This study sought to probe the effect of two non-conventional instructions namely Flipped Classroom Model (FCM) vs. Unplugged Classroom Model (UCM) on Iranian EFL learners' oral proficiency. Therefore, 90 upper-intermediates were randomly assigned to two experimental groups and one control group (30 each). The FCM and UCM participants were equipped with WhatsApp online platform and conversation-driven, emergent-based instructions respectively. Their counterparts in control group received textbook instruction. After four weeks of instruction, learners' performances were evaluated using a mixed method design with interviews and paper-based exams' posttests besides the Community of Inquiry (CoI) questionnaire and the instructor's observations for the nonconventional classrooms. The results indicated that both FCM and UCM instructions were successfully implemented for promoting learners' oral proficiency. However, learners reported divergent perspectives that may help the EFL teachers to develop FCM and UCM not only for enhancing oral proficiency but also for expanding learners' problem-solving techniques.

The prevalence of using social software in foreign and second language settings has caused a resurgence of interest in collaborative writing. This study investigates the benefits of collaborative and e-collaborative tasks on writing performance of the students in a process-oriented approach. It, in fact, examines the effects on the accuracy, complexity, and fluency of the written text produced by the learners. To this end, the quasiexperimental design was employed and 74 intermediate students at Islamic Azad University (Isfahan Branch) in Iran participated in the study. They were divided into three groups by random assignment in which two experimental groups were required to perform their tasks in collaboration while only one of them had access to Telegram Application outside the classroom. The control group followed the conventional method of learning how to write. The Measures of One-way ANCOVA, having compared the pretests and posttests results, showed a significant change in the accuracy and complexity of the written texts produced by the students in the experimental group applying e-collaboration. It also revealed that there was no significant change in the fluency of the written texts produced by the students.

This study sought to evaluate the usefulness and desirability of the English textbooks for Iranian second grade students in senior high school, Vision 2. To this end, the extent to which the textbooks materials satisfy the prescribed curriculum was explored based on Littlejohn's (2011) evaluative framework. Employing stratified random sampling, a total of 12 private and public senior high schools (six girl students and six boy students) were selected randomly among all the schools located in the six education districts in Isfahan. To select the teacher participants, a convenience sampling method was employed and those who agreed to be surveyed took part in the study. The 20 teachers who participated in this study have been teaching Vision 2 since the beginning of 2017 fall. The process of the content analysis deals with a deeply analytical content evaluation based on a framework containing different parts (objective description analysis, subjective analysis, subjective inference) done by a teacher committee. The results revealed that there is a need to adapt the materials to the target situation of use. Such adaptation needs to cover both design-and publication-oriented aspects of the materials. As a practical implication, the findings may urge the developers of the textbooks to launch a modification project relying upon the results of the systematic phase, therefore, it may enrich English teaching and learning material in Iranian high schools.