Sima Khezrlou
Biographic Data
| ID | 6480026 |
|---|---|
| NAME | Sima Khezrlou |
| GIVEN NAMES | Sima |
| FAMILY NAME | Khezrlou |
| SIGNATURE | KHEZRLOU S |
| AFFILIATIONS | Urmia University |
| ORCID | 0000-0002-8477-1181 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Trainee EFL teachers’ development and implementation of tasks in young learner classrooms
This study investigated the impact of educating Austrian EFL teachers-in-training about the concept of task, on the premise that this understanding would be a significant prerequisite for them to effectively implement TBLT in their young learner classrooms. Participants were trainee teachers enrolled in a Master’s program, where TBLT was a module of one of their courses. The course content centered around Ellis and Shintani’s (2014) task principl…
Effects of task repetition with grammatizing on oral task performance and knowledge development
This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and productive knowledge (measured by a sentence-level oral production test) development. Im…
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production
Task complexity, task repetition, and L2 writing complexity
Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets of syntactic complexity as a key construct of pro…
Focus on form in task repetition through oral and written task modeling
This study expands upon research into task repetition effects by exploring the effect of task modeling between the performances of the same oral narrative task and its extension to a new task. Seventy-one advanced beginner English as a foreign language (EFL) learners were divided into three groups: task repetition with oral modeling (TR + OM), task repetition with written modeling (TR + WM), and task repetition with no modeling (TR). All groups e…
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement
Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions is one efficient way to materialize this objective.…
Explicit instruction through task repetition
The present study explored the effect of task repetition with and without explicit instruction on EFL learners’ (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14). The explicit and implicit knowledge was measured before the study began, after the main, repeated an…
Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions
Maureen S. Andrade and Norman W. Evans
Mastery of writing skills is considered a challenge for many learners including those with English as their first language. It is not that writing is difficult in itself; rather, a lack of adequately relevant and motivating instruction and response by the teacher can lead to challenges. It can be liberating for teachers to have a source supplying instructional strategies to eliminate learners’ writing problems (Harris et al. 2006). This volume is…
Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching
Psycholinguistic and Sociolinguistic Perspectives on Second Language Learning and Teaching
Maureen S. Andrade and Norman W. Evans
Mastery of writing skills is considered a challenge for many learners including those with English as their first language. It is not that writing is difficult in itself; rather, a lack of adequately relevant and motivating instruction and response by the teacher can lead to challenges. It can be liberating for teachers to have a source supplying instructional strategies to eliminate learners’ writing problems (Harris et al. 2006). This volume is…
Effects of computer-assisted glosses on EFL learners' vocabulary acquisition and reading comprehension in three learning conditions
Explicit instruction through task repetition
The present study explored the effect of task repetition with and without explicit instruction on EFL learners’ (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14). The explicit and implicit knowledge was measured before the study began, after the main, repeated an…
Focus on form in task repetition through oral and written task modeling
This study expands upon research into task repetition effects by exploring the effect of task modeling between the performances of the same oral narrative task and its extension to a new task. Seventy-one advanced beginner English as a foreign language (EFL) learners were divided into three groups: task repetition with oral modeling (TR + OM), task repetition with written modeling (TR + WM), and task repetition with no modeling (TR). All groups e…
The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement
Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions is one efficient way to materialize this objective.…
Task complexity, task repetition, and L2 writing complexity
Considering the increasing application of task-based frameworks to second language (L2) writing research, there has been a pressing need to examine TBLT views on the interactions between task conceptualization, task performance, and L2 writing outcomes. To address this need, the present study was designed to explore the synergistic effects of task complexity and task repetition on different facets of syntactic complexity as a key construct of pro…
Trainee EFL teachers’ development and implementation of tasks in young learner classrooms
This study investigated the impact of educating Austrian EFL teachers-in-training about the concept of task, on the premise that this understanding would be a significant prerequisite for them to effectively implement TBLT in their young learner classrooms. Participants were trainee teachers enrolled in a Master’s program, where TBLT was a module of one of their courses. The course content centered around Ellis and Shintani’s (2014) task principl…
Effects of task repetition with grammatizing on oral task performance and knowledge development
This study compared the effects of task repetition only (TR), task repetition with grammatizing (TR+GR), and grammatization with no task repetition (GR) on 94 EFL learners’ oral task performances. Participants’ productions were measured both in terms of complexity, accuracy, and fluency as well as receptive knowledge (measured by an error correction test) and productive knowledge (measured by a sentence-level oral production test) development. Im…
The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production
Psychology (9 works) · Computer Science (8 works) · EFL/ESL Teaching and Learning (8 works) · Linguistics (8 works) · Cognitive psychology (6 works) · Task Analysis (6 works) · Mathematics education (5 works) · Second Language Learning and Teaching (5 works) · Educational and Psychological Assessments (4 works) · Second language (3 works)