The present research scrutinized the effectiveness of using technology and multimedia in smart classrooms on improving reading disorders, word chain, and word comprehension in late learning students. For this purpose, 34 male students with reading disorders (dyslexia) were selected as a sample based on the Wechsler IQ test, andKoromi Nouri and Moradi’s dyslexia test. The participants were selected from primary schools in Marand city in the academic year 2019-2020. This study isquasi-experimental research with pretest and posttest. The experimental and control groups included 17 participants, which were randomly assigned to each group. Both groups were evaluated by a diagnostic reading test as a pretest. The experimental group was taught in smart classes for 12 sessions for a year and each session was 90 minutes, yet the control attended in normal classes without using any technology and multimedia. At the end of the year, both groups were re-evaluated using the posttest. The data were analyzed by ANOVA test. The results showed that teaching based on multimedia in smart classrooms improved reading disorders, word chain, and word comprehension in retarded children.The findings can be of great importance for teachers and parents. Manuscript profile

The instruction of Lexical Bundles (LBs) has been a challenging issue in language teaching. This study strived to determine the effect of the instruction of LBs on IELTS candidates’ performance on IELTS writing task 2. To this end, first, 100 male and female IELTS candidates were randomly selected from among 150 English learners as participants. Second, these participants were assigned to the experimental group and the control group, each with 50 learners. Both groups were then administered IELTS writing task 2 as a pretest. The experimental group was provided with ten sessions of instruction on LBs. The control group, however, did not receive any instruction. Finally, the researchers administered IELTS writing task 2 to both of the groups anew as a posttest. The results suggest that teaching the relevant bundles had some positive impacts on IELTS candidates’ general performance of the relevant writing tasks, grammatical range and accuracy, vocabulary knowledge, as well as observing cohesive ties and coherence in their writing. The results may provide some useful insights regarding the instruction of LBs in IELTS preparation courses Manuscript profile

In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ‌,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey‌ design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching. Manuscript profile

In this study the construction of Azeri Turkish noun phrase is investigated in the frame work of Role and Reference Grammar and Van Valin's (2005) theoretical pattern. In this research, the data have been selected from written sources and by listening to the Azeri speakers' conversations in eastern Azerbaijan province. Only sentences containing simple noun phrases have been chosen using a purposive sampling method. Data analyses indicated that the simple noun phrase in Azeri Turkish consists of one or several dependents. In Azeri Turkish, the dependents either fall before or after the noun phrase nucleus, and there are constraints for their collocating together. A simple noun phrase includes layers, namely nucleus, core and a noun phrase, preceding and following peripheries with operators, and preceding additions. Various adjectives, including descriptive, objective, object of preposition(genitive), honor titles, reduplicative adjective, possessive adjective, reflexive pronouns, noun as adjective, quantifiers and appositives are at the peripheries of the noun nucleus. Noun complement mark, prepositional phrases, comparative and superlative adjectives, ambiguous(indefinite) adjectives, negation mark, numeral adjective, plural marks and all the words referring to the quantity of a noun are noun core operators. Demonstrative adjectives, definite and indefinite articles are noun phrase operators. Data analyses have shown that there are some characteristics that are specific to this grammar and are not seen in other formal and traditional grammars, and the relationship of various elements according to different layers of the noun phrase and its relationship with the core, nucleus and noun phrase can be explained. Manuscript profile

Research findings on teaching of language learning strategies found that summarizing is of tremendous role in learning in general, and in reading comprehension in particular. Due to its importance and also due in large to the fact that there wasn’t a comprehensive way of summarizing the current study tried to provide an inclusive genre -based model for text summarizing, and examine its effectiveness in a mixed-methods study which lasted for one academic semester. The results of the quantitative phase revealed that the experimental group outperformed in the posttest. It can be said that the effectiveness of the Genre-based model is principally due to its role in increasing the learners’ structural awareness, namely in supporting them in finding out the schematic structure of texts and eradicating the insignificant parts. In the qualitative phase the researcher designed a questionnaire and found out attitudes of the learners towards the model. The results exposed that learners had positive attitudes towards the genre-based model of summary development. Through making use of the model they have an effective tool for taking the gist of texts out of them, and make connections with what they already know. Manuscript profile

This study was an attempt to provide a comprehensive model for summary writing based on the model of Van Dijk’s concept of macrostructures. The effectiveness of the model was examined in a genre-based quasi-experimental study with the data collection procedure lasting a semester. The participants included 60 female English learners divided into two experimental and control groups. The results of the study revealed that the experimental group outperformed the control group in the posttest which was mainly due to the potential role the treatment had in increasing the learners’ structural awareness in order to help them find the most important parts of the texts, i.e. those relating to the main idea of the text and disregard the less relevant ones. The results of this study contributed to the understanding of the genre-based model and that English learners could get the essence of a given text by only understanding the gist and comprehending some sentences in a text. English learners could realize that all of the words and sentences in a text have a responsibility of conveying a particular message and that there is no need to memorize or remember every individual information in a text. Manuscript profile

The current pretest-posttest quasi-experimental study sought, firstly, to examine the effect of employing flipped language teaching techniques on EFL learners' text comprehension and, secondly, to explore whether there was any significant interaction between the flipped classroom approach and EFL learners’ proficiency level. To this end, 65 male and female EFL learners were conveniently selected and their English proficiency level was determined based on the results of a TOEFL PBT. Having been divided into two experimental (one intermediate and one upper intermediate) and two control (one intermediate and one upper intermediate) groups, the participants were pretested in terms of reading comprehension at the beginning of the study. Subsequently, during a 14-week course of reading comprehension, the learners of the experimental group received flipped language instruction, whereas the control group’s learners were taught being exposed to conventional instruction. To investigate any changes in the learners’ per- formance as a result of the study course, their reading comprehension ability was gauged at the conclu- sion of the study course administering a posttest parallel to the pretest. The results indicated that the learners in the flipped classrooms outperformed their counterparts in the control group in terms of text comprehension, regardless of their English proficiency level. The findings of the study may urge EFL teachers to adopt a flipped classroom approach in order to enhance EFL learners’ reading comprehension skill. Manuscript profile