This investigation aimed to examine the impact of spaced and massed education on the reading comprehension and vocabulary gain of Iranian EFL students. The researcher selected 150 Iranian participants out of 300 based on their enactment in the Oxford Quick Placement Test (OQPT). The selected medium participants were unsystematically assigned into two empirical groupings (spacing and massed) and one control group. The participants' reading comprehension and vocabulary knowledge in English were estimated using a pre-test. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. Behind the teaching, a reading and vocabulary post-test post-test were distributed to the three classes. The results of data analysis utilizing independent samples t-tests and one-way ANOVA showed a considerable distinction between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrate that the spaced grouping, which followed the specific recommended steps in their community, outperformed the massed and control groups (p < .05). This has consequential implications for English instructors, learners, and curriculum developers. Manuscript profile

Although a small proportion of English language is taken by prepositions, they play an important function. Foreign language learners fail to learn them and show difficulties in using propositions correctly. This quantitative study aimed to examine the effectiveness of Image schema method in helping intermediate Kurdish students in learning ten English prepositions including in, on, at, to, behind, in front of, between, beside, over and under. 100 intermediate EFL Kurdish learners within the age range of 18 to 20 from Lebanese French University in Kurdistan, Iraq made the participants of the present study. An Oxford Placement Test (OPT) was administered in order to have relatively two homogenous groups regarding their language proficiency. Based on the results, the students whose scores were +_1 standard deviation above or blow of the mean score were selected as the members of the two groups namely, one experimental and one control groups (50 in each group). To assess the participants' learning and retention before and after the intervention, a pretest and a posttest were employed. The findings of statistical analysis revealed that Image schema method had a greater impact on English preposition learning in comparison with rote learning. Thus, the present study has some pedagogical implications for English language instructors in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom. Manuscript profile

This study investigated the effects of different kinds of advanced organizers, such as graphic, verbal, and textual organizers, on the reading comprehension of left- and right-brained Iranian EFL learners. The participants of the study were 64 female and 54 male intermediate-level EFL learners with ages ranging from 19 to 28 (M = 23) and varying degrees of brain dominance from Mohaghegh Language Institute in Tabriz, Iran. Four intact classes, one control group and three experimental groups including graphic organizer, verbal organizer, textual organizer groups participated in this study. The design of the study was a quasi-experimental design with a pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The Alert Scale of Cognitive Style (Loren, 1989) was used to identify left- and right-brained EFL students. The researcher created the pretest and posttest in this study to assess the participants' reading comprehension before and after the intervention. The ANCOVA results demonstrated significant difference in reading comprehension between participants who used graphic organizers and textual organizers; there was no statistically significant difference between participants who used verbal organizers and textual organizers. Students with right-brained personalities outperformed those with left-brained personalities in the graphic organizer group, but the reverse was true for the verbal organizer group. Additionally, the results demonstrated that females used advance organizers more skillfully than males did. The results imply that various advance organizers ought to be included in L2 reading courses. Manuscript profile

Strong reading comprehension skills and reading motivation are essential for personal growth, academic success, and overall well-being. Developing these skills can positively impact individuals' lives in various ways. Thus, this investigation aimed to examine the influence of massed and spaced instructions on the reading comprehension and reading motivation of Iranian EFL students. The researchers selected 150 Iranian participants from 300 based on their Oxford Quick Placement Test (OQPT) performance. The selected intermediate participants were randomly assigned into two experimental groups (massed and spaced) and one control group. The participants were given a reading comprehension pretest and post-test and a reading motivation questionnaire before and after the treatment. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. The results of data analysis utilizing one-way ANOVA showed a considerable difference between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrated that the spaced group outperformed the massed and control groups (p < .05) in terms of reading comprehension and reading motivation. The results have some pedagogical implications for English instructors, learners, and curriculum developers. Manuscript profile

The current research sought to explore the impact of cognitive strategies and graphic organizers on Kurdish EFL learners’ writing performance. One hundred fifty Kurdish EFL learners from a state university in Iraq's Kurdistan Region participated in this quasi-experimental research. The students were EFL learners in the TEFL field and belonged to two faculties. The learners were between the ages of 18 and 22. There were both males and females. After homogenizing them with the Oxford Placement Test (OPT), a sample of 99 participants from the study was chosen. The study sample was split into three groups: the experimental group on cognitive strategy, the graphic organizer group, and the control group. Each class had 33 learners. Three instruments were used to collect data: the Oxford placement test, the Pretest, and the Posttest of writing. They had thirteen sessions of treatment. After data collection, students' writing was rated by two raters, and their inter-reliability was calculated. Data analysis by Mancova revealed that both cognitive strategies and graph organizers positively impacted the writing skills of English as a Foreign Language (EFL) learners. However, the group receiving graphic organizer treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, materials developers, language institutions, educators, and students create a more effective environment for learning foreign languages and enhancing writing skills. Manuscript profile