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The aim of this study was to investigate the impact of explicit and implicit corrective feedback on extrovert and introvert language learners in a writing course. Participants were classified into two groups of explicit corrective feedback and implicit corrective feedback. Based on Myers-Briggs personality questionnaire, participants of each group were divided into extroverts and introverts. Throughout a writing course, the first group was provided with explicit feedback and the second group with implicit feedback. The results of a pretest and a posttest showed that while explicit corrective feedback is more effective for extroverts, indirect implicit feedback produces better results for introverts in writing courses. However, it is suggested that an optimal mixture of positive and negative feedback would be most beneficial in writing courses, particularly for extrovert learners who need external stimuli to be pushed forward.

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Due to the existence of contrastive psychological and biological factors, learning processes vary from person to person. The awareness of the fact that dissimilarity exists among learners' preferences in learning, determines teachers to accommodate learners needs accordingly. This study aimed to investigate the correlation between learning styles and reading performance of candidates who attended Teacher Recruitment Test in Iran Language Institute. Participants of the study were classified into either failed-group or succeeded-group. To achieve the objective of the study, Ehrman and Leaver's Questionnaire (2003) was administered to the candidates. Then each participant was included in one of the two groups of ectenic or synoptic learners. Pearson Product Moment Correlation Coefficient was calculated to find any significant correlation between participants' scores in the reading tasks Global Journal of Educational Studies ISSN 2377-3936 2017 and their scores as an ectenic L2 learner or a synoptic L2 learner. The obtained value of R was 0.77, which is statistically significant and indicates that synoptic candidates were notably more successful than ectenic candidates in the reading tasks. While synoptic scores were positively correlated with participants' scores in reading tasks, ectenic scores were negatively correlated with participants' scores in the test. It was concluded that there is a significant correlation between learning styles and degree of success in reading tasks. A classification of successful learners at reading tests was consequently provided.

Motion events have been the target of many studies since their introduction by Talmy (1985). The overwhelming majority of investigations have compared languages cross-culturally with English and Spanish (see, Slobin, 1996, 2004, 2005). The literature is ultimately in need of the practice of this cognitive typology. Since motion events represent cognitive styles and conceptualizations, language teaching and learning is a controversial subject of investigation. To provide insights and contribute to the development of English Language Teaching (ELT) worldwide, we conducted this interdisciplinary study on the verge of cognitive linguistics and ELT. We compared EFL textbooks taught in Iran and Turkey, employing the context of Australia as the source of comparison as the target language. Data were collected from two corpora; one consisting of three English textbooks taught at high schools and one consisting of three novels in each language. Having analyzed the motion components in the corpora, we discovered the discrepancies and diversity of patterns in the languages and the corresponding English textbooks. A detailed comparison of Mannerin these languages revealed that Talmy's typology needs further investigations for a more robust classification of languages. The EFL textbooks in Iran and Turkey do not fully picture English cognitive structures.