Abstract-Learner autonomy is a key element in language learning process which enables the learners to act more effectively. It is necessary to investigate English language teachers' beliefs about learner autonomy to be able to promote it in language learning situation. The purpose of this study was to investigate Iranian English teachers' beliefs about learner autonomy. To do this, 35 English teachers were selected to answer the question items in a questionnaire. The collected data were analyzed and interpreted in the form of percentage level for related items and questions. The results of the study showed that teachers are familiar with the concept of learner autonomy and believe that it has essential role in effective language learning.

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New challenges are coming in the present globalized world of 21 th century that consequently has required deep changes in educational process, since the 21 th century requires more creativity, critical thinking, problem solving as well as communicative skills. English, as the main international language, is playing an important role in the globalized world's people's life, so the scholars try to use more sophisticated learning methods in EFL scope. The present study was an attempt to investigate the effect of project-based language learning, which is supposed by its proponents as a creativity developer, commonly used method in general science instruction, on some Iranian female intermediate EFL learners' reading ability as well as their vocabulary size improvement in short term, and long term vocabulary recall. The analysis of the collected data through out of this study confirms that, the PBL group's progress in all measured scopes were statistically significant. The researchers believe that using project-based language learning in Iranian EFL courses positively affects the learners' reading ability and accelerates their vocabulary achievement.

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