Mostafa Pourhaji
Biographic Data
| ID | 6480202 |
|---|---|
| NAME | Mostafa Pourhaji |
| GIVEN NAMES | Mostafa |
| FAMILY NAME | Pourhaji |
| SIGNATURE | POURHAJI M |
| AFFILIATIONS | Shahid Beheshti University of Medical Sciences |
| ORCID | 0000-0002-8901-5641 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production
The present study investigated the effects of pre-task explicit instruction, input modality of task types, and working memory (WM) on the oral production of second language (L2) learners. It employed a 2 × 2 factorial design, randomly assigning 83 high school students to four groups based on instructional treatment (with or without pre-task explicit instruction) and task type (picture story-retelling vs. dictogloss task). Analysing the complexity…
Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair
Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time speech. The present study addresses this gap by examining the effects of pre‐task explicit instruction, task i…
The contributions of working memory and pre-task explicit instruction to L2 oral performance
The contributions of working memory and pre-task explicit instruction to L2 oral performance
The effects of pre-task explicit instruction, input modality of task types, and working memory on L2 oral production
The present study investigated the effects of pre-task explicit instruction, input modality of task types, and working memory (WM) on the oral production of second language (L2) learners. It employed a 2 × 2 factorial design, randomly assigning 83 high school students to four groups based on instructional treatment (with or without pre-task explicit instruction) and task type (picture story-retelling vs. dictogloss task). Analysing the complexity…
Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair
Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time speech. The present study addresses this gap by examining the effects of pre‐task explicit instruction, task i…
EFL/ESL Teaching and Learning (3 works) · Working memory (3 works) · Artificial Intelligence (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Psychology (2 works) · Second language (2 works) · Arithmetic (1 work) · Articulatory suppression (1 work)