The Impact of Rhythm and Gender on Spelling Output of Iranian EFL Learners: A Cross-Sectional Study

Abstract

Teaching English as a Foreign Language (henceforth TEFL) has always been referred to as a complicated process, containing different methods of teaching and learning in addition to some other concepts such as teacher or learner (Brown, 2000). In order to overcome the obstacles faced during these processes, several scholars have presented different meta-models as to what the basic concepts of TEFL relate to. Like any other theoretical construct, a meta-model is meant “to bring to the surface what is hidden” (Katan, 2004, p.127). These methods and models have had a great deal of contribution to different aspects of TEFL, including four main skills in learning a foreign language, namely listening, speaking, reading and writing. Thus, it is assumed that dealing with different hints and points which may boost the learners’ minds and help the learners in understanding the phenomenon in question in a better way would be welcomed.