Abstract-The present research examined the role of written corrective feedback (WCF) in enhancing writing accuracy of Iranian Intermediate learners. The present study is quantitative and experimental survey that measured the accuracy of using two functions of English article system, namely definite article "the" and indefinite article "a" and "an" during eight weeks using pre-test and post-test. Sixty students including (20 control group, 20 experimental group,20 experimental group) participated in the study to determine which kind of teacher written corrective feedback affects writing accuracy more. (1) Control group did not receive WCF on specific grammar errors; group (2) received direct WCF; group (3) received indirect WCF. The results of the study demonstrated that direct (WCF) affected students' performance more.

Speaking a language involves more than simply knowing the linguistic components of the message, and developing language skills requires more than grammatical comprehension and vocabulary memorization. In teaching-learning processes, drama method may have some positive effects on ELL students' speaking fluency and accuracy. This study attempts to probe one of the main concerns of language learners, that is, how to improve their speaking components, e.g. oral fluency and accuracy. To attain this aim, the researchers investigated the effect of two selected texts from modern English dramas on students' speaking fluency and accuracy. They distinguished fluent from non-fluent and accurate from no accurate learners. Therefore, the current study was designed as a true experimental research and the data were gathered from 60 EFL students, whose ages are between 19-25 (80 percent girls and 20 percent boys),of English language and literature at Hormozgan University in Iran. The data were the recorded speaking transcripts which were analyzed to show the probable progresses after four-time (10 weeks) treatment. The factors to be considered in present study were the numbers of filled and unfilled pauses in each narration, the total number of words per minute, mean length of utterance, and number of stressed words. The results were compared and their temporal and linguistic measures were correlated with their fluency scores. They revealed that the speech rate, the mean length of utterance, phonation time ratio and the number of stressed words produced per minute were the best predictors of fluency scores, and thus, students' speaking fluency increased, whereas the students' speaking accuracy decreased in some areas of speaking abilities and oral communications.

Abstract-The present study primarily investigated the relationship between lecturers' perception about learners' autonomy and learners' actual level of autonomy. This study also tried to shed light on the factors that contribute to learners' autonomy. 50 undergraduate students and 22 professors of English major from Islamic Azad University of Bandar Abbas served as the participants of the current study. Two questionnaires, one for students, and one for teachers were chosen as the instruments of the current study. After collecting data through instruments, the statistical analysis was done. The results of the study demonstrated that there is a positive relationship between teachers' perception about learners' autonomy and learners' actual level of autonomy. Furthermore, those factors which foster learners' autonomy were identified. The present study has also some theoretical and pedagogical implications for both language learners and language teachers.

Abstract-Nowadays most researchers argue that incorporating vocabulary in classroom tasks can facilitate vocabulary teaching. The goal of the study was to investigate the impact of collaboration on vocabulary development of teenage EFL learners in a language institute in Kahnouj. To this purpose and as an experimental method of research, two intact groups of learners were chosen to participate in the experiment. The population of the study was made up of 85 EFL learners in a language institute in Kahnouj. To homogenize the study subjects, an Oxford Placement Test was administered and only those subjects whose scores fell one standard deviation above and below the mean were selected for the study. The other instrument was using two sets of vocabulary tests which were used to tap the initial vocabulary knowledge of the learners in both groups: pre and post vocabulary tests. The same type of material was used for both experimental group (EG) and control group (CG). In other words, the learners in both groups were instructed through the same sources, the same teacher, and the same teaching hours. Based on the achieved data, the participants in the CG did not benefit from the individual teaching processes as much as the learners in EG.

The diverse population of learners includes students who are high performing in reading as well as those who struggle with reading. This research concerns struggling readers. The goal of teachers is to identify struggling readers and discover ways to address the reading needs of those students. Pinnell (2006) stated that teachers have a common goal: to make literacy a true part of the lives of all students. There are many interventions to help struggling readers. Reading Recovery (RR) is a short-term reading intervention program designed to help the children develop effective strategies for reading and reach average levels for their particular peer group (Fountas & Pinnell, 1996). Research has confirmed the positive impact of RR on readers who struggle (Allington, 2005; Clay, 1993; McKee, 2006;Schwartz, 2005). In particular, Allington (2005) outlined five principles of scientific reading instruction: (a) classroom organization; (b) matching pupils to texts; (c) access to interesting texts, choice, and collaboration; (d) writing and reading; and (e) expert tutoring. Research has shown that RR addresses four of these five principles.