The quantitative-qualitative content analysis study reported in this paper investigated if there was any significant difference between the listening and reading sections of IELTS tests with regard to the representation of learning objectives of Revised Bloom’s taxonomy. For this purpose, 16 Academic IELTS listening and reading tests from Cambridge IELTS Academic: Authentic Practice Tests (IELTS 12, 13, 14, and 15) were selected as the material of the study. The content of the tests was codified based on a coding scheme developed by the researchers. The reliability of the coding was evaluated through the inter-coder and intra-coder reliability analyses. The frequency, Chi-square and Cramer's V tests were employed to analyze the data.The results indicated that IELTS listening and reading tests mostly included Understanding Factual and Conceptual Knowledge, respectively. Furthermore, the results showed that there was a substantial difference between IELTS listening and reading tests with regard to the inclusion of learning objectives. It was concluded that the listening and reading tests of IELTS assessed different learning objectives. The implications of the study suggest that IELTS candidates, teachers, and researchers should take the different learning objectives represented in IELTS listening and reading tests into consideration. پرونده مقاله

Notwithstanding all of the advances in language learning strategy research, there are still some areas that strategy scholars have overlooked. The dearth of research into grammar learning strategies (GLS) may be the most egregious instance of this neglect. In order for this type of research to gain momentum, the present article reports on research that sought to identify whether there was any relationship between advanced EFL learners’ creativity and their grammar learning strategy use. It also sought to find if male and female advanced EFL learners were different in terms of grammar learning strategy use. To this end, 69 Iranian advanced EFL learners (30 males and 39 females) selected through convenience sampling participated in this study. Data were collected through Creativity and Grammar Learning Strategy Questionnaires. The Pearson product-moment correlation analysis and the independent samples t-test were used to analyze the data. The results revealed that there was a significant relationship between Iranian advanced EFL learners’ creativity and their grammar learning strategy use. In addition, the findings demonstrated that female learners employed the grammar learning strategy more than male learners. Finally, pedagogical implications of the study for language teachers, learners, educational policymakers, and curriculum developers were presented. پرونده مقاله