Each English as a foreign language (EFL) learner may have a particular learning style which may affect the mastering of new language skills and components, one of which is vocabulary. The current study aims to find out the preferred learning style(s) of Iranian undergraduate EFL learners and their achievement in the vocabulary test. Forty-four undergraduate students took part in the study. visual, auditory, reading/writing and kinaesthetic learning style questionnaires and the teacher developed test of vocabulary were used in this study. The validity and reliability of the learning style questionnaire and the teacher developed test of vocabulary were determined. The data were collected and analysed using appropriate statistical analyses including descriptive statistics and one way analysis of variance. The results indicated that the participants were mainly auditory learners. Moreover, it was found that visual and multimodal learners had the best performances on the vocabulary test.   Keywords: Learning style, vocabulary learning, undergraduate EFL learners.

The English grammar is usually taught to undergraduate EFL learners in Iran during the first academic year. It may be supposed that they have acquired a good mastery of the English grammar as they are on the verge of graduation. At the same time, it may be assumed that some English grammar features are more difficult/less difficult than others for the EFL learners to master. This study, therefore, attempts to find out which English grammar features are more difficult/less difficult than others for Iranian undergraduate EFL learners. 125 Iranian undergraduate senior EFL learners took part in this study and responded to the English grammar test. Moreover, some experienced English instructors were asked to rate the difficulty of the given English grammar features. The data were collected and analyzed which revealed that some English grammar features were more difficult and some were less difficult than others for the EFL learners. The obtained difficulty order determined by the EFL learners and the one obtained according to the instructors' perceptions were compared. Some similarities/overlaps and differences were found to exist in the rank orders of the features for the two groups. The findings of the study may be beneficial to syllabus designers, material developers, instructors and EFL learners.

The aim of the study is to examine the relationship between ESP students' language learning beliefs and strategy use. 68 Iranian female students studying in midwifery and nursing departments were selected. Study participants received the Quick Oxford placement, and 51 intermediate participants were selected from among them. Language Learning-Related Beliefs Inventory, and Language Learning Strategy-Inventory were used. Chi-square was used to find the relationship. The results showed that Iranian midwifery students are moderate in their beliefs about language learning, they generally use language learning strategies at a moderate level, and their preferences for language learning strategies are compensatory, metacognitive, memory, cognitive, social and affective. The results also showed that there is a positive relationship between ESP students' language learning beliefs and their use of language learning strategies. The findings of this study can also be fruitful for language learners and teachers, curriculum designers and material developers. Keywords: ESP students, language learning beliefs, language learning strategies

Shahid Raja'ee teacher training university, assistant professor and dean of the city design faculty. 2 Shahid Raja'ee teacher training university, BA student, city design department 3 Noor-e-Tooba non-for-profit virtual higher education institute, BA student, city planning department

The present study aimed to investigate the relationship between Iranian senior high school EFL learners’ satisfaction with online education and their anxiety level during COVID-19 outbreak. To this end, 180 students from two senior high schools were asked to participate in this study. Based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 students through availability sampling. To determine the anxiety level of the participants, the Foreign Language Classroom Anxiety Scale was employed. Moreover, the satisfaction questionnaire was used to check the learners’ satisfaction with online education. The Pearson correlation was run to determine the correlation between different levels of anxiety and e-learners’ satisfaction. The results indicated that there was a significant negative correlation between these variables. In other words, as the anxiety level of the participants increased, their satisfaction with online education decreased to a significant extent. Keywords: Anxiety levels, EFL elementary learners, e-learners’ satisfaction;