This study examined the situational motivation of Iranian EFL (English as a Foreign Language) learners amid the COVID-19 pandemic through a descriptive and correlational design. To this end, the 16-item version of the Situational Motivation Scale constructed was employed. The participants were 65 university students who had taken a general English course. The data were fed into SPSS. The findings indicated that intrinsic motivation and amotivation were the lowest and highest categories of the scale. That is, the course had no inherent pleasure for the participants and they experienced feelings of ineffectiveness and beliefs of uncontrollability. Also, it was found that there was a significant, moderate and negative relationship between Intrinsic motivation and external regulation and motivation. Also, the relationship between amotivation and external regulation was significant, strong and positive.   Keywords: COVID-19, EFL, intrinsic motivation, online education, situational motivation;

The focus of the study was to find out the effect of watching subtitled documentary videos on EFL (English as a Foreign Language) learners’ vocabulary learning. To this end, 90 intermediate students (male and female) were randomly selected based on a proficiency test. Next, they were randomly assigned to two experimental groups and one control group. Participants took a pre-test. After 12 L2 treatment sessions where each group watched the video clips, 1 experimental group watched the clips with L1 subtitles and the other group with L2 subtitles and the control group with no subtitles, the post-test was conducted. Then, one-way analysis of variance was conducted to find out if there were any differences between the post-test performances of three groups. The results showed that participants in the L2 subtitled group and L1 subtitled group performed significantly better than unsubtitled group. The L2 subtitled group (mean = 16.97) performed better, but not significantly than the L1 subtitled group (mean = 16.56). The findings contribute to EFL learners, teachers and the Ministry of Education.   Keywords: Documentary, video subtitling, listening, vocabulary learning, L1 subtitling, L2 subtitling;

This study aimed to investigate the relationship between metacognitive, multiple intelligence, and reading comprehension of elementary and intermediate EFL learners. To this end, the researchers recruited 60 elementary students of Hasanzadeh high school in grade 10th and 60 intermediate English learners from Bilan-Taymaz English institute in Kazeroun using the Oxford Placement Test. Afterward, the researchers administered the researcher-made reading comprehension test. Furthermore, the Multiple Intelligence Questionnaire and Metacognitions Questionnaire tests were conducted. Participants were asked to complete these questionnaires and to take the reading comprehension test through separate sessions on the Rubika app. The results revealed a significant relationship between the metacognition and reading comprehension of both elementary and intermediate EFL learners. Furthermore, there was a significant relationship between the multiple intelligences of Iranian elementary and intermediate EFL learners and their reading comprehension. According to the next results obtained through SPSS, the researchers found that there is a significant difference between the metacognition of the elementary and intermediate participants. The same result was obtained for multiple intelligence. Keywords: Iranian elementary EFL Learners, Iranian intermediate EFL learners metacognition, Multiple intelligence, Reading comprehension;