This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL learners in three comparison groups were taught English writing adopting one of the three approaches enumerated above. To investigate any changes in the learners' performance as a result of the study course, their fluency and accuracy in writing tasks with high, moderate, and low cognitive complexity levels were gauged before and after the training. Based on the results of covariate analysis, mentor text modelling yielded higher degree of fluency compared to a product-based approach; however, the approach was found to be inferior to a process-based approach in terms of enhancing fluency in writing. Additionally, Mentor text modelling was found to be as effective as a productbased approach, and at the same time, more effective than a process-based approach in improving accuracy, regardless of the writing tasks' cognitive complexity level. The findings may have several implications for EFL teachers and course designers interested in developing writing syllabuses.

Abstract-Reading as an important skill among the other four language skills, received high attention by the end of the first quarter of the twentieth century and a large number of researchers devoted their research papers to different aspects of reading. However, one of the important issues, over the last few decades, has been strategic reading. Early research in this field considered native language (L1), but in the last three decades the emphasis was on second language reading (L2). Despite the wealth of the studies in the area of reading strategies, there was a comparative dearth of research in the comparison of L1 and L2 reading strategies. In line with these facts, this paper attempted to examine whether L1 and L2 readers use the same reading strategies while reading. Using a Strategy Inventory for Language Learning, quantitative data were collected from 30 EFL Iranian and Indian students. The obtained results indicated that while "social strategy" was the most prevalent among different strategy types between natives; non-natives applied "memory and cognitive" strategies more. Transfer, learning environment, and knowledge of the two languages were among influential factors in the use of strategies by the two groups of respondents.

Abstract-Researchers have demonstrated that effective teacher leadership has a positive influence on English language students' achievement and it is seen as an essential means for institution improvement and renewal. To this end, the present article aimed at exploring and quantitatively analyzing the extent to which EFL teachers perceive teacher leadership. Therefore, through the adoption of a Questionnaire of Teacher Leadership School Survey ( presented in appendix B) developed by Katzenmeyer and Moller (2009), a questionnaire survey was carried out to collect data from 60 EFL teachers across four English language institutes in Alborz province in Iran. Then, as a result of the data analysis, it was indicated that most of the EFL participant teachers practiced and implemented at last an average level of teacher leadership in their classes. Index Terms-EFL teacher leadership, institution improvement, English language students' achievement

Abstract-One of the concerns of EFL learners in holding a successful communication is to avoid and overcome communication breakdowns. They must use strategies and tactics, communicative or conversational strategies, that create satisfaction, the sense of being understood. However, few classroom instructors can provide EFL learners with enough activities to learn how to use these strategies to communicate effectively with native speakers. One way to teach these conversational strategies is to provide learners with the authentic materials to use in the classroom and in the interaction with native speakers in real situations. To this end, this study suggested a technique that meets these needs and help learners to achieve some of the important strategies for avoiding and overcoming the breakdowns in conversations. This study presents the effects of teaching conversational strategies through semi-structured DVD short films on speaking performance of learners. It is carried out as an experimental study with two groups of Iranian EFL upper-intermediate learners in an English language institute, Tehran Oxford institute, in Iran. All participants received six weeks of instruction on four conversational strategies: Paraphrasing, asking for clarification, checking for comprehension, and turn-taking. The control group received direct instruction from the teachers' handout but the experimental group watched six relevant semi-structured DVD short films and the film-based observational tasks. Research data was collected from pre-and post-tests on speaking performance. The results showed that after the treatment, the experimental group used these strategies frequently in their communication, the learners' speaking performance was improved, and they showed a positive attitude towards the treatment.

The present study sought to explore the efficacy of a brand-new approach to teaching writing called mentor text modeling in neutralizing trade-off effect between accuracy and fluency in writing tasks with different levels of cognitive complexity. To this end, a total of 60 (30 male and 30 female) Iranian EFL learners were randomly selected and assigned to three groups of comparison, each containing 20 (10 male and 10 female) learners. Employing a pretest/posttest experimental design, learners of the three groups received instruction on advanced writing during an 11-week course. At the commencement of the course, the learners’ fluency and accuracy in writing were gaged through three writing tasks with high, moderate, and low levels of cognitive complexity. Having been exposed to the same instructional input, the learners of each group underwent writing instructions based on one of three approaches to teaching writing, namely, mentor text modeling, product-based approach, and process-based approach. At the end of the study course, the learners’ writing performance was assessed on three tasks parallel to the pretest measures. Results of running correlation analysis indicated that contrary to the two traditional approaches to teaching writing, mentor text modeling was capable of improving accuracy and fluency simultaneously and, as a result, was found to be effective in neutralizing the trade-off effect between accuracy and fluency in writing tasks with high, moderate, and low cognitive complexity levels. The study’s finding may urge EFL teachers to include mentor texts while teaching writing to realize a balanced improvement in EFL learners’ writing competence.