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This study, on the one hand, investigated whether or not strategies like Lexical Inferencing (LI) and Morphological Instruction (MI) can significantly affect English as a Foreign Language (EFL)learners’ reading comprehension, and on the other hand, it examined their effects on the learners’ vocabulary retention over time. For this purpose, 60 homogeneous EFLlearners were randomly assigned to two experimental and one control group each one consisting of 20 participants. After the pre-test, participants of the first experimental group received lexical inferencing strategy training for six 45-minute sessions. The second experimental group was also provided with morphological instruction for six 45-minute sessions and as for the control group, the participants followed their regular reading comprehension course without any specific strategy training. After the treatment, two post- tests with a short time interval were administered to the three groups and the obtained data were fed to different statistical tests to spot the probable differences among the three groups' first post- test performance as a measure of their learning differences and the second post-test performance as a measure of the learners’ vocabulary retention differences over time. Results of the paired t-tests for comparison of the within group differences showed that lexical inferencing instruction had statistically significant effect on EFL learners' reading comprehension development. On the other hand, it was found that morphological instruction had no statistically significant effect on EFL learners' reading comprehension development. The ANOVA analyses revealed that there was no statistically significant difference between the effects of lexical inferencing and morphological instruction on EFL learners' reading comprehension development. Furthermore, no significant difference was found between the effects of lexical inferencing and morphological instruction on EFL learners' reading comprehension development over time.

The learners’ identity is one of the most important key elements of learning to motivate learners to learn English. The aim of this study was to investigate the relationship between the male and female EFL learners’ motivation and their identity with a focus on gender. The study had a descriptive correlational design. The participants of this study were 50 Iranian male and 50 female postgraduate English majors, aged between 23 and 41, who were selected through convenient sampling. Three questionnaires of motivation, hardiness, and perfectionism were distributed among the participants. The results of Pearson correlation analyses demonstrated that there was not a significant relationship between EFL learners’ motivation and their hardiness in both genders. Also, the results showed no significant relationship between EFL learners’ motivation and their perfectionism in the two groups. Moreover, the results of independent-sample t-tests failed to find any significant difference between male and female students’ motivation and their hardiness and perfectionism. 

This study was an attempt to evaluate the undergraduate TEFL program at Farhangian University. The university specializes in educating prospective teachers and the program is important since it is expected to equip the student teachers with the knowledge and skills necessary for qualified teachers. Hence, in this study, measures were taken to investigate the merits and demerits of the implemented TEFL program and explore the domains in which the program needs to be improved. The study assessed the program from the perspectives of 220 student teachers, 32 teacher educators, and 12 heads of departments and experts including the university deans, deputies, and research and teaching staff, through using three instruments, i.e. questionnaires, interviews, and observations in a mixed methods design .The findings indicated that the TEFL program did not address some educational and administrative needs as the participants believed that they were not enriched with the necessary skills, the practice of the learned theories, problem solving, critical thinking, flexibility, and innovation. Furthermore, this study demonstrated several theory- practice gaps in the curriculum.

The Research was aimed at finding out the effects of the implementation of writing feedback techniques and students’ writing anxiety on students’ writing ablity. Experimental method of 3x2 factorial design was employed in the research. There were three experimental groups of students who were taught by using teacher feedback, peer feedback and the combination of peer and teacher feedback writing technique. Prior the treatment, each student was asked to do an expository essay writing test in order to get the writing scores and to fill SLWAI (Second Language Writing Anxiety Inventory) to classify them into low and high writing anxiety students. Then, the students were taught on how to produce expository essay writing. At the end of the meeting, the students were asked to compose an expository essay as the posttest. The data were analyzed by using paired t-test, two-way ANOVA and Post Hoc test. From the results of data analysis it could be inferred that the implementation of writing feedback techniques affected students’ writing ability and the effects depended on the degree of students’ writing anxiety.

The present research investigated the effect of self-regulatory approach (with two components of self-checking and self-efficacy) on pre-intermediate Iranian learners' lexical segmentation in listening comprehension via authentic listening comprehension texts. To achieve this purpose, the investigators administered an Oxford Placement Test (2007) to ninety-eight students of two girls’ private junior high schools in Abadan. The participants were in grade seven at pre-intermediate level. Ninety-two students were selected out of ninety-eight and after homogenizing the participants linguistically, they were divided into four groups. Twenty-three students of every 4 classes whose scores were nearly the same were considered as one group. There were one control group and three experimental groups. A teacher-made pretest which was piloted by the researchers was administered to all groups. Then, the experimental groups were instructed under an eight-sessions treatment which was self-regulated teaching via authentic and non-authentic texts. Finally, the participants took a posttest similar to the pretest on lexical segmentation in listening comprehension. Both pretest and posttest reliability were calculated with Cronbach Alpha. Statistical analyses were done through one-way ANOVA. the result of the study indicated that self-regulated approach teaching through authentic materials can improve learners’ lexical segmentation of listening comprehension.

Although English language plays an important role in the job of aviation personnel, language needs of these employees have been taken for granted. This study aimed at investigating the extent to which English is used by the employees at Iran Air airport services at Isfahan Airport, the required level of basic language skills in performing their jobs effectively, and the employees’ attitude towards their English professional courses. A questionnaire consisting of 24 items was constructed and distributed among all the employees working at three sections of Iran Air airport services (Ramp Control, Customer Services, and Baggage Services). Besides, Observation was done by the researcher at the airport to find out the basic language problems of the aviation personnel, and interviews were done with the head of each sections. The findings proved that English language is highly used in the employees’ jobs and they are not satisfied with their training courses. Also, the Ramp Control and Baggage Services employees considered speaking as the most important skill, while Baggage Services employees considered reading and writing as the important ones. Finally, it can be concluded that revision of the current professional training programs seems to be necessary to offer appropriate ESP course curriculum.

This study explores the relationship and interconnections between EFL teachers’ beliefs and their motivational practices in the classroom. The present study combined qualitative and quantitative methods of research. First, the motivational practices of 30 teachers in two private language schools in Tehran were explored with a classroom observation instrument, the Motivation Orientation of Language Teaching (MOLT) which was used to estimate the time that teachers spent for each motivational strategy. Then, teachers’ beliefs were examined through the Beliefs about Language Learning Inventory (BALLI) and an open-ended questionnaire aimed to assess beliefs about motivational strategies. The quantitative results indicated that the higher the teachers’ scores on the BALLI, the less frequently their use of motivational strategies in the classroom. The findings based on qualitative data, drawing largely on data from observations and the open-ended questionnaire, showed that although teachers were observed to generally follow their beliefs, there existed several points of difference between their beliefs and practices. Also, there was evidence that what teachers practice in the classrooms does not always impact their beliefs.

This study aimed at investigating the effect of Preview, Question, Read, Summarize (PQRS) Strategy on EFL students’ writing ability by considering their working memory capacity (WMC) levels. It involved Indonesian English as a foreign language (EFL) students of English Department in Universitas Negeri Malang, one of the leading universities in Indonesia. This study applied a quasi-experimental design and compared the writing ability of two intact groups of students. The data were collected by using writing tests and a WMC test. The results of the research revealed that there was a significant difference between the students who were taught by using the PQRS strategy and those who were not taught by using that strategy. However, there was no significant difference in the writing ability of the EFL students across WMC levels. Theoretically, this study supports the important roles of integrated reading-writing instruction in the teaching of writing. Pedagogically, in the teaching of writing, EFL teachers might apply the PQRS strategy as part of integrated reading-writing instruction to EFL students regardless of the difference in their WMC levels.

This research aimed to screen 'essay writing' difficulties that non-native university students at postgraduate levels usually experience regarding scholarly publication in mainstream, English journals. Two sets of variables including written literacy competencies in Persian and English languages were mapped over language uses (General vs. Academic). Initial screenings from one hundred Iranian students at PhD and MA levels with publication experiences in both Persian and English languages gave rise to some fifty-five participants randomly selected from different university disciplines (Humanities, Engineering, Medicine and Basic Sciences) and diverse university settings (Public and Private) across the country and classified via stratified sampling. A validated questionnaire from a large-scale project called ENEIDA (Moreno, 2011) was used for collecting the required data. Two measures were used to assess written literacy competencies across language uses: 1) participants' assumed, self-reported written literacy competencies in using English and Persian languages for General and Academic purposes were denoted as 'perceived' measures and 2) further supported by actual measures: mostly received comments from reviewers in the mainstream, English journals by the target group above. Findings were discussed in the light of recent lines of enquiries in Academic Literacy (AL) trends.

Drawing on the literature on the emergence of different varieties of English in the globalized world, current debates surrounding English as an international language (EIL), and more orientation towards intelligibility and mutual understanding in international communication, this article reports the findings of a quantitative and qualitative research study with 112 native American and British, 120 Indian and 120 Iranian teachers as members of Inner Circle (IC), Outer Circle (OC) and Expanding Circle (EC) (Kachru, 1992) to explore their attitudes towards pronunciation pedagogy within the framework of English as an international language and  how they see their role in relation to different varieties of English. The findings demonstrate the extent to which teachers’ acceptance of pronunciation and varieties of English differs. In particular, the Iranian teachers’ norm-bound orientation was found to be the greatest among the three groups. Native English teachers’ replies were also indicative of their acceptance of different varieties of English. Teachers’ preferences will be discussed with consideration of their attitudes towards varieties of English which might have influenced the construction of English teachers’ identity and the educational policy of each country. The findings also highlight the localization of L2 language planning and policies in an EIL pedagogy. This article argues that, together with encouraging and valuing different varieties of English, it is important to acknowledge and promote ways to raise awareness of teachers and learners towards global spread of English and the realities of English today which can be really helpful to be more realistic and not just blind followers of a particular model. Keywords: Pronunciation, Intelligibility, English as an International Language, Language Awareness, Identity   نگرش معلمان نسبت به انواع انگلیسی جهانی: معیار های تلفظ در زبان انگلیسی و  نوع آموزش تلفظ زبان انگلیسی در لایه های درونی، بیرونی، و رو به گسترش زبان انگلیسی یکی از مهمترین موضوعات در حوزه آموزش زبان توجه به انواع انگلیسی جهانی از دیدگاه تلفظ زبان انگلیسی و نوع آموزش تلفظ می باشد. تمامی افراد حتی غیر بومی ها عضوی از جامعه انگلیسی به عنوان زبان بین المللی می باشند و هیچ گروهی دستور زبانی خاصی راتعیین نمی کند. بومی سازی زبان نقش مهمی در ارتباط میان افراد در یک جامعه خاص را دارد. اهمیت موضوع تلفظ می تواند به دو دلیل اصلی است: اول، ساخت فهم که اشاره به ایجاد یک گفتمان قابل فهم در میان شرکت کنندگان در یک چارچوب ارتباطی دارد. دوم، با در نظر گرفتن نقش اصلی تلفظ درزبان انگلیسی به عنوان زبان بین المللی و راه آن است که شکل آگاهی زبان آموزان نسبت به هویت فرهنگی اجتماعی خود را شکل می دهد .مقاله حاضر با استفاده از روش تجزیه و تحلیل کمی و کیفی به بررسی دیدگاه معلمان در سه لایه زبانی (112 معلم بومی انگلیس و آمریکا: لایه درونی؛ 120 معلم هندی: لایه بیرونی؛ و 120 معلم ایرانی؛ لایه روبه گسترش)، اعتقادات و نگرش آنها نسبت به هنجارهای تلفظ و آموزش آن می پردازد، چرا که آنها می توانند با توجه به عوامل اجتماعی فرهنگی و سیاسی متفاوت  تغییر کنند.  این مطالعه همچنین نسبت به تغییر نگرش معلمین نسبت به انگلیسی بومی و سوق دادن آنها بسوی اهمیت زبان بر اساس قابل فهم بودن و توجه به ارتباط میان مخاطبین تا تلفظ بومی خاص زبا انگلیسی توجه دارد. توجه ویژه به انواع انگلیسی های جهانی و حفظ هویت فرهنگی خود به هنگام یادگیری زبان خارجی از دیگر اهداف این تحقیق می باشد کلمات کلیدی: تلفظ، گفتمان قابل فهم ، انگلیسی به عنوان زبان بین المللی، آگاهی زبانی ،  هویت