Computer-assisted language learning has received respectable amount of attention among researchers and language teachers. In this regard, innumerable large or small-scale projects blazed a trail for other teachers to follow. The present study is primarily concerned with the students' attitudes towards computer-assisted language learning. Its main purpose is to investigate what the Iranian high school students' general attitudes are towards computer-assisted language learning (CALL), and using CALL for teaching EFL receptive skills including reading and listening. The methodology employed a replication design and questionnaire approach. The findings demonstrate that most of the students have positive attitudes towards CALL and using it in language receptive skills teaching.

Abstract-This study investigated the differences between Iranian students-Persian speakers who are learning English as a foreign language-(20 male and 20 female) and the native participants (20 male and 20 female) Australian students majoring in different fields, refusal strategies. A Discourse Completion Task (DCT) was used to elicit the relevant data. The results showed that Iranian EFL students tend to use limited strategies for refusing their interlocutors' requests. Moreover, refusal patterns of natives are very different from those of non-natives, though they do share some similarities.

Mobile applications of language learning have the capacity to revolutionize the way languages are learned. This study examined the students' perceptions of the effectiveness of Mobile Assisted Language Learning (MALL) based instruction as a complement to direct instruction for 36 high schoolstudents inIran. Specifically, student perceptionusing direct instructioncombined with"Memrise" Mobile-based language learning versus direct language instruction only.The findings of this research suggest that Memrise is an effective method of English language instruction. It is important to note that Memrise is not meant to replace direct language instruction, but its purpose is to serve as an effective supplement to state language instruction.

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