Although corrective feedback (CF) has been studied, more studies still need to be conducted on this variable to check its effects on language learning. Therefore, this study aimed to investigate the effectiveness of teachers’ written and verbal CF during the formative assessment (FA) on English as a foreign language (EFL) learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL) in Ahvaz, Iran. Using the convenience sampling method, 76 students were chosen and divided into the experimental group (EG) and control group (CG). The EG received CF during FA, but CG was taught traditionally. After analyzing the data through descriptive and inferential statistics, the results indicated that the teachers’ written and verbal CF during FA positively affected the experimental language learners’ AP. In addition, the results showed that teachers’ CF significantly diminished the EG’s level of anxiety. Regarding the learners’ ATL English, the results showed that there was a significant change in the pre-test and post-test due to the feedback received from the teacher, which means that learners’ ATL enhanced remarkably. Considering the results of this study, a number of conclusions are drawn, and several implications are put forward.

As assessment plays an important role in the process of teaching and learning, this research explored the impacts of formative and summative assessments on academic motivation, attitude toward learning, test anxiety, and self-regulation skill of EFL students in Iran. To fulfill the objectives of this research, 72 Iranian EFL learners were chosen based on the convenience sampling method assigned to two experimental groups (summative group and formative group) and a control group. Then, the groups took the pre-tests of test anxiety, motivation, and self-regulation skill. Then, one experimental group was trained by following the rules of the formative assessment and the other experimental group was taught according to the summative assessment. The control group was instructed without using any preplanned assessment. After a 15-session treatment, the post-tests of the test anxiety, motivation, and self-regulation skill were administered to all groups to assess the impacts of the instruction on their language achievement. Lastly, a questionnaire of attitude was administered to both experimental groups to examine their attitudes towards the impacts of formative and summative assessment on their English learning improvement. The outcomes of one-way ANOVA and Bonferroni tests revealed that both summative and formative assessments were effective but the formative one was more effective on academic motivation, test anxiety, and self-regulation skill. The findings of one sample t-test indicated that the participants had positive attitudes towards summative and formative assessments. Based on the results, it can be concluded that formative assessment is an essential part of teaching that should be used in EFL instructional contexts. The implications of this study can help students to detect their own weaknesses and target areas that need more effort and work.

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Carbon materials and their allotropes have been involved significantly in our daily lives. Zero-dimensional (0D) fullerenes, one-dimensional (1D) carbon materials, and two-dimensional (2D) graphene materials have distinctive properties and thus received immense attention from the early 2000s. To meet the growing demand for these materials in applications like energy storage, electrochemical catalysis, and environmental remediation, the special category, i.e., three-dimensional (3D) structures assembled from graphene sheets, has been developed. Graphene oxide is a chemically altered graphene, the desired building block for 3D graphene matter (i.e., 3D graphene macrostructures). A simple synthesis route and pore morphologies make 3D reduced-graphene oxide (rGO) a major candidate for the 3D graphene group. To obtain target-specific 3D rGO, its synthesis mechanism plays an important role. Hence, in this article, we will discuss the general mechanism for 3D rGO synthesis, vital procedures for fabricating advanced 3D rGO, and important aspects controlling the growth of 3D rGO.

Technology-based teaching and learning are always an innovative technique that absorbs many researchers’ attention throughout the words. Considering the vital role of online learning, this study aimed to examine the effects of e-learning on Iranian EFL learners’ reading comprehension and reading motivation. To this end, the OQPT was given to 101 Iranian EFL learners, and 60 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups: one experimental group (EG) (n = 30) and one control group (CG) (n = 30). After that, a reading comprehension test and a reading motivation questionnaire were administered to both groups as the pretests of the study. After pretesting, the participants of the EG received the treatment through e-learning. Eight lessons of Connect Book 4 were taught to the experimental participants online. On the other side, the participants of the CG were taught traditionally, through a face-to-face fashion. In the last session, a reading comprehension test and a reading motivation questionnaire were again given to both groups. The independent-samples t-test revealed that the EG outflanked the CG on the posttests. The e-learning instruction aided Iranian EFL learners in enhancing their reading comprehension and reading motivation. Regarding the findings of this study, some implications are mentioned for learners, teachers, and curriculum designers.