Iran Language Institute Research Articles

The Writing Performance of Iranian EFL Learners in the Light of Metadiscourse Awareness

In the framework of language teaching, the writing skill requires to be encouraged during the language learners’ course of study. Since metadiscourse markers help transform a tortuous piece of text into a coherent and reader-friendly one, knowledge about the metadiscourse, amongst other things, is used to improve writing skill. The current study aimed to investigate the influence of instruction of metadiscourse markers on intermediate EFL learners’ writing performance by using metadiscoursal taxonomies proposed by Hyland (2005). For this purpose, a pet test was administrated to 60 intermediate students in Iran Language Institute in Urmia. Having being homogenized by Preliminary English Test (PET), they were assigned randomly into two groups. Both the control and the experimental group sat for a pretest of writing test in the form of a cloze test which aimed to measure the learners’ initial knowledge of writing performance. The experimental group was exposed to explicit instruction of metadiscourse markers for seven successive sessions. On the other hand, the control group didn’t receive any instruction. Eventually, a post test designed to evaluate their writing ability with the focus of metadiscourse markers was administered to both groups. The findings implied generally that the implementation of metadiscourse markers (via instruction) significantly improves EFL learners’ writing ability.

Reflective Teaching through Videotaping in an English Teaching Course in Iran

The purpose of this study was to investigate videotaping as a strategy for EFL teachers’ reflective teaching. To this end, eight participants were selected from a language institute in Iran and were under investigation for over a period of one month and a half. The data were triangulated from different sources: videotaping; self-reflection sheets; and semi-structured interviews. The analysis of in situdata suggested that there is a significant difference between teachers’ self-evaluations of their own teaching process at the beginning and end of the semester. Results also demonstrated that the contents of reflective teaching can be summarized into a framework including eight categories of communication patterns in the classroom, the affective climate of the classroom, classroom management, error correction, teacher’s physical appearance, teaching techniques and strategies, professional development, and teacher’s command of English. The current study may have some enticing implications for EFL teachers, materials developers, teacher trainers and syllabus designers.

Una Comparación del Efecto del Uso de Anotaciones de Texto-Imagen y Audio-Imagen para Facilitar la Recordación de Vocabulario en Segunda Lengua en Estudiantes Iraníes de Inglés como Lengua Extranjera

El presente estudio comparó el efecto del uso de anotaciones multimedia de texto-imagen y anotaciones de audio-imagen para facilitar la recordación de vocabulario en segunda lengua en estudiantes iraníes de inglés como lengua extranjera. Los participantes fueron seleccionados de dos aulas de clases de 80estudiantes de nivel avanzado de inglés de un instituto de idiomas en Irán. El nivel de inglés de los participantes se determinó a partir de sus calificaciones en la prueba de proficiencia PET. Fueron seleccionados 62 estudiantes para el estudio general y posteriormente fueron divididos aleatoriamente en dos gruposexperimentales: grupo de anotaciones de texto, grupo de anotaciones de audio y un grupo de control. Después de responder la prueba de vocabulario, los participantes hicieron clic en las palabras desconocidas para tener acceso a las anotaciones disponibles mientras realizaban la lectura. El grupo de estudiantes que utilizaron anotaciones de texto- imagen pudo visualizar la explicación textual y la descripción pictórica y el grupo que utilizó anotaciones de audioimagen pudo ver la descripción pictórica y escuchar una explicación oral. Al terminar la lectura, los estudiantes finalizaron el examen final. Los resultados del estudio demostraron que el uso de anotaciones de audio-imagen es más eficaz que el uso de anotaciones texto-imagen para la recordación inmediata de vocabulario en segunda lengua. Los resultados sugieren que el proporcionar anotaciones de texto o audio de nuevas palabras puede ayudar a recordar vocabulario nuevo al leer.

The Relationship between Emotional Intelligence and Learning Strategies among Iranian EFL Learners

The primary objective of this study was to investigate the relationship between Iranian EFL learners' emotional intelligence and their use of learning strategies. In so doing, one hundred English advanced learners of Iran Language Institute (ILI) at Shiraz branch (30 males and 70 females) were selected to participate in this study. The Bar-On (1980) Emotional Quotient Inventory questionnaire (EQ-I), and the Strategy Inventory for language Learning (SILL) (Oxford, 1990) were administered to determine the significance of the relationship between emotional intelligence and learning strategies. The results of correlation showed that there were positive significant relationships between some components of the two variables. The intra personal skill had positive correlations with memory strategies (r=.000, p<.05), cognitive strategies(r=.000, p<.05), metacognitive strategies(r=.006, p<.05), and social strategies(r=.02, p<.05).which showed that learners with intra personal skill use different learning strategies. There were also a positive correlation between social strategies with adaptability (r=.009, p<.05), and stress management (r=.004, p<.05). A positive correlation was also seen between memory strategies and stress management (r=.04, p<.05). The results of this study clearly depicts that among the emotional intelligence variables, intra personal skill got the highest relationship with components of learning strategies. This study has some pedagogical implications for researchers, teachers, policy makers, and educators.

THREE TYPES OF COMMENTS ON CONTENT: TEACHER VS. PEER FEEDBACK

This study was conducted to examine the effect of three types of comments, i.e. imperatives, questions, and statements, with different communicative purposes, i.e. giving information and making a request, given by an ELT teacher and peers on students’ revision of their writings. Sixty-four female students, between 16 and 26 years old studying at high-intermediate level of English language proficiency in Iran Language Institute (ILI) participated in this quasi-experimental study. They constituted four intact classes, two of which received feedback on their writing from their teacher, and the other two received peer feedback. One hundred and twenty eight pairs of students’ drafts including 672 instances of revisions of their writings based on teacher or peer comments were collected and analyzed based on the rubric designed by Ferris (1997). It was found that questions and statements provided by the teacher with the purpose of making a request, and statements given by the peers with either one of communicative functions all bring about the best results in students’ writings. On the other hand, the analysis of the revisions made by the students showed that statements provided by the teacher for the purpose of giving information has the least positive effect on the students’ modifications. Surprisingly, questions provided by the teacher and peers with the purpose of giving information were found to have negative effects on the students’ writing.

The potentiality of computer-assisted instruction towards ameliorating Iranian EFL learners' reading level

The fundamental objective behind the present study is to demonstrate the visible effect of Computer-Assisted Instruction upon Iranian EFL learners' reading performance, and to see if it has any impact upon this skill in the Iranian EFLeducational settings. To this end, a sample of 50 male and female EFL learners was drawn from an English language institute in Iran. After participating in a proficiency pretest, these participants were assigned into two experimental and control groups, 25 and 25, respectively. An independent sample t-test was administered to find out if there were salient differences between the findings of the two selected groups in their reading test. The key research question was to see providing learners with computer-assisted instruction during the processes of learning and instruction for learners would have an affirmative influence upon the improvement and development of their reading skill. The results pinpointed computer-assisted instruction users' performance was meaningfully higher than that of nonusers (DF = 48, P < 05). The consequences revealed that computer-assisted language learning and computer technology application have resulted in a greater promotion of students' reading improvement. In other words, computer-assisted instruction users outperformed the nonusers. The research, therefore, highlights the conclusion that EFL learners' use of computer-assisted instruction has the potential to promote more effective reading ability.

The relationship between anxiety, shyness, ambiguity tolerance, and language learning strategies

AbstractResearch has indicated that there is an association between the use and choice of learning strategies and different variables like learning contexts, learner characteristics, learning experiences, language proficiency, and cultural and educational backgrounds. To add to the thriving body of knowledge in this area, the present study, therefore, was an attempt to identify the relationship between learner characteristics of shyness, anxiety, ambiguity tolerance, and language learning strategies (LLS). To this end, 132 advanced and pre-intermediate female and male students between the ages of 16 and 18 in one language institute in Iran participated in this study. All the participants were invited to fill out four questionnaires to operationalize the above constructs. The results of a one-way between-groups multivariate analysis of variance showed that the most shy, the most anxious, and the least ambiguity tolerant learners use more strategies. No significant correlation was observed between anxiety a...

The Impact of Computer-Assisted Language Learning Applications on Incidental Vocabulary Recall and Retention

This study reports on an investigation into the effect of Computer Assisted Vocabulary Learning (CAVL) on fostering the incidental vocabulary gain of 62 pre-intermediate teenage learners of English studying in a language institute in Iran. These participants were randomly assigned to CAVL and traditional teacher-led groups. Additionally, the two groups’ perceptions towards Computer-Assisted Language Learning (CALL) and Computer-Assisted Learning (CAL) were surveyed and compared. A multimedia application integrating contextual cues, frequency of occurrence, dictionary definitions, and textual and audio annotations, was developed uniquely for the purposes of this experimental research. In order to measure and compare the vocabulary recall and retention of the two groups, a pretest-posttest research design was utilized. The results of the immediate posttest demonstrated that the students in the CAVL group significantly outperformed those of the non-CAVL group, confirming superior recall of the new words. Although the latter groups’ scores on the delayed posttest were also higher than the former groups’ scores, in comparison to the immediate posttest, a considerable decrease in the CAVL groups’ vocabulary retention was observed. Moreover, even though both groups perceived CAL as an effective method of learning, the perceptions of the participants in the CAVL group were more positive toward CALL.

On the implementation of critical pedagogy in english language institutes in Iran

&lt;p&gt;This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first, the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116 instructors teaching at language institutes to collect the required quantitative data. In the second phase of the study, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;Keywords: critical pedagogy (CP), educational contexts, foreign language teachers, prescriptive supervision&lt;/p&gt;&lt;p&gt;&lt;strong&gt; &lt;/strong&gt;&lt;/p&gt;

On the implementation of critical pedagogy in english language institutes in Iran

This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first, the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116 instructors teaching at language institutes to collect the required quantitative data. In the second phase of the study, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation. Keywords: critical pedagogy (CP), educational contexts, foreign language teachers, prescriptive supervision

Message From the Editor

It is an honour for us to welcome you as Editors of World Journal on Educational Technology which has accepted publications indexed in qualified databases since 2009. We are ready to publish the new studies of World Journal on Educational Technology which has 5 full length articles written by authors from, Jordan, Iran, Russia and Turkey.&#x0D; The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Majedah Fawzi Abu Al Rub examined the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students.&#x0D; On the other hand, Forouzan Rezaeian Tiyar and Hooshang Khoshsima investigated the Expectation-Confirmation Model (ECM) factors of Post-Adoption Expectation (PAE) which is explored via using language learners’ post-adoption experiences in the use of e-learning systems. Learning process, tutor interaction, peer interaction, and course design are the four factors identified used for extending the perception of language learners’ experiences in e-learning. Also, Marina Valeryevna Kuimova, Maksim Anatolyevich Golousenko, Denis Sergeevich Nikiforov and Vladislav Vladimirovich Shcherbakov aimed in their study of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies the theoretical background of WebQuest as a valuable tool and proves that it helps learners to acquire linguistic and extra-linguistic knowledge. And, Afsaneh Baharloo and Saeed Mehrpour aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. &#x0D; Finally, Ali Semerci and Hafize Keser carried out a study on instructors. In this study, instructors’ computer self-efficacy perceptions are examined in terms of variables such as age, gender, academic status, teaching experience, computer literacy and computer skills. The study is a descriptive one in which relational scanning method has been utilized.&#x0D; I would like to express my thanks to all authors preferring World Journal on Educational Technology to make their articles published, all reviewers working seriously in the process of publishing, and also quest editors supporting us in this process.&#x0D; &#x0D; Best regards,&#x0D; Editor-in-Chief&#x0D; Assoc. Prof. Dr. Fezile Ozdamli

Pragmatic Content in Global and Local ELT Textbooks

This study is an attempt to explore the frequency of pragmatic content occurrence represented as three speech acts of requesting, refusing, and apologizing in global and local English Language Teaching (ELT) textbooks. Three global elementary ELT textbooks, namely Interchange, Top Notch, and American English File along with the local elementary textbooks of Iran Language Institute (ILI) Series, were examined for their pragmatic content. To analyze the pragmatic content of these textbooks, the researchers used three different frameworks. The results indicated that while both global and local ELT textbooks shared a sufficient number of speech acts of request and refusal, they failed to pay enough attention to the speech act of apology regarding its frequency and the strategies through which it is performed. To sum, the findings of this study highlight the differences in the frequency of different speech acts and the strategies used to perform them in global and local elementary ELT textbooks, which bear some implications for ELT textbook developers and language instructors.

Second Language Acquisition Research and Language Pedagogy: A Critical View

&lt;p class="1"&gt;&lt;span lang="X-NONE"&gt;Over the past several decades, a substantial body of research on second language acquisition has been provided. The current study was an attempt to investigate language teachers’ views on applying research findings in their every day practice of language teaching through a critical lens. Data for this qualitative study was collected by means of a semi structured interview with 10 language teachers teaching English at different language institutes in Iran. Analyses of data revealed that, although teachers find second language acquisition research a useful tool for their professional development; they do not usually consult bodies of research in their every day teaching practice. They report problems in applying second language research in their practice due to problems with practicality, particularity, and possibility. The findings suggest that language teachers need to be exposed to insight from SLA research and practice.&lt;/span&gt;&lt;/p&gt;

Lexical Inferencing in Listening: Depth of Vocabulary Knowledge and Listening Proficiency

&lt;p&gt;Lexical inferencing as an efficient strategy to deal with unfamiliar words is suggested to be the most commonly used strategy among students, thus it has attracted much attention in the comprehension literature. While literature abounds with inferencing studies in reading, few studies have delved into the processes involved in listening. This study sought to investigate the role of depth of vocabulary knowledge (DVK) in lexical inferencing success and determine the relationship between students' DVK and listening proficiency. To this end, 56 upper-intermediate TOEFL applicants from 2 language institutes in Iran participated in this study. The participants were assigned to three levels of High- Mid- and Low-proficiency and in a consequent session were required to take the 40-item DVKT (Depth of Vocabulary Knowledge Test). In the final step the students sat for the lexical inferencing task and were required to identify the meaning of 17 unfamiliar words in 8 listening excerpts. The results indicated that DVK was a determining factor in lexical inferencing success, and that there was a positive relationship between students' DVK and their listening proficiency.&lt;/p&gt;

The Effect of Collaborative Work on Improving Speaking Ability and Decreasing Stress of Iranian EFL Learners

This study aimed to explore the effect of collaborative learning on improving speaking ability and decreasing stress of Iranian EFL learners. To this end, after the administration of the Solution Placement Test (Edwards, 2007), a total of 60 female intermediate EFL learners were selected out of a population pool of 80 studying at a private language institute in Iran. Their age range was between 18 and 22 and they were randomly assigned to two groups of control and experimental (N=30). Participants in experimental group were given some collaborative tasks, they needed to work in groups and those in control group were given the same tasks but they had to do them individually. Each group did the tasks in six sessions. In order to examine the effect of collaborative learning on improving speaking ability, an oral interview was conducted before and after the treatment with all the participants in each group. Furthermore, to examine the effect of collaborative learning on decreasing stress, pre- and post-anxiety tests were administered to the participants. The results of the independent-sample t-test analysis for oral interview revealed that the participants in experimental group outperformed the control group in terms of speaking ability. Also, the results of the independent-sample t-test analysis for anxiety posttest revealed that the participants in experimental group had less stress after doing collaborative activities. The attitudes of the participants were explored through a questionnaire which was given to all the participants in the experimental group. The analysis of the responses demonstrated that they had positive attitudes towards collaborative learning. This study offers some implications for EFL teachers, learners, and curriculum designer DOI: 10.5901/mjss.2015.v6n4s1p274

Relationship between Teachers’ Job Satisfaction and Their Attitudes towards Students’ Beliefs and Motivation

Many studies have been done in the developed countries due to the importance of job satisfaction; however, only a limited number of studies have been conducted on teachers’ job satisfaction in Iran. This study is an attempt to investigate the relationship between teachers’ job satisfaction and their attitudes towards students’ beliefs and motivation.To this end, both qualitative and quantitative research methods including interview protocols and questionnaire were utilized. To collect data, in the quantitative part of the study, a validated questionnaire was administered to sample of 340 among the English teachers, teaching in Iranian language institutes in Isfahan. After gathering the questionnaires, those teachers willing to be interviewed were selected for in-depth interview. Both quantitative and qualitative data were categorized, coded and analyzed based upon the main themes and the respective research questions. The results revealed that there are empirically positive significant relationships (t > 2.56, P < 0.001) between teachers’ job satisfaction and their attitudes toward students’ motivation and beliefs. Moreover, the interviews showed that teachers’ level ofjob satisfaction was high, although they are not satisfied with financial matters. The finding can shed more light on the area of teachers’ job satisfaction and related factors to have better understanding of the relationship between job satisfaction and job performance. Furthermore, educational institutions through considering the results of the study can improve teachers’ perceptions of their job and improve job environment to manage language learning institutes or schools better than before.

LEARNER INITIATIVES ACROSS QUESTION-ANSWER SEQUENCES: A CONVERSATION ANALYTIC ACCOUNT OF LANGUAGE CLASSROOM DISCOURSE

This paper investigates learner-initiated responses to English language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. Classroom discourse research has largely neglected learner initiative in this pedagogically crucial arena. Addressing this pedagogical issue and drawing on sociocultural theory and situated learning theory, this qualitative study focuses on meaning-focused question-answer sequences to understand whether unfolding sequences, as structured by teachers, solicit learner-initiated participation. The data come from 10 videotaped and transcribed lessons from seven English teachers and their intermediate level students, at four private language institutes in Iran, which were analyzed within conversation analysis framework. Based on detailed analysis of classroom episodes, a very small number of learner initiatives was uncovered. The analysis revealed that several interactional practices by teachers (addressing the whole class, extending wait-time, encouraging student-student interaction, acknowledging response, giving positive feedback, and using continuers) tend to prompt learners’ initiation and learners can also create learning opportunities for themselves (following silence or following their own or other initiation). To characterize the findings, a typology of interactional acts that prompt solicited and unsolicited learner initiation is also provided. Some episodes are analyzed and the implications for teachers and teacher educators are also discussed.

Dynamic Assessment for Better Placement: Implications of Vygotsky’s ZAD and ZPD

As argued by Poehner (2008), Dynamic Assessment (DA) can substantially improve our understanding of students’ abilities and promote their development at the same time by providing information on both the individuals’ Zone of Actual Development (ZAD) and their Zone of Proximal Development (ZPD), and this way helps us avoid overestimates and underestimates of these individuals’ abilities. The present study, as a result, was an attempt to investigate the role DA can play in students’ placement into appropriate levels and courses of education. For this end, the researchers observed and recorded the placement interviews of four placement teachers in the Iran Language Institute (ILI) and Nashr-e-Zaban. The researchers analyzed the gathered data and found out that the placement teachers dealt more with the students’ ZAD than their ZPD. Adopting the Interactionist Model of DA, and believing that “understanding individuals’ abilities necessitates intervention” (Poehner, 2008, p. 113), the researchers discussed DA and its key concepts including ZPD, mediation, scaffolding, intervention, the assessment-instruction integration and the role these could play in a better prediction of the students’ future performance and emergent abilities. Having discussed DA and its key concepts using some examples from previous placement interviews in a six-hour course, the researchers observed and recorded the placement interviews of the four teachers in the following term. The gathered data were transcribed and interpreted to see if the intervention had an effect on placement teachers’ performance of placement interviews. The results showed that placement teachers then relied more on DA and its key concepts as better indicators of students’ future performance. The implications are for those teachers who hold placement interviews to adopt a more development-oriented approach and assess the students’ both ZAD and ZPD so that they can avoid misplacements into inappropriate levels and courses.

Evaluating ILI Advanced Series through Bloom's Revised Taxonomy

Abstract. This study investigated Iran Language Institute Advanced Series terms of learning objectives based on Bloom's Revised Taxonomy. It examined the cognitive, affective and psychomotor domains to see how the critical thinking skills are used and to what extent these books are different from each other. For these purposes, the frequencies, percentages and Standard Residual were analyzed. Results revealed that the lower-order cognitive skills (i.e. remembering, understanding and applying) were used more frequently than the higher-order ones (i.e. analyzing, evaluating and creating) ILI Advanced Series. However, there were not any significant changes cognitive skills from Book 1 to Book 2 and Book 3. Although the sub categories of affective skills especially the Valuing in Advanced 2 were more than the other books, the affective skills have not been focused differently ILI Advanced Series. Finally according to Chi-square we could claim that there were significant differences among ILI advanced Series terms of sub categories of psychomotor skills.

The Effect of Lexical-Temporal-Indicator Prompt vs. Metalinguistic Prompt on The Field-Dependent EFL Learners’ Past Tense Acquisition

This study investigated the efficacy of lexical-temporal-indicator (LTI) prompt vs. metalinguistic prompt among field-dependent (FD) learners in their acquisition of past tense. To this end, four intact classes at Iran Language Institute (ILI) with a total number of 86 teenage learners at elementary level were selected. A Group Embedded Figures Test was utilized to specify field-dependent learners. A pretest with a focus on past tense was used to ascertain that the learners were not familiar with the targeted feature. Two groups out of four classes with an equal number of FD learners (n=17, n=17) received LTI and metalinguistic prompts as their treatments respectively. The one-month treatment was administered for the first 20 minutes of eight sessions. Then, an immediate parallel post-test was administered to compare the performance of the two groups. The findings revealed that FD learners receiving LTI prompt did better than those receiving metalinguistic prompt. Based on the findings, it can be concluded that LTI prompt is more favored than metalinguistic prompt by FD learners. DOI: 10.5901/mjss.2015.v6n3s2p482