ahmadreza lotfi

The present study aims at investigating the differential effects of two types of instruction (explicit versus implicit) on the learning of English articles by Iranian EFL learners. To achieve this aim, 90 intermediate undergraduate students at Islamic Azad University, Shahreza Branch, whose major was English Translation were selected for the experiment. Then, they were divided into three groups namely, explicit group (EG), implicit group (IG), and control group (CG). The EG received instruction on English articles through two popular grammar- books, namely ‘Essential Grammar in Use’ by Murphy (1998) and ‘Oxford Practice Grammar’ by Eastwood (1999). The second group received instruction on English articles by employing the technique of textual input enhancement. The third group received similar instruction like IG except that English articles were not enhanced for this group. After analyzing the data on pre- and posttests, the results showed that the three groups of EG, IG, and CG improved significantly from pretest to posttests. Moreover, on the posttest, the EG learners significantly outweighed the IG learners, who were in turn found to be significantly better than their counterparts in the CG. The results of this study have several important implications for the classroom practice concerning the controversial issue of teaching English articles.

The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, and considerable teaching experience. To this end, a convenience sample, including 382 Iranian EFL teachers from 660 branches of five countrywide English language institutions, participated in a sequential explanatory mixed-method study. In the quantitative phase, a multivariate approach to comparison was adopted, and the three groups were compared in terms of a linear combination of nine subscales representing teachers’ pedagogical knowledge base. As shown by the results, the between-group differences in four of the nine sub-domains yielded a significant between-group gap in the overall level of teacher cognition. These differentiating knowledge areas included knowledge of learning, teaching, classroom management, and professional self. A qualitative follow-up phase was then launched in which a 95-member sample of the participants attended a retrospective interview to delve deeply into the nature of the four differentiating subdomains. The qualitative results divulged the processes and reasons underlying the four differentiating knowledge areas. The findings may have new insights into the exact nature of Iranian EFL teachers’ intellectual peculiarities at different stages of a teaching career.

Fictive motion, a figurative motion of an entity conjured up as a continuous motion of a stationary abstract object, plays a key role in language and caption (Talmy, 2000a). Accordingly, fictive motion paths and orientation paths were subject to scrutiny in the present study. From cognitive semantics, Talmy's (2000a, p. 103) classifications of fictive motion events were broached through several examples. To this end, a preference task entailing 16 extracted sentences from Talmy's (2000a) classifications was developed to scrutinize Persian speakers' intuitions in evaluating fictive motion. The sentences were translated into Persian, while a similar sentence was also reproduced for every translated sentence, as well as 9 pairs of filler sentences, to analyze the cognitive qualities of fictive motion events perceived by the Persian speakers. Prior to conducting a full-scale research project and to control the reliability and validity of the preference task, a pilot study was conducted with 8 participants and 5 linguists. 105 Persian students participated in a two-stage task based on a convenience sampling procedure to single out the fictive motion sentences and terms. As reported by the results, 86.9% of the participants marked the motion sentences. Prepositional phrases were selected as the motion constituents by the average number of 56 participants. This led to the conclusion that the paths were the most frequent semantic elements in Persian.

Following Talmy’s classification of world languages in to two-category of verb-framed (V-language) and satellite-framed (S-language) that distinguishes between languages in terms of their encoding patterns of motion events, there has been a lot of investigations on different lexicalization patterns of motion events across spoken languages over the past decades. This paper examines how Persian native speakers lexicalize motion events and what pattern of spatial encoding they follow. To this end, 25 Persian native speakers were asked to watch 12 short animated cartoons representing voluntary motion carried out in vertical and trajectory direction. After recording and transcribing of the participants’ utterances, the analysis of responses indicated that Persian speakers encode manner information mainly in other linguistic means, and they are more willing to describe path of motion in satellites. Based on this pattern of spatial encoding, Persian speakers follow a mixed typology to encode motion events and Persian is categorized in both S- framed and V-framed typologies.

This study is an investigation of gender equity in the context of the General English Achievement Test developed and used at Islamic Azad University (Isfahan Branch, IRAN), henceforth IAUGEAT, with test takers majoring in different fields of study. A sample of 835 students sitting for IAUGEAT was chosen purposively. The test scores were analyzed by the one-parameter IRT model. A focus group interview (10 test developers and language teachers) was also used to inquire into their perceptions about the impact of test takers’ gender and major on test equity. The findings of the DIF analysis indicated a reciprocal action between item type and gender DIF as some items exhibited DIF across different subgroups. In three subgroups, they favored female students. In one subgroup, they favored males. In the other two subgroups, they favored males and females alike. The qualitative data obtained from the focus group interview further confirmed the results. In general, our findings strongly suggest that checking gender equity via a Rasch-model DIF analysis is both eminent and convergent with a qualitative evaluation of test-takers' performance by test developers and instructors.

To compensate for the lack of evidential data on the changes in both hidden and observable constructs underlying teachers’ self-efficacy throughout their teaching life, the current study aimed at comparing patterns of cognition, metacognition, emotion, and behavior across three groups of Iranian EFL teacher with scant, moderate, and considerable teaching experience. To this end, a convenience sample including 382 Iranian EFL teachers were surveyed about five interrelated constructs including pedagogical knowledge, teaching reflection, motivational needs satisfaction, teaching styles use, and work engagement. The quantitative data gathered through five standard questionnaires were compared across the three groups based on a multivariate approach to comparison. According to the results, the three groups differed significantly on a linear combination of the five variables representing the latent and observable aspects of teacher efficacy. Additionally, the results drawn from discriminant function analysis (DFA) showed that among the five variables, pedagogical knowledge and motivational needs satisfaction acted as a concordant pair and explained the heaviest load of the overall between-group differences. The significantly higher levels of pedagogical knowledge and motivational needs satisfaction among the moderately experienced teachers, compared to those of their less and more experienced counterparts, suggested that Iranian EFL teachers’ sense of efficacy reaches its peak at the middle years of a teaching life. The findings may provide new insights into the ways of setting English teachers of various experiential background on the road to optimum efficacy.

Evaluating existing programs could help material developers and teachers understand students’ needs and make future improvements. This study investigated English textbooks for high school students in Iran, moving from explaining objective facts about the context to a subjective analysis of expectations and needs based on the assessment framework of Littlejohn (2011). This framework draws subjective conclusions about the adequacy of context. To assess the educational value of textbooks, a school board consisted of the first researcher in the study and four of her colleagues who had experience teaching English in high schools. The results showed that the material needs to be adapted to the intended use of the situation. This should include both public and design-oriented aspects of the material. Some of the criteria that make up the publication element of material (physical layout, path, and continuity of the printed material) are consistent with what the teacher expects from the material that is desirable for a particular person. However, in most cases, partial discrepancies (access, location of material in the set, division of sections into subsections) or significant discrepancies (a division of the entire material) may encourage textbook developers to start revision projects based on the results of this study.

This study focused on the pedagogical application of priming in an EFL context. Structural priming refers to the speakers’ tendency to produce the structure they encountered in recent discourse in subsequent production compared to an alternative form. Given the limited number of studies in the literature with a focus on the application of priming in L2 teaching and the problems that L2 learners face during speech production, the present study aimed at investigating whether the implication of priming leads to a more frequent oral and written production of the relative clause (RC) structure compared to adjectival modification of nouns (AN) in long- and short-terms as an instance of implicit learning. Participants consisted of 60 EFL female L2 learners, aged between 18-25 years old. Two experimental and 1 control groups were defined and 20 participants were allocated to each group. By applying a pretest, a treatment, an immediate posttest, a delayed posttest design, a picture description task, and a grammaticality judgment test (GJT), the data were gathered. Results of the descriptive and inferential analyses revealed that the implication of priming led to an improvement in the rate of the RC construction when the participants were involved in the written production of the L2, as compared to oral modality. Results are discussed based on structural complexity and procedures involved in L2 production. Theoretical and practical implications of the study are considered, too.

Cross-linguistic influence is a documented cause of errors committed by second language learners. Since Talmy (2000) proposed two categories to classify languages of the world regarding their preferred lexicalization patterns of a literal motion event, known as verb-framed and satellite-framed languages, the effect of typological properties of the first language on second language acquisition specifically in the domain of motion expressions has been subject to extensive scrutiny. The present research examines whether the typological properties of Persian (L1) and English (L2) affect adult second language acquisition, particularly in the spatial domain comparing controls (English and Persian native speakers). To this end, three groups (every 25 members) of participants were asked to watch 12 short animated cartoons representing voluntary motion carried out in vertical and trajectory directions. The participants’ descriptions were recorded and analyzed regarding information density, semantic focus, and semantic locus of utterances. The findings of the research revealed that in spite of different lexicalization patterns to encode manner in English and Persian, Persian learners of English across two levels of proficiency, do not face challenges to lexicalize motion components in English, but they produce utterances with low density which is the typical way of focusing on spatial components in their native language, suggesting that the challenge learners face encoding motion events was not a linguistic issue, but rather a cognitive one. Persian learners’ use of English motion expressions regarding information density was more aligned with that of English motion expressions as they advanced to a higher proficiency level.

Priming has become increasingly prevalent in applied linguistics and has recently been used in language teaching, being considered as the speakers’ tendency to reuse the same structure that they encounter in previous discourse on subsequent production. The present research investigated whether priming lead to EFL learners’ possible short- and long-term improvement in producing relative clause (RC) structure. Participants comprised 40 female language learners with an average age of 18-25 years old. They were equally assigned to an experimental group and a control group. The needed data was gathered through a grammatical judgment test and a picture description task. The obtained results revealed that learners’ production descriptively improved shortly after priming intervention and similarly in the long run. However, no significant improvement was inferentially observed in short- and long-term production of relative clause structure. The results were discussed in terms of structural complexity, learners’ current state of knowledge, and their proficiency levels. The findings provide insights on priming as a means of enhancing opportunities for EFL and ESL learners’ grammar production.

The current study aimed to evaluate the content of the English textbooks taught in Iranian senior high schools. To this purpose, the study relied upon a descriptive survey design. Through a stratified random sampling, a total of 12 senior high schools were selected from the high schools located in Isfahan. To select the teacher participants, a convenience sampling method was employed. Then, a structured questionnaire was administered to the selected teachers and students. The obtained data were statistically analyzed and item analysis revealed that the accessibility and affordability of the textbooks were the most-favored features. However, most of the students wondered whether the textbooks were equipped with supplementary (online and offline) materials. The post-hoc analysis results revealed the significant overall teacher-student disagreement towards the textbooks. Generally, the results showed that there is a need to adapt the teaching materials to the target situation of use. As a practical implication, the findings may urge the developers of the textbooks to launch a modification project in order to get more conscious in developing future textbooks. Moreover, the findings are of use for the teachers of the textbooks as well as the pedagogical policy makers.

This study sought to evaluate the usefulness and desirability of the English textbooks for Iranian second grade students in senior high school, Vision 2. To this end, the extent to which the textbooks materials satisfy the prescribed curriculum was explored based on Littlejohn’s (2011) evaluative framework. Employing stratified random sampling, a total of 12 private and public senior high schools (six girl students and six boy students) were selected randomly among all the schools located in the six education districts in Isfahan. To select the teacher participants, a convenience sampling method was employed and those who agreed to be surveyed took part in the study. The 20 teachers who participated in this study have been teaching Vision 2 since the beginning of 2017 fall. The process of the content analysis deals with a deeply analytical content evaluation based on a framework containing different parts (objective description analysis, subjective analysis, subjective inference) done by a teacher committee. The results revealed that there is a need to adapt the materials to the target situation of use. Such adaptation needs to cover both design- and publication-oriented aspects of the materials. As a practical implication, the findings may urge the developers of the textbooks to launch a modification project relying upon the results of the systematic phase, therefore, it may enrich English teaching and learning material in Iranian high schools.

The present study aims at investigating the differential effects of two types of instruction (explicit versus implicit) on the learning of English articles by Iranian EFL learners. To achieve this aim, 90 intermediate undergraduate students at Islamic Azad University, Shahreza Branch, whose major was English Translation were selected for the experiment. Then, they were divided into three groups namely, explicit group (EG), implicit group (IG), and control group (CG). The EG received instruction on English articles through two popular grammar books-- namely ‘Essential Grammar in Use’ by Murphy (1998) and ‘Oxford Practice Grammar’ by Eastwood (1999). The second group received instruction on English articles by employing the technique of textual input enhancement. The third group received similar instruction like IG except that English articles were not enhanced for this group. After analyzing the data on pre- and posttests, the results showed that the three groups of EG, IG, and CG improved significantly from pretest to posttests. Moreover, on the posttest, the EG learners significantly outweighed the IG learners, who were in turn found to be significantly better than their counterparts in the CG. The results of this study have several important implications for the classroom practice concerning the controversial issue of teaching English articles.

Problem-based Learning (PBL) as one of the newest teaching methods in the area of language teaching in second and foreign contexts, has been used by teachers in the last two decades in different institutes. In the current study, attempts were made to find out the effect of the two PBL subcategories, i.e. Hybrid Problem-based Learning (H-PBL) and Pure Problem-based Learning (PPBL) in comparison to a traditional lecture-based method, on Iranian EFL university learners’ speaking skill and their self-confidence, by implementing these two methods in the EFL classroom using eight teacher-made real-world problems. To this purpose, 56 undergraduate participants of Payam Noor university (PNU) in Abadan, Iran, were randomly selected, divided into a control group and two treatment HPBL and PPBL groups. The statistical analysis of the obtained results of the participants’ pretest-posttest scores, through one-way ANCOVA and Man-Whitney U test, revealed that the treatment groups outperformed the control group in speaking skill and self-confidence The findings of the study might bear implications for teachers and university curriculum designers to take more proper approaches towards the instructing university participants.

Unlike Lexical Projections, Functional Projections (Extended Projections) are more of an ‘abstract’ in nature. Therefore, Functional Projections seem to be acquired later than Lexical Projections by the L2 learners. The present study investigates Iranian L2 learners’ acquisition of English Extended Projections taking into account their level of grammatical proficiency. Specifically, the aim is to identify the level of grammatical proficiency at which the acquisition of Extended Projections could occur in the process of learning English by the Iranian students. Two hundred and seventy Iranian female L2 learners of English participated in this study. Participants were administered three tests with a ten-day interval between each test. First, an Oxford Placement Test (OPT) was used to classify the participants’ level of grammatical proficiency. Second, a Grammaticality Judgment Task (GJT) was administered in order to assess the learners’ ability to recognize grammatical problems in Extended Projections. Finally, a picture description task (PDT) was administered to examine the learners’ ability to produce grammatical Extended Projections. The results indicated that the learners are able to recognize and produce English Extended Projections even at lower levels of grammatical proficiency. The results also showed that the learner’s recognition and production of English Extended Projection improves with their increased level of grammatical proficiency.

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionalism. To unravel the above-mentioned dilemma, this study was an attempt to implement collaborative action research, as a viable means, to boost teachers’ professional development in a networked community of shared knowledge. To this end, thirteen male and female Iranian English teachers, within the age range of 22-35, were selected through convenience sampling. The selected participants were added to a group in WhatsApp. The online classes began with plenary debate, mostly in the form of workshops through problematizing a particular topic, which were directly linked to teachers’ actual teaching experience. Insights into the EFL teachers’ professional development were acquired through the triangulation of data from four main sources (i.e., teachers’ professional journals, reflective journals, action research projects, and semi-structured interviews). The findings revealed that engaging EFL teachers in a collaborative dialogue in a networked community of shared knowledge ultimately culminated in development of action research projects which resulted in sustained L2 professional development, whereby participating teachers developed a broader understanding of research and adopted reflective inquiry in their L2 teaching practices. The findings have important implications for language teachers in general, and EFL teachers, syllabus designers, and material developers, in particular.

Recent thrust of research has focused on non-conventional classrooms for teaching to EFL learners. Amongst the newly developed models, Unplugged Classroom Model (UCM) is the most debated one as textbooks are aside and the syllabus is based on conversation-driven activities. This study sought to determine the pros and cons of unplugged teaching for enhancing EFL learners' oral proficiency. From a pool of 317 intermediate and upper-intermediate Iranian EFL learners, 120 intermediate and upper-intermediate learners (60 each) were selected based on SPEAK NOW 1-4 Interview Placement Exam and were divided into conventional and non-conventional classrooms at each proficiency level. The participants in the non-conventional classrooms received unplugged instruction; whereas, their counterparts in the control group (conventional) classrooms were taught according to their textbook's instruction. Both quantitative and qualitative methods were used to measure learners' performances before and after instruction through paper-based exams and interviews. Participants' perspectives and viewpoints in the non-conventional classrooms were analyzed using the Community of Inquiry (CoI) questionnaire and the instructor's observations, respectively. The findings revealed that not only did the UCM participants enjoy collaborative learning but also enhanced their learning ability to produce more orally proficient utterances and to expand their gained knowledge in order to scaffold their classmates' conversation.

This study investigates the benefits of e-collaborative and collaborative writing tasks on the perception of Iranian EFL learners in a process-oriented approach. The study involved 74 intermediate Iranian EFL students at Islamic Azad University, Isfahan Branch. They were divided into three groups by random assignment as two experimental groups and one control group. The experimental groups were required to perform their tasks in collaboration; only one of these two groups had access to the Telegram Application outside the classroom. The control group, however, followed the conventional method of learning how to write. The participants were required to write two journals during the course. They were asked to write about their understanding, attitude, and experience on the writing activity. There were 136 diary entries to be analyzed in order to discover the themes in them. These themes were literally the emerging concepts in the diary entries related to research question of the study about the participants’ perception. After the identification of these dominant themes, content analysis was performed to interpret the data. According to the results of the study, a high percentage of students’ satisfaction showed positive perceptions of e-collaborative activities, and they reported that the instructional implementation of an e-collaborative writing project with a five-stage writing process did assist EFL learners to accomplish a collaborative writing task.

The preparation of English teachers to teach is a complex and multitudinous undertaking. Traditionally, in line with positivist paradigm which has focused on notion of transfer, teacher education has been concerned with depositing bodies of pre-defined information to teachers and has considered teachers as that of knowledge consumers. As an alternative to traditional, transmission-based view of teacher education, action research has emerged as a practical tool to enhance meaningful second language (L2) teacher education. In line with the current epistemological shift, this study set out to examine the utility of collaborative action research, as a viable means, to boost teachers’ professional development in a networked community of shared practice. To this end, 7 male and female Iranian English teachers, aged 22—35, were selected through convenient sampling from different universities in Iran. Having been added to a teacher training group in WhatsApp, the selected participants were exposed to online classes within which they learned to problematize a context-specific topic and were provided with relevant practical experiences through dialogic mediation. Having been taught to go through circles of action research throughout the treatment, the participants were required to complete an action research project. The data triangulated from four main sources (i.e., action research projects, teachers’ professional journals, reflective journals, and semi-structured interviews), revealed that EFL teachers engaged in a collaborative dialogue in a networked community of shared knowledge appeared to sustain L2 professional development, transforming their pedagogical practice and feeling empowered to move toward a more emancipatory perspective. The findings have important implications for language teachers in general, and EFL teachers and syllabus designers, in particular.

The present study sought to identify the similarities and/or differences between texts written by Iranian university students of English teaching major and those written by English natives in terms of syntactic complexity. To this end, an automated computational web tool, namely Coh-Metrix was used to scrutinize a corpus containing 83 text excerpts extracted from 10 dissertations written by Iranian Ph.D. students as well as a comparison corpus including 94 text excerpts selected from 10 Ph.D. dissertations written by English native speakers in terms of four specific measures representing syntactic complexity. The results indicated that among the four measures, Mean Number of Modifiers and Sentence Syntax Similarity functioned as distinctive factors differentiating between the first language (L1) and second language (L2) texts, whereas Left Embeddedness and Minimal Edit Distance were found to be similar between the two corpora. The findings may have several implications for EFL practitioners.

This study investigated the relationship between Iranian high school students’ Universal Grammar knowledge and their performance on such standardized general English proficiency tests as PET and FCE internationally administered by Cambridge University. To this end, 108 students were randomly chosen from some high schools located in Malayer from Hamedan. Since this study was correlational in nature, and descriptive and hypothesis-testing by definition, the research participants were given no treatment. Three tests were administered to them instead. To measure UG knowledge, a researcher-made UG test was given to all participants. This test which was made both reliable and valid included pied-piping and preposition stranding principle, binding principle, pro-drop parameter, that-trace effect, projection principle, resumptive pronoun and subjacency principle. To assess the participants’ general English proficiency, PET and FCE tests were run. All participants took the three tests consecutively at two-week intervals after they were given clear and detailed instructions. The findings were manifold. Firstly, there was a significant relationship between UG knowledge and performance on the proficiency tests. Secondly, there existed no significant difference between the proficiency tests as far as the UG test was concerned. Finally, the UG test scores were, through the Cubic regression model, proved to predict the scores gained on both proficiency tests. Most importantly, this study led to some suggestions regarding the learner variables and the under-explored issue of integration of generative SLA and language testing, more specifically standardized general English proficiency tests.

In an effort to examine EFL students’ and teachers’ perceptions about the role of implementing flipped teaching in the university context, a mixed-method research approach was employed. To this end, 80 male and female Iranian advanced EFL learners majoring in English translation, literature, and English teaching and 204 Iranian EFL instructors were selected. They answered the flipped teaching questionnaires, then ten percent of the participants (8 students and 20 teachers) volunteered for follow-up qualitative data collection procedures (i.e., the interview) to let the researchers produce more profound responses to the related concepts of the study. Then, the data collected from the questionnaires were coded and analyzed. Also, the qualitative analysis of the research was done using the interview transcripts to support the quantitative analysis results of the research. It included content analysis requiring the examination of the participations' interviews transcripts. The findings of the quantitative part revealed that a majority of students held positive perceptions about engagement, effectiveness, attitudes, and positive affect through flipped instruction constructs in the flipped teaching class. University instructors also had an inclination towards implementing flipped teaching on the whole for the constructs named language improvement, attitudes about flipped instruction, better education through flipped instruction, and difficulty of implementing flipped instruction. The qualitative investigation confirmed the previously-stated results to a great extent in that the EFL students and instructors generally preferred employing flipped teaching and they had positive perceptions about the role of this approach.

The rich and still expanding literature on TBLT is helping to mature both its theoretical conceptualization and practical implementation in foreign and second language education. Similarly, computer-assisted language learning (CALL) has grown as a field, with the use and integration of technology in the classroom continuing to increase and will continue to play an important role in this maturation process. The present study, hence, reports on an empirical study that investigated the effects of CALL-mediated TBLT on the perceived self- efficacy of Iranian university non-English major EFL students. Through non-probability and convenience sampling, two intact freshmen classes were chosen and randomly assigned as the experimental and the control group. During the treatment sessions, the students in the experimental group received instruction in a CALL-mediated TBLT format, while the control group received no CALL-mediated TBLT instruction but underwent only a task- based instruction on reading without the mediation of CALL. A univariate analysis of covariance (ANCOVA) was run, while controlling for pre-intervention scores as the covariate. A significant effect was found for CALL-mediated TBLT (F = 81.450, p = .000, partial eta squared =.504), suggesting CALL-mediated TBLT had a positive effect on the self-efficacy perceptions of the students in the experimental group .

Broca’s aphasia is a type of aphasia mostly caused by stroke. One of the most common deficits in this kind of aphasia is dysprosody which can cause disruption in patient's communications. In this study, we examined dysprosody in patients with Broca’s aphasia.
10 patients with Broca’s aphasia and 10 normal subjects were selected from speech therapy clinics and rehabilitation centers in Isfahan city, Iran. After recording patients’ voices, the data were analyzed using Praat software in laboratory of the University of Isfahan. The spectrum of each word was analyzed accurately; so that the vowel duration, intensity, and fundamental frequency (f0) of each word were extracted.
Findings: Duration of /a/ was significantly longer in patients than normal people. Vowels preceding voiced stop consonants were found to be longer compared to those preceding voiceless stop sounds. The patients demonstrated a lower degree of performance in f0, and a higher maximum peak intensity compared to the control group. The effects of age in f0, intensity, and /a/ duration were significant but nonlinear.
In this study, we checked the dysprosody in Iranian patients Brocasa aphasia using Praat software. The result of our study can cause changes in knowledge about speech pathology and improving speech deficits in these patients.

In the introductory stages of language learning, students are exposed to parative forms explicitly taught in their textbooks. As Knoch (2004) mthis is accomplished by teaching the comparative form of the adjective generally directly followed by a than clause. This study aimed to compare between native and nonnative material developers with regard to the coverage of comparative forms. In doing so, two corpora of high school changes were developed and juxtaposed. The data were gathered books and converting them into computerized forms. The data by the frequency percentages of the forms and further examined and compared as well. The results revealed that there was a significant difference corpora with regard to the coverage of comparative forms.