Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' reading comprehension ability as well as their language proficiency. To do so, 115 university students majoring in TEFL were selected. First, a TOEFL test was given to the participants so as to determine their language proficiency as well as reading comprehension ability. Then, they were asked to fill out self-regulated learning strategies questionnaire. In order to analyze the data...

In the era of post-methodism in language education, teachers are required to be competent in terms of both theory and practice to complement their professional identity development (PID). These two notions realized as the knowledge and application of ESL/EFL Standards, respectively, seem to be complementary, though the former does not necessarily guarantee but predict the latter. 'Explorations in the Standards of Second Language Teaching', conducted practically in the Iranian EFL setting, hopefully, broadens TEFL/TESOL community horizons on the nature of the psychological reality of the...

It appears that, discovering the relationship between Multiple Intelligences, Learning Styles and Strategies is a relatively new issue which has recently become important and has drawn attention to English teachers. Moreover, there has been little attempt applied to the evaluation of the effectiveness of strategy-based instruction on improving the reading comprehension ability of EFL learners. In a bid to address this issue, this book was conducted to investigate the relationship between multiple intelligences, learning styles and strategies and EFL learners' language proficiency. Moreover,...

Contrary to the developments in materials development and evaluation for language teaching, Materials Development and Evaluation still feels lags behind the theoretical and practical developments favoring teaching and testing fields. The former has not been much favored by the respective trend. Rationalized based on this gap, it seems sound enough to incorporate the tenets of teachability and learnability paradigms in the field. As an innovative attempt done in Iranian EFL context, this volume is a report of an empirical study on the incorporation of these two interdependent paradigms in the...

ELT literature is relatively rich in terms of Focus on Form (FOF), Focus on Meaning (FOM) and Focus on Forms (FOMs) research mainly applied in teaching structural, and communicative aspects, though their effectiveness is still controversial. The issues are rather challenging when their application in teaching language skills including reading is concerned. Along with the effectiveness issue various versions of these F-like instructions, their feasibility in relation to language skills is also challenging. As an attempt to accommodate both challenges and dilemmas, this volume is a report of an...