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<p>Technology especially, using mobile considered a booming future trend, facilitates education anywhere and anytime, and increases rapport among the growing number of second language learners. Consequently, this study probes the impact of Mobile Assisted Language Learning (MALL) on rapport in EFL classrooms. The population of this study was intermediate female EFL students (15-20 years old) at English Language institutes located in Kerman, district 2. A Cambridge Placement Test (CPT) was used to have almost homogenous groups. After administrating the CPT, 40 students who were randomly and equally assigned to the experimental and control groups (20 students in each group) were selected as the sample of this study. To see the impact of MALL on EFL learners' classroom rapport, the researcher utilized quantitative research method. The instrument applied in this study was a classroom rapport questionnaire. The result revealed that regular and immediate text messages can act as an effective way of establishing rapport between the teacher and the students.</p>

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The indispensable role of identity in language learning has recently attracted considerable attention among SLA scholars. Consequently, the current mixed-methods classroom-based study investigated whether the implementation of intercultural movie clips could contribute to improving the personal identity, and have a positive impact on L2 identity of participants in the English as a foreign language (EFL) context of Iran. To this end, two intact classes were assigned to the control and experimental group, each containing thirty students. This quasiexperimental study was implemented on the pre-test post-test equivalent-group design. Drawing on quantitative and qualitative analysis, using two questionnaires and a semi-structured interview, the results indicate that positive changes took place in the personal and second language identity of the participants. More specifically, they moved from a closed community of practice in which self was seen from one horizon to an intercultural community of practice in which others were seen besides self. The changing community provided by movie clips had an impact on the participants' views and trends. Thus access to new social, cultural, and linguistic resources resulted in the adoption of new identities. Indeed, teachers and educators should know that language can be considered as a site for the construction of self-identification or group affiliation since language is a key element in identity formation and identity is a sense of self or sense of belonging.

The present mixed-methods classroom-based study investigated whether the provision of multiple intelligences teaching approach to physically disabled learners could contribute to activating multiple intelligences and have a positive impact on their classroom engagement. To address this issue, three intact classes of 10 Iranian physically disabled learners participated in this study. In so doing, the study utilized an experimental design with 10 participants in the control group and 20 participants in two experimental groups. Drawing on quantitative and qualitative analysis, the results indicate that, over six months, the use of the multiple intelligences teaching approach contributed to a significant improvement in the learners' multiple intelligences. The implementation was also successful in raising the learners' classroom engagement. Further, comparing the first language (Persian) & second language (English) multiple intelligences-based instruction, L2 (English) multiple intelligences-based instruction was more effective in fostering physically disabled learners' multiple intelligences and classroom engagement.