Sima Khezrlou, BA MA PhD
T: +43-1-4277-42449
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
Winter term 2024
120003 SE MEd 03: SE Applied Research Seminar - Classroom based research in L2 teaching and learning
120014 SE MEd 05: SE Thesis Seminar - Linguistics
124641 VO BEd 04.1: Language in a Social Context
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
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: Special issue: Individual Differences and TBLT. System: International Journal of Educational Technology and Applied Linguistics. https://doi.org/10.1016/j.system.2025.103629
Khezrlou, S. (2025). Task-Based Language Teaching. In G. Stockwell, & Y. Wang (Eds.), The Cambridge Handbook of Technology in Language Teaching and Learning Cambridge University Press. https://www.cambridge.org/core/books/abs/cambridge-handbook-of-technology-in-language-teaching-and-learning/taskbased-language-teaching/FB90902AF25ABEFD1BA5AFAA953303B9
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
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
Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). Calling Iranian learners of L2 English: effect of gloss type on lexical retention and reading performance under different learning conditions. Journal of Research in Reading, 40(S1), 66-86. https://doi.org/10.1111/1467-9817.12088
Department of English and American Studies
Spitalgasse 2
1090 Wien
Room: 3G-O2-24
T: +43-1-4277-42449