مریم آذرنوش

This study investigated the impact of visual-kinesthetic tasks on ESP university students’ vocabulary learning. Two intact classes of university students were selected as control (23 students) and experimental (36 students) group. A proficiency test, a pretest and a posttest were administered and the students were exposed to a set of treatments. Also a questionnaire administered to students, recognized each student’s learning style. The posttest mean score of experimental group was significantly different from control group’s posttest proved significant effect of visual and kinesthetic activities on ESP students’ vocabulary learning. Also this significant effect was repeated regarding student’ related learning style.

The present study was an attempt to investigate the relationship between EFL learners’ anxiety and writing complexity. For the purpose of the study, 70 female learners, between 17 and 24 years old (mean=20) from Najm language school in Tehran participated in the study. The participants’ level of anxiety was measured using Horwitz, Horwitz, and Cope’s Anxiety Questionnaire (1986) and their writing complexity was measured through writing a narrative text based on their course book. The results revealed that there was a significant positive correlation between anxiety and writing complexity (p=.00). In addition, the results of examining the predictability of writing complexity by anxiety showed that anxiety significantly predicted writing complexity (F(1, 68)=16.67, p<.01). The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.