Abdolvahed Zarifi

Iranian EFL Learners’ Reaction to Teacher’s Written Corrective Feedback

Providing different types of corrective feedback on learners’ writing is a common practice in writing classes. Applied linguists have also invested huge attempt in investigating the impact that coorective feedback might have on developing different language skills among EFL/ESL writers. Despite the breadth of empirical research on the issue, literature has witnessed very few studies addressing the writer thought processes in dealing with the corrective feedback they recieve from their instructors. Therefore, the present qualitative study, which explores the way Iranian EFL learners respond to teacher corrective feedback, is an answer to this research need. The study included a sample of ten female high school students who were purposively selected and investigated for the cognitive process they assumed in responding to teacher written corrective feedback and their preferences for CF in writing tasks. Findings of the study have revealed that EFL learners go through a long and sophisticated thought process, reviewing, evaluating and finally accepting or ‘submiting to’ teacher corrective feedback.

Developing Reading Materials for ESL Learners

This chapter discusses the issue of material preparation for a language reading course. It elaborates on some of the important elements that material developers should take into account in selecting and presenting the reading materials. Provision of materials is discussed in terms of the topics to be included and the vocabulary components of the content materials. More specifically, it discusses such topic-related issues as reader interest, needs, and schema that have been found as key success in reading activity. It also deals with the selection and presentation of vocabulary items that have proven to significantly affect reading performance.