The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers' voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies. Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.

<p><em>Today technology, especially computers, has revolutionized many aspects of our lives and computers play crucial roles in the process of language learning and teaching. Moreover, English is a vital and survival mean in aviation to teach related materials to pilots and those who are engaged in aviation. This study explored the attitude and motivation of Iranian student pilots toward computer-assisted language learning. To this end, 30 Iranian intermediate student pilots who were studying at Islamic Republic of Iran Army Aviation College in Isfahan participated in this study. The data were collected through the Oxford Placement Test, a questionnaire on attitude towards computer-assisted language learning and another questionnaire on motivation for language learning through computer. Then, data analysis was carried out via calculating the frequency and percentage of the responses to the questions as well as the statements of the questionnaires. The results obtained revealed that Iranian student pilots showed positive attitude towards computer-assisted language learning and they were motivated for learning English through the use of computers since through such learning, anxiety is reduced and they can learn English in an independent learning atmosphere. The results suggested that computer-assisted language learning curriculum can significantly motivate students and thus it should be improved in aviation educational settings.</em></p>