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1	Levels of Reading Comprehension Across Text Types: A Comparison of Literal and Inferential Comprehension of Expository and Narrative Texts in Iranian EFL Learners [<Journal>]
	Saadatnia, Mahmood [Verfasser]; Ketabi, Saeed [Sonstige]; Tavakoli, Mansoor [Sonstige]
	DNB Subject Category Language
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2	Response, Resistance, or Restraint: A Triadic Model of Pre-service Teachers’ Perceptions on the (F)utility of Educational Therapy and Life Skills Education in ELT [<Journal>]
	Tavakoli, Mansoor [Verfasser]; Zabihi, Reza [Sonstige]; Ghadiri, Momene [Sonstige]
	DNB Subject Category Language
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3	The use of personal metadiscourse over monologic and dialogic modes of academic speech
	Zare, Javad; Tavakoli, Mansoor
	In: Discourse Processes 54 (2017) 2, 163-175
	IDS Bibliografie zur Gesprächsforschung
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4	Investigating what second language learners do and monitor under careful online planning conditions
	Ahmadian, Mohammad Javad; Tavakoli, Mansoor
	In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 70 (2014) 1, 50-75
	BLLDB
	OLC Linguistik
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5	L2 Reading Strategies Used by Iranian EFL Learners: A Think-Aloud Study
	Ghavamnia, Maedeh; Ketabi, Saeed; Tavakoli, Mansoor
	In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 34 (2013) 4, 355-378
	OLC Linguistik
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6	The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners� Written Production
	Ghavamnia, Maedeh; Tavakoli, Mansoor; Esteki, Masoos
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 20, 2013, pags. 31-43 (2013)
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7	The Effect of Keyword and Pictorial Methods on EFL Learners' Vocabulary Learning and Retention
	Tavakoli, Mansoor; Gerami, Elham
	In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 19, 2013, pags. 299-316 (2013)
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8	Change of the state representation of words in viewing instantaneous speech texts
	Ketabi, Saeed; Tavakoli, Mansoor; Yekta, Razieh Rabbani
	In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 22 (2012) 1, 88-104
	BLLDB
	OLC Linguistik
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9	A comparative study of requests among L2 english, L1 persian, and L1 english speakers
	Ghavamnia, Maedeh; Tavakoli, Mansoor; Rezazadeh, Mohsen
	In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Nº. 11, 2012, pags. 105-123 (2012)
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10	An investigation into the argumentation in dialogic media genres: the case of sport talk show interviews
	Ghadiri, Momene; Tavakoli, Mansoor
	In: Discourse & communication. - Los Angeles [u.a.] : Sage 5 (2011) 3, 273-288
	BLLDB
	OLC Linguistik
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11	Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction
	Sadeghi, Sima; Ketabi, Saeed; Tavakoli, Mansoor...
	In: English Language Teaching; Vol 5, No 1 (2012); p166 (2011)
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12	The Effectiveness of Explicit and Implicit Corrective Feedback on Interlingual and Intralingual Errors: A Case of Error Analysis of Students’ Compositions
	Falhasiri, Mohammad; Tavakoli, Mansoor; Hasiri, Fatemeh...
	In: English Language Teaching; Vol 4, No 3 (2011); p251 (2011)
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13	The cooperative principle in discourse communities and genres: a framework for the use of metadiscourse
	Abdi, Reza; Rizi, Manoochehr Tavangar; Tavakoli, Mansoor
	In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 42 (2010) 6, 1669-1679
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14	The Effect of Metadiscourse Awareness on L2 Reading Comprehension: A Case of Iranian EFL Learners
	Tavakoli, Mansoor; Dabaghi, Azizollah; Khorvash, Zohreh
	In: English Language Teaching; Vol 3, No 1 (2010); P92 (2010)
	Abstract: This research attempts to investigate the degree of students’ achievement in reading comprehension in English as a foreign language through explicit instruction in metadiscourse markers. For this purpose, 80 students studying at a language school (placed at intermediate levels of English language proficiency) were chosen to participate in the experiment. Every possible measure was taken to ensure that the participants lacked enough knowledge about metadiscourse. The participants were then randomly divided into four equal groups each containing twenty students. The first experimental group (EG1) included twenty participants who received instructions in both textual and interpersonal metadiscourse. The second experimental group (EG2) received instructions in only textual metadiscourse markers. The third experimental group (EG3) received instructions in only interpersonal metadiscourse. The control group received no specific instructions in metadiscourse and was only exposed to some input enhancement material and relevant exercises.As a result of running a number of statistical procedures, instruction on metadiscourse revealed a positive effect on the participants’ achievement in reading comprehension in English. The results of the study have some implications for materials designers; they can improve a learner’s ability to understand and remember information from the text by improving it textually and interpersonally.
	URL: https://doi.org/10.5539/elt.v3n1P92 http://ccsenet.org/journal/index.php/elt/article/view/5218
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