<p>Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties. The review of literature indicated that when teachers are aware of students’ learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.<strong></strong></p>

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning. Teachers' beliefs have a deep impact on their classroom principles. The realization of this relationship is very important for teachers to prepare and implement their new syllabus. Teachers' beliefs affect what they accomplish in their classroom, their attitudes, and their learner' beliefs. They guide teachers to adopt their teaching strategies for coping with their teaching challenges, shape language learners' learning environment, their motivation and their language ability. In this study, the researchers define the term belief, explain the nature of teachers' beliefs, express sources of teachers' beliefs, and finally mention some previous studies on teachers' beliefs. The review of related literature revealed that investigating teachers' beliefs will help them change their methods to teaching and learning over time in order to bring about more improvement for language learners.

Technologies have dramatically changed the way people gather information, carry out research, and communicate with others worldwide. Technology has removed the distance obstacles and has made it possible for higher education to effectively teach anyone. Technology integration is being increasingly used in instruction to improve teaching and learning. This rapid development of technology integration has presented a better pattern to find the new teaching models. Consequently, it has a key role in learning and teaching language skills. The integration of technology to create a context to teach and learn English skills has a lot of advantages. The fundamental aim of this paper is to review the issues related to technology integration in the learning and teaching of language skills. In this paper, the researcher defines the term technology integration, expresses the reason of integrating technology, explains the role of technologies in promoting learning, elaborates teachers' roles and learners' roles, reviews previous studies on the benefits of technology in the learning and teaching of language skills, indicates the situation of Information and Communication Technologies (ICTs) in Iran, and finally mentions the recommendations for the successful integration of technology. The review of literature revealed that the integration of technology into the classrooms considerably improves the learning and teaching of English language skills.

Abstract-It is important to study learning styles because recent studies have shown that a match between teaching and learning styles helps to motivate students´ process of learning. That is why teachers should identify their own teaching styles as well as their learning styles to obtain better results in the classroom. The aim is to have a balanced teaching style and to adapt activities to meet students´ style and to involve teachers in this type of research to assure the results found in this research study. Over 100 students complete a questionnaire to determine if their learning styles are auditory, visual, or kinesthetic. Discovering these learning styles will allow the students to determine their own personal strengths and weaknesses and learn from them. Teachers can incorporate learning styles into their classroom by identifying the learning styles of each of their students, matching teaching styles to learning styles for difficult tasks, strengthening weaker learning styles. The purpose of this study is to explain learning styles, teaching styles match or mismatch between learning and teaching styles, visual, auditory, and kinesthetic learning styles among Iranian learners, and pedagogical implications for the EFL/ESL classroom. A review of the literature along with analysis of the data will determine how learning styles match the teaching styles.

<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 6pt 0cm; text-align: justify; line-height: normal; mso-para-margin-top: .5gd; mso-para-margin-right: 0cm; mso-para-margin-bottom: .5gd; mso-para-margin-left: 0cm; tab-stops: right 0cm;" class="MsoNormal"><span style="color: black; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-bidi-font-weight: bold;">One of the most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. There are different learning styles. Three of the most popular ones are visual, auditory, and kinaesthetic in which <span class="Heading1Char"><span style="color: black; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-weight: normal; mso-bidi-font-weight: bold; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Calibri;">students </span></span>take in information.</span><span class="Heading1Char"><span style="color: black; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-bidi-font-weight: normal; mso-fareast-font-family: Calibri;"><strong> </strong></span></span><span style="color: black; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-bidi-font-weight: bold;">Some students are visual learners, while others are auditory or kinaesthetic learners. While students use all of their senses to take in information, they seem to have preferences in how they learn best. In order to help students learn, teachers need to teach as many of these preferences as possible. Teachers can incorporate these learning styles in their curriculum activities so that students are able to succeed in their classes</span><span style="color: black; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt;">.<span style="mso-bidi-font-weight: bold;"> This study is an analysis of learning styles for Iranian EFL students. The purpose of this study is to increase faculty awareness and understanding of the effect of learning styles on the teaching process. A review of the literature will determine how learning styles affect the teaching process. </span></span></p><span style="font-size: small;"><span style="font-family: Times New Roman;"> <strong><span style="color: black; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-language: EN-MY; mso-bidi-language: AR-SA;">Keywords</span></strong><span style="color: black; line-height: 115%; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; font-size: 12pt; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-ansi-lan...