in US universities. The most common research foci were instruction, learning, and assessment. A quarter of the articles did not have a specifiable theoretical orientation, and for those that had, the main theoretical orientations were linguistic/scientific, linguistic/cognitive, and social. The most frequently used research methodologies were quantitative, qualitative, and eclectic, and the top three data sources used by researchers were elicitation, multiple sources, and observation. Based on the findings, we make suggestions for future research in TESOL. Overall, the present review and analysis of published EAs give readers a birdseye view of the research gravity in TQ over the last 52 years. [ABSTRACT FROM AUTHOR]

With the growing access to new types of reference tools, today's L2 writers have a plethora of choices when completing an academic writing assignment. Such resources are absent in most high-stakes academic writing exams, making the two situations dissimilar. Aimed to compare the performances of ESL writers in Exam and Non-exam (real-life) academic writing situations, the present study recruited seven ESL university students who had previously taken an IELTS test. The students completed two analogous writing tasks: an exam-setting and a Non-exam writing test which aimed to simulate the real-life setting. Coh-Metrix analysis of the linguistic features of syntactic complexity, lexical sophistication, and text cohesion of the writings suggested that the students improved the textual quality of their writings in real-life academic writing situation. In addition, FACETS analysis of the quality of the writings, as assessed by the human raters, showed that the students did not benefit equally from the merits of the real-life settings compared to the Exam settings. The findings suggest that the students spent different amounts of time and used different types of queries to consult with external resources. Students' background training and writing strategies can highly affect their performance in real-life academic writing compared to the writing exams, warning against the validity of such tests. [ABSTRACT FROM AUTHOR]

Incidental vocabulary learning is often seen as superior to direct instruction on many occasions. Meanwhile, upon the emergence of the World Wide Web, second language (SL) learners have been introduced to 'podcasts' (recorded audio and video online broadcasts) which could be authentic sources of vocabulary learning. The relatively recent phenomenon of video podcast (vodcast) might be considered as a reliable complementary source of input to the written text or the audio track which are predominantly used to represent the platforms of SL instruction. To examine this assertion, three groups of Iranian EFL learners (n=63) were independently exposed to different modes of input (the reading text, audio track, and vodcast) during a series of classroom sessions under highly controlled circumstances. Immediate and delayed passive recall tests of vocabulary were administered to investigate their incidental gains. A multivariate analysis of variance revealed that both dependent variables (immediate and delayed recall) were significantly affected by the input modes. The post-hoc tests indicated no significant difference between the written and the audio groups while the vodcast group significantly outperformed the other two. The rich contextual clues made available by this audiovisual source seem to account for its superiority. [ABSTRACT FROM AUTHOR]

The way we learn is very much affected by our personality. Practitioners have proposed that an understanding of personality type can help teachers explain why students approach tasks differently: some are successful, while some fail to participate in class activities (Oxford & Ehrman, 1990; Wilz, 2000). Meyers-Briggs's theory, anchored in Jung's work, introduces four different character types: Introvert/Extrovert, Sensitive/Intuitive, Thinking/Feeling, and Judging/Perceiving. The Meyers-Briggs Type Indicator (MBTI), a 93-item paper-and-pencil inventory, helps, as a reliable instrument, identify students' personality types. The current study aims at discovering the relationship, if any, between learner personality type and his writing ability in the first place and then between rater personality and his rating procedure. Eighty-six male and female graduate and undergraduate EFL students and their teacher who rated their essays participated in this study. The average of each learner's scores on two in-class writings, as well as midterm and final exams served as an index of his writing ability. The participants were also asked to fill out the MBTI questionnaire with two options for each item. Individuals were classified on the basis of their self-reported preferences. Analysis of data indicated that the only dimension showing significant impact across writing ability was the S/N preference. Surprisingly, a link was observed between rater personality and her rating procedure. [ABSTRACT FROM AUTHOR]

Background: Even though replication research has gained traction within academia over the recent years, it is not often well-received as a stand-alone thesis topic by supervisors and university administrators. Methods: In this qualitative investigation, we delve into the perspectives of academic supervisors on the feasibility of replication as a thesis topic within the field of applied linguistics (AL). Drawing on Institutional Theory, administrative pressures facing supervisors on what to be considered permissible for a thesis were also explored. By conducting semi-structured e-mail interviews with a global cohort of AL supervisors and a thematic analysis of their responses, a nuanced landscape was brought to light. Results: Supervisors outlined numerous benefits associated with replication including fostering academic advancement as well as providing opportunities for reevaluating prior research. Nonetheless, they also pointed to several obstacles along the way, such as concerns over originality, constraints on time and resources, and the necessity for mentorship. Moreover, supervisors emphasized their pivotal role as decision-makers in accepting or rejecting replication for a thesis project, while acknowledging the partial influence of institutional pressures. Conclusions: Lastly, some implications and recommendations on allocating more resources to replication research are provided.