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Recently ELT has witnessed the debate between the proponents of non-interventionist and interventionist views towards SLA. Different versions of form-focused instruction (FFI) are being practiced despite the fashionable meaning-focused instruction (MFI) of the communicative era. Nevertheless, a question still remains: "when is the time to intervene?" The present research targeting this very question compared the efficacy of proactive and reactive FOF on the grammar improvement of 120 Iranian EFL learners at two proficiency levels of beginner and upper-intermediate. The results indicated that...

Fuzzy Partial Credit Scoring Method (FPCS) was proposed with the primary aim of moving beyond the zero-one view for measuring knowledge on MC tests. The present study compared 2229 test takers' ranks on the Master of Art (MA) Teaching English as a Foreign Language (TEFL) State University Entrance Examination )UEE( obtained through the application of both the FPCS method and the conventional correction for guessing scoring. The results revealed that there were more than 70 differences in more than 50% of test takers' ranks when the two scoring methods were compared. The findings also...