Peer feedback is considered as an important dominant tool in enhancing the process of learning English writing. It also is regarded as a social activity. Some researchers consider peer feedback as an ineffective technique for improving students' writing and prefer teacher feedback to peer feedback. But ample of researchers have claimed that peer feedback in writing classes is useful because of the cognitive, and social benefits of peer feedback. The present article seeks to briefly summarize some of the main arguments in favor and against the role of peer feedback in learning second language writing.

Learning a language involves knowledge of both linguistic competence and cultural competence. Optimal development of linguistic competence and cultural competence, however, requires a high level of acculturation attitude toward the target language culture. To this end, the present study explored the acculturation attitudes of 70 Iranian undergraduate students of English as a Foreign Language, following a one-semester academic sojourn in the United States. The data of the study were collected through a 29-item 5-point Likert scale acculturation attitude questionnaire. Findings indicated that sojourners tended to have close contact with the people of the target society while maintaining their original culture, adopting Integration and Assimilation strategies as their acculturation attitudes. The pedagogical implications of the findings suggested providing opportunities for students of English as a Foreign Language to immerse in the target language culture through organizing academic exchange programs.

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In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannotbe involved in reading activities in Iran. For involving students with more reading activitiesin EFL classroom teaching and likening the resultsto the vocabulary exercises, the researcher directed a researchfor about five weeks in an EFL class. The subjects were 120 male and female students at high school level. Half of them (RP group) read chosen passages after which they did different vocabulary activities and exercises. The other half (RO group) received the reading only (RO) treatment, i.e., they only read several reading texts. The significance of the present study lies in the fact that it was able to compare the effectiveness of reading only and reading plus vocabulary enhancement activities on types of immediate and delayed lexical word recall in a single study. The researcher employed the Vocabulary Knowledge Scale to measure students' knowledge of 60 vocabulary items. The results showed that RP group gained better results than RO group on both acquisition and retention tests. This indicates that "Reading plus" method is more effective in increasing knowledge of vocabulary and long term retention in male and female EFL learners in Iran.

Although the role of personality traits in predicting the academic performance has been extensively studied, the relationship between affective factors, extraversion and introversion, and academic writing has been a neglected area of research. In this study, it was tried to examine to what extent these affective factors could foretell academic writing ability. To do so, 30 EFL students participated in the study studying literature in junior level at Ilam University, Iran. The pupils would take the free writing exam and their papers were scored based on Barron's rating criteria (2004). After that, they were divided into two groups of extraverts and introverts through Eysenck Personality Inventory (EPI). The results revealed that there was no significant relation between personality and writing ability. The findings refuted the cliché that the extraverts outperform the introverts in skills like writing.