<p><em>Regarding the attractiveness of picture books, this study examined the impacts of teaching picture books on vocabulary learning of 40 Iranian elementary students. The participants were randomly assigned to two groups of 20; one experimental and one control. Then, their knowledge of vocabulary was assessed through administering a researcher-made vocabulary pre-test. </em><em> After that, the researchers started to teach the experimental group through teaching picture-book of Starters Word List Picture Book. The words were taught to the students and they were required to match each word with its picture. The control group was instructed through their school textbook (Prospect One). The words were taught without their pictures; the words were read and simultaneously the students were wanted to repeat them and write their Persian equivalents. After the instruction ended, a vocabulary post-test was given to determine the effects of the treatment on the students’ vocabulary learning. The results of </em><em>paired and independent samples t-tests indicated that the experimental group outperformed the control group on the post-test.  It was also revealed that teaching through picture books resulted in better vocabulary learning. </em></p>

A "Gallery Walk" is an action that permits students to examine and show their last work around a room much like artists would show their artistic pieces in a "exhibit." It is a way that learners can share their group tasks or individual responses to a content in a stress-free way with the confirmation of getting some feedback from their learning network. This study investigated the impact of gallery walk technique on Iranian pre-intermediate EFL students' oral execution. Firstly, 60 homogeneous pre-intermediate students from a private language institute were selected and randomly divided into two equal groups, named as experimental and control group. Then they were pretested through a researcher-made speaking test. The learners in the experimental group received gallery walk technique and the control group continued the ordinary program of the classroom; they did not receive any treatment. After the treatment, the researchers administered the modified version of the mentioned pre-test as the post-test. Independent and Paired Samples T-tests were run to analyze the data. The results of post-test showed that experimental group outperformed the control group. The findings indicated that gallery walk technique improved Iranian pre-intermediate EFL learners' speaking ability.

Disclosure statementNo potential conflict of interest was reported by the author(s). Citation informationCite this article as: Effects of flipped instruction on iranian intermediate EFL learners' speaking complexity, accuracy,

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Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level