The Effect of Sustained Teacher Feedback on CAF, Content and Organization in EFL Writing

Volume 8, Issue 2, July 2020, Pages 41-61

10.30466/ijltr.2020.120888

Ali Rastgou; Neomy Storch; Ute Knoch

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The Comparative Effects of Planning Time and Task Conditions on the Complexity, Accuracy and Fluency of L2 Writing by EFL Learners

Volume 8, Issue 1, January 2020, Pages 93-110

10.30466/ijltr.2020.120809

Ali Fazilatfar; Forugh Kasiri; Mohammad Nowbakht

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Task Design Characteristics and EFL Learners’ Complexity, Accuracy and Fluency during Uncontrolled Pair Interactions: A Naturalistic Perspective

Volume 6, Issue 1, January 2018, Pages 75-92

10.30466/ijltr.2018.20491

Edgar Emmanuell García-Ponce; Irasema Mora-Pablo; M. Martha Lengeling; Troy Crawford

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Metacognitive Awareness and the Fluency of Task-based Oral Output across Planning Conditions: The Case of Iranian TEFL Students

Volume 4, Issue 1, January 2016, Pages 11-26

10.30466/ijltr.2016.20375

Zohreh Seifoori

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• PDF 1.01 M

The Impact of Pushed Output on Accuracy and Fluency of Iranian EFL Learners’ Speaking

Volume 2, Issue 2, July 2014, Pages 51-72

10.30466/ijltr.2014.20413

Aram Reza Sadeghi Beniss; Vahid Edalati Bazzaz

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The Effect of Task Complexity on the Quality of EFL Learners’ Argumentative Writing

Volume 1, Issue 2, July 2013, Pages 115-134

Karim Sadeghi; Zahra Mosalli

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