Reading comprehension plays a significant role in educational success. In spite of its importance, students still have difficulties in understanding texts. One solution to the problem of poor reading comprehension is the learning of reading strategies. The current study examined the effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. Sixty-one students were selected and randomly divided into two control and experimental groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. All students in both groups participated in a reading comprehension test as pretest. The experimental group utilized summarizing strategy three times a week typically 45 minutes in duration for ten weeks. After each two week instruction, an immediate posttest was administered. At the end of the treatment, a post-test was administered to both groups. The findings of the study indicated that summarizing strategy has a significant effect on learners' reading comprehension.

<p>The evolution of technologies leads to the great significance of e-learning in the domain of education. Recognition of the crucial factors which influence learners’ aims towards continued use of e-learning would guide teachers, learners and e-learning developers to increase e-learning use. To this end, the present study investigates the Expectation-Confirmation Model (ECM) factors of Post-Adoption Expectation (PAE) which is explored via using language learners’ post-adoption experiences in the use of e-learning systems. Learning process, tutor interaction, peer interaction, and course design are the four factors identified used for extending the perception of language learners’ experiences in e-learning. The survey method was used to empirically validate the suggested model (ECM) of the present study. A total sample of 120 Iranian university students participated in the study.</p><p>In order to investigate the proposed model, structural equation modelling employing Smart PLS 2.0 was run. The findings indicate that learners’ confirmation of using e-learning has a significant effect on the four aforementioned factors. Learning process and course design are the only two factors that have a significant effect on users’ satisfaction and continuance intention. On the other hand, the results showed that tutor interaction and peer interaction do not have a significant effect on predicting learners’ satisfaction and continuance intention of e-learning systems.</p><p> </p><p>Keywords: e-learning, students’ satisfaction, students’ continuance intention, expectation-confirmation model, post-adoption expectation</p>

The evolution of technologies leads to the great significance of e-learning in the domain of education. Recognition of the crucial factors which influence learners’ aims towards continued use of e-learning would guide teachers, learners and e-learning developers to increase e-learning use. To this end, the present study investigates the Expectation-Confirmation Model (ECM) factors of Post-Adoption Expectation (PAE) which is explored via using language learners’ post-adoption experiences in the use of e-learning systems. Learning process, tutor interaction, peer interaction, and course design are the four factors identified used for extending the perception of language learners’ experiences in e-learning. The survey method was used to empirically validate the suggested model (ECM) of the present study. A total sample of 120 Iranian university students participated in the study.In order to investigate the proposed model, structural equation modelling employing Smart PLS 2.0 was run. The findings indicate that learners’ confirmation of using e-learning has a significant effect on the four aforementioned factors. Learning process and course design are the only two factors that have a significant effect on users’ satisfaction and continuance intention. On the other hand, the results showed that tutor interaction and peer interaction do not have a significant effect on predicting learners’ satisfaction and continuance intention of e-learning systems. Keywords: e-learning, students’ satisfaction, students’ continuance intention, expectation-confirmation model, post-adoption expectation

The present study aimed to find out the effect of summarizing and presentation strategies on Iranian intermediate EFL learners' reading comprehension. 61 students were selected and divided into two experimental and control groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. The experimental group used the two strategies three sessions each week for twenty weeks, while the control group was not trained on the strategies. After every two-week instruction, an immediate posttest was administered. At the end of the study, a posttest was administered to both groups. Paired-sample t-test and Independent sample t-test were used for analysis. The results of the study revealed that summarizing and presentation strategies had significant effect on promoting reading comprehension of intermediate EFL learners. It also indicated that the presentation strategy was significantly more effective on students' reading comprehension.