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Technical and fundamental analysis are the two principal methods for studying financial markets. However, access to internet and social media helps investors make better decisions. Social media has turned into a source of information for investors. Surowiecki (2005) found social media can predict better than individuals, known as the Wisdom of the Crowd. In this study, we tried to evaluate the wisdom of the crowd’s potential to improve stock price prediction accuracy. So, we developed a prediction model by Long Short-Term Memory based on the wisdom of the crowd. Persian users' opinions on Tehran Stock Exchange stocks were gathered for 8 months and classified as buying, sell, or neutral. During the research period, people mentioned 823 stocks and 52 stocks, which had over 100 recommendations, were chosen. Prediction model accuracy was increased for 19 stocks. While, for 33 stocks were not more accurate with the wisdom of the crowds and social media features. It is important to note that investors apply critical thinking. The wisdom of the crowd can be one input to the decision-making process, along with other related factors. The wisdom of the crowd provides an opportunity to access vast and diverse information. Getting opinions from various people can provide valuable insights into economics and investment preferences. The wisdom of the crowd can help reveal the flow of money. The combination of the wisdom of the crowd, fundamental, and technical analysis can be a useful tool for traders in detecting capital flow and profitable opportunities.

The well-established affiliation of metadiscourse research tradition to the philosophy of ESP raises some inevitable expectations on how much and how well the concept has been geared to meet the practical necessities of academic writing pedagogy. In light of such an expectation, a corpus of 35 academic writing coursebooks published during the last three decades was evaluated in terms of the possible realizations of key resources of interaction in pedagogical tasks. Due to its theoretical rigor and analytically operationalized nature, Hyland’s model of metadiscourse (2005a) was taken as the guiding framework for the current evaluation. The quantitative findings emerging from the analysis of the corpus did not sound sufficiently promising, suggesting that those theoretical developments have not yet been ideally translated into pedagogical designs; however, the rich range of resources identified in the tasks (i.e., the 55 categories emerging from the evaluation of the corpus) suggest that the rigorous tradition of research in metadiscourse has contributed to the effective operationalization of the concept for pedagogical objectives. It has been argued that through the effective introduction of the concept of metadiscourse into pedagogical designs and its appropriate operationalization, novice participants of academic/scientific discourse communities would be enabled to redefine the nature of academic communication and get rid of a large number of misconceptions which have become fossilized through long years of the dominance of positivistic thinking.