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Textbooks play a very crucial role in the process of language teaching and learning. The present study carries out an evaluation of two series of ELT textbooks used for teaching English language in Iranian high schools from 1970 to the present. For this purpose, Tucker's (1975) textbook evaluation model is employed. The results suggest that one of the main factors for the students' achievement in English language is the ELT textbooks. The researchers suggest that in the textbooks, there should be enough opportunity for the learners to practice the language they are learning communicatively.

The present study sought to uncover the effect of previously acquired languages, Azeri and Persian, on the acquisition of English adjective properties of bilingual learners. It further investigated the role of L3 general proficiency and its interaction with the effect of previously acquired languages on the development of English adjective properties. More specifically, the aim of the study was to discern which of the theories in the field of third language acquisition (Cumulative-

This article tries to explore the instructional efficacy of strategy-based instruction via electronic portfolio assessment (Web plus CD-ROM) (Nelson, 1976) to ensure that they are homogeneous in terms of language proficiency. Afterwards, the participants were divided into three equal groups; namely, two experimental and one comparison group. The comparison group was taught using traditional methods of teaching reading comprehension and the experimental groups were taught using four reading strategies ( highlighting a text, parsing sentences by putting slashes (/) into sense units, using visual aids and pictures to understand the outline of a text, and drawing cluster diagrams to link the ideas within the text to understand the whole text). After the treatment, a posttest was administered. The mean scores of the comparison and both experimental groups on the posttest revealed that language learners' mean score in the experimental groups was significantly higher than language learners' mean score in the comparison group. This means that reading instruction, which was strategy instruction, was more effective in improving readers' reading proficiency. Another goal of this study was investigating the instructional efficacy of electronic portfolio assessment while using reading strategies. A weblog was designed to collect the participants' tasks to beshown to their classmates to see the result of strategy training, using the strategies, and the progress of the participants during the study. To sum up, the results of this article state that foreign language pedagogy, especially for adult and young adult English learners, would reap the benefits of the inclusion of explicit and direct strategy instruction within electronic portfolio assessment.