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The present study was an attempt to investigate the effectiveness of teaching English vocabulary through song to preschool young English Language Learners in Aligoodarz, Iran.The participants of the study consisted of 103 preschool young learners, who were divided into two groups of experimental group and control group. The experimental groups were consisted of 62 young learners and the control groups were consisted of 51 young learners at the age of six. The experimental groups were instructed using song and the control groups were instructed using non-song methods. Twenty sessions were spent working on teaching vocabulary for each group. Before starting the treatment, an interview was done as a pretest by the teacher to confirm that learners did not have any prior knowledge of English. After finishing the treatment, the post-test was administered by the teacher to measure the amount of learning vocabulary items in each group. The data then was analyzed using the SPSS. The findings revealed that the experimental group improved significantly in terms of vocabulary retention compared to control group.

The main goal of this study was to examine the influences of authentic materials on listening ability of sixty female language learners. To this aim, sixty Iranian EFL learners in upper-intermediate level who studied in two institutes in Esfahan were participated to this study. They were divided into two groups. This division was done randomly. At the end a t-test was applied and the data analysis revealed that experimental group surpassed their peers in control group in listening comprehension ability since they received treatments through authentic materials. In this paper the results revealed that the authentic materials have benefit for EFL classrooms for the lack of real opportunities that will be existed for learners to be encountered with it while learning.

Writing is an important experience through which we are able to share ideas, arouse feelings, persuade and convince other people (White & Arndt, 1991). It is important to view writing not solely as the product of an individual, but as a cognitive, social and cultural act. Writing is an act that takes place within a context, that accomplishes a particular purpose and that is appropriately shaped for its intended audience (Hamplyones & Condon, 1989).The present research considered the significance effects of two important independent variables self-monitoring and peer-monitoring in writing activities on Iranian English as a Foreign Language (EFL) learners. In this research we were supposed to investigate self-monitoring & peer-monitoring effects on 173 male and female learners' writing activities whose age ranged from 16 to 27, and they had a composing description writing paragraph as pre & posttest in the same conditions. Although many studies have been conducted on the effects of self-monitoring with a variety of students across a variety of settings (