Leila Gholami
Biographic Data
| ID | 5436211 |
|---|---|
| NAME | Leila Gholami |
| GIVEN NAMES | Leila |
| FAMILY NAME | Gholami |
| SIGNATURE | GHOLAMI L |
| AFFILIATIONS | Arizona State University Tempe Arizona USA |
| ORCID | 0000-0001-5542-8854 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Investigating the zeolite performance in soil and water conservation after prescribed fires in degraded rangelands
Since the last decades, soil erosion and wildfires are significant threats to most societies and results in the loss of fertile layers and, consequently, in productivity. Changes in soil moisture and stability of soil grains, both in the short- and long-terms after a wildfire occurs, should be also considered as a parameter because they play a key role in plant growth and nutrition too. Adding conditioners to soil also helps to reduce runoff and …
Challenges and affordances of reading and writing development in technology-assisted language learning
The present study was conducted to investigate and confirm the efficacy of educational technologies that could facilitate reading and writing development (affordances). It also investigates and reports on problems with these educational technologies that could limit reading and writing development (challenges) in a technology-assisted language learning (TALL) environment. One hundred sixty-five Web of Science and Scopus indexed journal articles p…
The Efficacy of Incidental Attention to Formulaic and Nonformulaic Forms in Focus on Form
Focus on form (FonF) studies have predominantly addressed its effectiveness in improving learners’ syntactic, lexical, orthographic, and phonological knowledge. Extending the scope of this line of research to formulaic FonF practices, this study investigates the relative effectiveness of incidental FonF targeting formulaic versus nonformulaic forms through (successful) uptake rate and individualized posttests. Formulaic forms refer to collocation…
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices
Research on corrective feedback (CF) and language teachers’ beliefs and practices on the provision of CF has been mainly limited to learners’ non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners’ non-target-like use of formulaic sequences, that is, collocations, idioms, lexical bundles, and compounds (formulaic forms), has received scant attention in CF and teacher cognition studies…
Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions
Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently, learners' errors with formulaic sequences (FSs) comprising collocations, lexical bundles, idioms, an…
Formulaic focus-on-form episodes in adult EFL communicative interactions
Formulaic focus-on-form episodes in adult EFL communicative interactions
Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions
Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently, learners' errors with formulaic sequences (FSs) comprising collocations, lexical bundles, idioms, an…
Formulaic focus-on-form episodes in adult EFL communicative interactions
Incidental reactive focus on form in language classes: Learners' formulaic versus nonformulaic errors, their treatment, and effectiveness in communicative interactions
Research on incidental focus on form (FonF) has established associations among the nature of learner error, corrective feedback (CF), and effectiveness of CF measured through uptake. In this line of research, the analysis of learner error has been limited to errors with grammar, pronunciation, vocabulary, and spelling (nonformulaic). Consequently, learners' errors with formulaic sequences (FSs) comprising collocations, lexical bundles, idioms, an…
The Efficacy of Incidental Attention to Formulaic and Nonformulaic Forms in Focus on Form
Focus on form (FonF) studies have predominantly addressed its effectiveness in improving learners’ syntactic, lexical, orthographic, and phonological knowledge. Extending the scope of this line of research to formulaic FonF practices, this study investigates the relative effectiveness of incidental FonF targeting formulaic versus nonformulaic forms through (successful) uptake rate and individualized posttests. Formulaic forms refer to collocation…
Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices
Research on corrective feedback (CF) and language teachers’ beliefs and practices on the provision of CF has been mainly limited to learners’ non-target-like use of grammar, vocabulary, pronunciation, and spelling (non-formulaic forms). Consequently, learners’ non-target-like use of formulaic sequences, that is, collocations, idioms, lexical bundles, and compounds (formulaic forms), has received scant attention in CF and teacher cognition studies…
Challenges and affordances of reading and writing development in technology-assisted language learning
The present study was conducted to investigate and confirm the efficacy of educational technologies that could facilitate reading and writing development (affordances). It also investigates and reports on problems with these educational technologies that could limit reading and writing development (challenges) in a technology-assisted language learning (TALL) environment. One hundred sixty-five Web of Science and Scopus indexed journal articles p…
Investigating the zeolite performance in soil and water conservation after prescribed fires in degraded rangelands
Since the last decades, soil erosion and wildfires are significant threats to most societies and results in the loss of fertile layers and, consequently, in productivity. Changes in soil moisture and stability of soil grains, both in the short- and long-terms after a wildfire occurs, should be also considered as a parameter because they play a key role in plant growth and nutrition too. Adding conditioners to soil also helps to reduce runoff and …
Linguistics (5 works) · Psychology (5 works) · Computer Science (4 works) · EFL/ESL Teaching and Learning (4 works) · Focus on form (4 works) · Grammar (4 works) · Pronunciation (4 works) · Second Language Acquisition and Learning (4 works) · Vocabulary (4 works) · Mathematics education (3 works)