Sima Khezrlou, BA MA PhD
T: +43-1-4277-42449
Summer term 2026
120003 SE MEd 03: SE Applied Research Seminar
120014 SE MEd 05: SE Thesis Seminar - Linguistics
Winter term 2025
120003 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
124641 VO BEd 04.1: Language in a Social Context
126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching - Grammar Teaching in Second Language (L2) Pedagogy
Summer term 2025
120003 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
120014 SE MEd 05: SE Thesis Seminar - Linguistics
Khezrlou, S. (2026). Trainee EFL teachers’ development and implementation of tasks in young learner classrooms. ITL-International Journal of Applied Linguistics. https://doi.org/10.1075/itl.25005.khe
Abdi Tabari, M., Golparvar, S. E., & Khezrlou, S. (2025). The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production. System: International Journal of Educational Technology and Applied Linguistics, 130, Article 103629. https://doi.org/10.1016/j.system.2025.103629
Khezrlou, S. (2025). Effects of task repetition with grammatizing on oral task performance and knowledge development. Australian Review of Applied Linguistics, 48(2), 350-381. https://doi.org/10.1075/aral.23031.khe
Khezrlou, S., & Stockwell, G. (2025). A synthetic review of MALL research: Artifact, environment, and task. Digital Studies in Language and Literature. https://doi.org/10.1515/dsll-2024-0026
Khezrlou, S., & Dalton-Puffer, C. (2025). Pre-task planning in CLIL classrooms: A study of language choice and type of planning guidance in spoken geography tasks. Language Teaching for Young Learners. https://doi.org/10.1075/ltyl.25001.khe
Khezrlou, S. (2025). Task-based language teaching. In G. Stockwell, & Y. Wang (Eds.), The Cambridge handbook of technology in language teaching and learning (pp. 377-392). Cambridge University Press. https://doi.org/10.1017/9781009294850.028
Abdi Tabari, M., Khezrlou, S., & Tian, Y. (2024). Task complexity, task repetition, and L2 writing complexity: Exploring interactions in the TBLT domain. IRAL: International review of applied linguistics in language teaching, 62(2), 871-901. https://doi.org/10.1515/iral-2022-0123
Abdi Tabari, M., Khezrlou, S., & Ghanbar , H. (2024). Task repetition versus task rehearsal: Understanding effects of task-readiness factors and elemental genres on L2 writing task performance. Language Teaching Research. https://doi.org/10.1177/13621688241249689
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. Language Teaching Insights
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). 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. (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. (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
Department of English and American Studies
Spitalgasse 2
1090 Wien
Room: 3G-O2-24
T: +43-1-4277-42449