This study examines the preferred vocabulary learning strategies of Iranian upper-intermediate EFL learners. In order to identify the aforementioned group in terms of language proficiency, a TOEFL test was administered to a population of 146 undergraduate EFL students at the university of Vali-e-Asr in Rafsanjan, Iran. Those scoring above 480 were arbitrarily labeled as upper-intermediate. Subsequently a questionnaire known as VOLSI (Vocabulary Learning Strategies Inventory) was given to the same subjects to come up with their preferred vocabulary learning strategies. Finally, a stepwise multiple regression analysis revealed that 11.4% of the variance in the learners' L2 proficiency can be accounted for by three strategy categories involving self-motivation, word organization, and authentic language use .In addition, an independent-samples t-test indicated no significant difference between learners' gender and their VLS choice.

Considering the prominence attached to written corrective feedback (WCF) within the domain of second/foreign language (L2) acquisition, automated writing evaluation (AWE) tools have steadily gained ground over the last two decades. The current study was an attempt to investigate the extent incorporating an AWE program, known as Criterion®, within a process writing framework would affect learners' writing quality in an English as a foreign language context. Moreover, we drew a comparison between the overall effects of computer‐ versus teacher‐generated WCF. Participants consisted of 53 tertiary level students from two intact essay‐writing classes. The within‐group findings revealed that the experimental group's writing scores rose significantly from the pretest to posttest after receiving automated WCF over several weeks. Significant progress was also noticed on all rounds of scores obtained from five essays assigned to this group except between the first and the second. As for the comparison between computer‐ and teacher‐administered WCF, the former condition was found to be more efficient. Overall, the findings provide a deeper insight into the workings of an automated evaluation tool and how it was employed in the L2 classroom to impart consistency to the assessment procedure and ease the burden traditionally placed upon teachers.

Access to information and its dissemination for the planning of health and social care is essential. While information is not always available as per the needs of the blind people, thus the public libraries and information centers led for meeting the information needs culture and proper knowledge. The study was based on a Descriptiveanalytic method in which we included 384 blind people of both the sex selected by the multi-clustering method from 10 provinces of Iran. Health information of the subjects was collect through a researcher-based questionnaire. Results showed that religion, occupations, and access to healthy living, were the f irst top priority of blind people for meeting information needs in three cultural; social in addition, health forms. The blind people try to look for information on a daily basis and seeking up-to-date technologies. They are most used to audio media rather than any other media to access, utilise information, and rarely used new technologies. Unlike normal people, blind people have high expectations from the library. An attempt has also been taken to present a new model. AbstractIntroduction:

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners set goals and expected an outcome in the ‘forethought’ phase. Then, they employed strategies to pay attention to the form or meaning of the grammatical feature. Learners also attempted self-instruction by using facilitators in the ‘performance’ phase. Furthermore, their self-evaluation played an essential role in the ‘self-reflection’ phase. The results also indicated an interplay between the forethought and self-reflection phases, whereas the interaction between the performance phase and the other two phases appeared to be unidirectional. Additionally, it was revealed that GLS in the forethought and self-reflection phases as well as ‘total grammar strategy use’ significantly predicted grammar proficiency. The findings will serve classroom pedagogy via contributing to the body of knowledge about strategy instruction in general and GLS in particular.