The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency
The Impact of Metacognitive Instruction on EFL Learners’ Listening Comprehension and Oral Language Proficiency

Mehrak Rahimi; Maral Katal

Volume 32, Issue 2 , July 2013, , Pages 69-90

https://doi.org/10.22099/jtls.2013.1555

Abstract
  The aim of the current study was to examine the effect of metacognitive instruction on EFL learners’ metacognitive awareness of listening strategies, listening comprehension, ...  Read More
Group Dynamic Assessment: An Inventory of Mediational Strategies for Teaching Listening
Group Dynamic Assessment: An Inventory of Mediational Strategies for Teaching Listening

Mohammad Alavi; Shiva Kaivanpanah; Karim Shabani

Volume 30, Issue 4 , March 2012, , Pages 27-58

https://doi.org/10.22099/jtls.2011.370

Abstract
  Group dynamic assessment (G-DA) grounded in Vygotsky’s socio-cultural theory (SCT) is believed to have the potential to provide a context for capturing a group of learners’ ...  Read More