The present study aimed at exploring the causes and reasons of the EFL learners’ plagiarism. To this end, 150 females and males TEFL students from State and Azad universities in Iran, participated the study. A questionnaire developed by Rezanejad and Rezaeibased (2013) and a semi-structured interview which were piloted on a similar sample before administering were used as the instruments of the study. To triangulate the findings, for the qualitative part of the study, a semi-structured interview including 16 questions was run with 10 learners to collect the quantitative data at the end of the study. Based on the findings of this study, it was revealed that most of the students were aware of the concept of plagiarism and had the same definition of it. Moreover, their professors used the Internet and search engines to detect plagiarism and warned them about plagiarism continuously.  The students claimed inadequate information about how not to plagiarize and less command over English language to be the main reason of plagiarism. They heard of it from their university professors, then in workshops or seminars on plagiarism, and finally from their high school teachers. Moreover, they got familiar with the concept of plagiarism through university professors, friends or family members, newspapers and magazines, Internet, TV, and radio. The implications are discussed in terms of raising learners' awareness about plagiarism in EFL contexts.

According to research on new vocabulary development by text, frequent experiences with foreign words, as well as the context in which these words appear, facilitate word learning and retention. The aim of this analysis was to see how context levels, word occurrence rates, and the combination of these variables affected the understanding and retention of unfamiliar words. Both zero, reduced, and high contexts were included in the study. The research included 60 Turkish EFL university students, with 20 in each of the three situations. The target words were the same for all learners in each condition. The high informative context was discovered that increasing word occurrences had significant effects on both productive and receptive knowledge of meaning while increasing word occurrences had significant effects on both productive and receptive knowledge of word type. The influence of frequent experiences with new words on vocabulary learning was only seen in the more comprehensive sense. It is realistic to provide learners with new words in high context to trigger vocabulary acquisition and retention.

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Students need to be skilled writers to get involved in a literate society. Providing learners with effective and appropriate teaching approach can lead to an easier and better mastery of skills. One of these approaches may be co-teaching. This study investigates the effect of co-teaching for Iranian advanced EFL learners' ability to write. The co-teaching approach was taken as a treatment through which two teachers were cooperating simultaneously during the teaching writing process in the same class with the experimental group. The participants of the control group were taught traditionally by a single teacher during all class sessions. According to the data analyses after comparing the two groups, co-teachers have been more successful in improving the overall writing ability of the treatment group. The underlying rationale is one in which teaching a class with two teachers may first add to the variety of teaching styles, feedback giving, consultation and reviewing the teaching process that can lead to better teaching practice and also doubling the class time by increasing teacher-student interaction time.

Verbal or linguistic intelligence is one of the types of intelligence that can be vital to acquiring both spoken and written language as well as using language to accomplish goals. The study can be categorized as a survey-based correlation study that sought to examine the relationship between two variables, namely, the verbal and emotional intelligence of learners, using gender as the moderator variable to demonstrate how gender differences affect the relationships between two dependent variables. 120 intermediate EFL male and female students from the Tokat Gaziosmanpasa ELT department's relevant classes held in the fall semester of 2022 were initially chosen to participate in the study. The Bar-On Emotional Intelligence Questionnaire's domestic version's items were administered to the subjects. According to the results of the present study, there was a strong positive and significant correlation between the verbal and emotional intelligence of male learners, indicating that participants with higher emotional intelligence levels appeared to be better language users and more effective communicators. Keywords : Emotional intelligence ; intelligence ; IQ ; linguistics.