Part of the English language problems in Iran are supposed to arise from the inadequacies in the design of the prescribed English textbooks used at high school levels. This study examines the first grade English textbook used in Iran’s senior high schools based on the current research findings in syllabus design, English language teaching, and the specific language teaching situation in Iran to determine the extent to which it conforms to the common universal characteristics of EFL/ESL textbooks. Detailed analysis focused specifically on the use of a checklist extracted from different EFL textbook evaluation checklists corresponding to the local needs. The findings show that only 63% percent of the book conforms to the universal characteristics of textbooks. It is hoped that policy makers, textbook writers, and teachers strive to effectively match textbooks with the needs of the learners

This study aimed to suggest an Excellent Teacher Thinking Model that has the potential to be utilized in the development of excellent teachers. Interaction survey method using survey questions, observation, document review and interview was conducted in this study. One hundred and five excellent teachers were selected randomly as research respondents. Two sets of instrument constructed and used in this study were Teachers' Thinking questionnaire and Teachers' Teaching Performance observation form. Cronbach Alpha reliability value was between 0.73-0.92 for every component in each division. Multiple regression analysis (stepwise) was used to answer the research questions. R square value (R 2 = 0.31) showed that the overall contribution of the two significant variables (expectations and subject expertise) to teaching performance was 31.10 percent. The linear regression equation was . Excellent Teacher Thinking Model generated from this study showed that all five components of thinking domain contributed significantly to excellent teachers' teaching performance. Among the five thinking components, teacher expectation showed the highest contribution to excellent teacher teaching performance. This study showed that teacher expectations play a vital role in shaping the objectives, goals, curriculum, and instructional methods of schools. Hence, excellent teachers' professional development programs will help school teachers improve the profession.

It has been suggested that Cooperative Learning (CL), as a close relative of Community Language Learning (CLL), might be a good alternative to the dominant Grammar Translation Method (GTM) in Asia, where learners are believed to be individualistic, passive, and unable to work cooperatively to construct their own knowledge. Based on ten ninety-minute-long sessions, this study compared CL to GTM in north-east Iran, using an experimental design. This research investigated 64 female freshmen’s achievement on 10 grammatical forms. Thirty-two students (eight four-member groups) participated in the experimental group (CL), and the other thirty two in the control group. The same instructor (one of the researchers) taught in both classes. Using the SPSS software, a covariance test and independent samples t-tests were used to test three hypotheses. A prescribed textbook at the national level was used as the material and a thirty-item test with a reliability of 0.82 was used as the instrument. The findings suggest the superiority of CL to GTM and its being applicable in an Iranian context. Furthermore, in the CL class, the gifted students were found to improve as much as the poor ones. The study offers some implication for teachers, teacher educators, students, and theory developers

Abstract-The Depth of Processing Hypothesis (DPH) suggests that the more cognitively one is engaged in learning a word, the more likely it is to remember it later. This study was an attempt to test and substantiate this Hypothesis by assessing the impact of memory strategy instruction on learners' short-term and long-term vocabulary retention. True experimental design was employed to study two classes of 40 randomly selected intermediate learners as control and experimental groups. Both groups were exposed to the same vocabulary learning activities; however, only the experimental group received the treatment regarding memory strategies. A 35-item vocabulary test was developed by the researchers based on the instructed material (the "Intermediate Vocabulary" textbook by B. J. Thomas). The reliability of the test was estimated 0.72 through KR-21 formula. The results of the first and second independent samples t-test analysis from the immediate and delayed post-tests indicated that the experimental group had a better performance than the control group on the delayed post-test only. Thus, the findings confirm the long-term effectiveness of instruction through memory strategies and support the DPH.

Since English pronunciation errors by Persian speakers are often caused by the transfer of the Persian language sound system, the present study investigated the effect of explicit pronunciation instruction on undergraduate English as a Foreign Language (EFL) learners' vowel perception enhancement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG), respectively. A 40-item minimal pair test was developed based on the 3rd edition of the book Ship or Sheep: An Intermediate Pronunciation Course written by Baker (2006). The reliability of the test was estimated 0.75 through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG received the treatment regarding explicit pronunciation instruction. At the end of an eight-week training program, the pretest was used as the posttest. The results of the independent samples t-test from the posttest revealed that the EG had a better performance than the CG, suggesting that EFL learners' vowel perception can improve if they are explicitly made aware of their pronunciation errors.