The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers' voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies. Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.

Abstract-Among various aspects of effective instruction, scaffolding is an important concept that helps language teachers to consider the context of language learning. Teachers need to focus on strategies that are appropriate to different kinds of listening techniques and to consider the proficiency level of their students. The current investigation attempted to determine the impact of teacher scaffolding on listening comprehension of Iranian EFL learners. To this end, 60 intermediate learners (including 30 male and 30 female) were chosen from a language institute and divided in two groups. Hogan and Pressley's (1997) guidelines were used in order to incorporate scaffolding techniques throughout their lessons. The results confirmed the significant impact of teacher scaffolding on listening achievement in male and female EFL learners. Additionally, by considering gender, it was shown that there was no relationship between gender and listening achievement through teacher scaffolding.