Abstract:This study aimed at investigating the possible dynamicity of reading motivation across time. To this end, the reading motivation questionnaire (Mori, 2002) was administered to about 101 BA students twice. The results indicated that reading motivation does not have a fixed construct. Different components of reading motivation might change in nature across time.

The present study was an attempt to investigate the significance of verbalization and teaching the concepts of listening on the development of listening performance among Iranian EFL learners. To do so, an experimental study was designed in which the participants were sixty pre-intermediate learners selected based on the results of their performance on a standard version of Oxford Placement Test (OPT).

One of the challenges in foreign language teaching, specifically teaching listening skill, is to create a low-anxiety classroom environment, since many learners believe listening induces anxiety. This study compares learners' anxiety in two different classrooms in which learners were instructed by two forms of artifacts: materializing and verbalizing. The Foreign Language Listening Anxiety Scale (FLLAS) scores before and after a 13-week experimental treatment course were used to compare learners' anxiety before and after receiving intervention by two means. In this study, the lower score of anxiety was for the group which did verbalization practice in the class; however, both groups showed the same performance on listening test.