Sima Khezrlou, BA MA PhD
T: +43-1-4277-42449
Summer term 2024
120003 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
Winter term 2023
120001 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
120002 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
120004 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
Khezrlou, S. (2024). Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge. Computer Assisted Language Learning, 37(1-2), 243-278. https://doi.org/10.1080/09588221.2022.2033789
Abdi Tabari, M., Khezrlou, S., & Tian, Y. (2024). Verb argument construction complexity indices and L2 written production: effects of task complexity and task repetition. Innovation in Language Learning and Teaching, 18(1), 1-16. https://doi.org/10.1080/17501229.2023.2211955
Khezrlou, S. (2023). Focus on form in task repetition through oral and written task modeling. IRAL: International review of applied linguistics in language teaching, 61(2), 479-518. https://doi.org/10.1515/iral-2020-0125
Khezrlou, S. (2023). Repeated academic writing with synchronous and asynchronous teacher electronic feedback: How are macro and micro aspects affected? In J. Qin, & P. Stapleton (Eds.), Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning (pp. 63-79). Routledge, Taylor & Francis. https://doi.org/10.4324/9781003279358-5
Khezrlou, S. (2023). The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions? Language Awareness, 32(3), 387-420. https://doi.org/10.1080/09658416.2023.2177659
Khezrlou, S. (2022). Insights into task-based language teaching. Castledown Publishers.
Abdi Tabari, M., Khezrlou, S., & Tian, Y. (2022). Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain. IRAL: International review of applied linguistics in language teaching. https://doi.org/10.1515/iral-2022-0123
Khezrlou, S. (2021). Effects of task repetition with written corrective feedback on the knowledge and written accuracy of learners with different prior knowledge of the structure. Revista Española de Lingüística Aplicada, 34(2), 464-493. https://doi.org/10.1075/resla.19054.khe
Khezrlou, S. (2021). Effects of timing and availability of isolated FFI on learners’ written accuracy and fluency through task repetition. The Language Learning Journal , 49(5), 568-580. https://doi.org/10.1080/09571736.2019.1656765
Khezrlou, S. (2021). Explicit instruction through task repetition: Effects on explicit and implicit knowledge development. Language Awareness, 30(1), 62-83. https://doi.org/10.1080/09658416.2020.1866590
Khezrlou, S. (2021). Learners’ reflective practice between the repeated performances of tasks: Effects on second language development. Dutch Journal of Applied Linguistics, 10. https://doi.org/10.51751/dujal9458
Khezrlou, S. (2020). The role of task repetition with direct written corrective feedback in L2 writing complexity, accuracy and fluency. Journal of Second Language Studies, 3(1), 31-54. https://doi.org/10.1075/jsls.19025.khe
Khezrlou, S. (2020). Training planning in second language narrative writing. ELT Journal, 74(1), 49-62. https://doi.org/10.1093/elt/ccz050
Khezrlou, S. (2019). Form-focussed Instruction in CALL: What Do Learners Think? RELC journal : a journal of language teaching and research in Southeast Asia, 50(2), 235-251. https://doi.org/10.1177/0033688217738820
Khezrlou, S. (2019). Task repetition and corrective feedback: The role of feedback types and structure saliency. English Teaching & Learning, 43(2), 213–233. https://doi.org/10.1007/s42321-019-00025-2
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116. https://doi.org/10.1016/j.system.2017.01.009
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: Self and other determinants. Teacher Development, 20(5), 631-647. https://doi.org/10.1080/13664530.2016.1185028
Sadeghi, K., & Khezrlou, S. (2015). Discourse in English language education. Discourse & Communication, 9(1), 128-131. https://doi.org/10.1177/1750481314553533a
Khezrlou, S. (2015). Innovations in learning technologies for English language teaching. RELC journal : a journal of language teaching and research in Southeast Asia, 46(2), 205-207. https://doi.org/10.1177/0033688214562798
Sadeghi, K., & Khezrlou, S. (2015). Language learning beyond the classroom. Iranian Journal of Language Teaching Research, 3(2), 119-121. https://doi.org/10.30466/ijltr.2015.20393
Department of English and American Studies
Spitalgasse 2, Hof 8 (Campus)
1090 Wien
T: +43-1-4277-42449
F: +43-1-4277-842449