Since the early twenty-first century, data-driven learning (DDL) approach that is a pedagogical application of corpus linguistics in classroom, has introduced a paradigm shift in EFL instruction. Research output, however, concerning this inductive, discovery-oriented learning is equivocal. This study, thus, explored the application of both native-speaker and local learner corpora, attesting the effect of direct vs. indirect DDL activities on 39 EFL learners’ development in CAF measures of writing. To this end, two experimental groups were taught through corpus consultation, but the control group received the conventional method of using a textbook, teacher explanations, and classroom exercises. Results obtained from three (two experimental and one control) groups of participants’ writing performances pre and post to seven sessions of paragraph writing confirmed the significant role of indirect DDL in writing more accurate and fluent paragraphs; however, no statistical evidence was found as regards syntactic complexity. Moreover, no significant effect of the direct DDL method in improving learners’ writing was observed, which is, thus, interpreted as suggestive that applying indirect DDL could be more effective than the direct DDL approach. It is concluded that classroom-based computers are not necessarily essential tools to implement the DDL pedagogy.

This correlational study examined the relationship among some English teachers’ characteristics and their students’ foreign language learning. Eighty-two Iranian high school teachers who taught English completed a battery of questionnaires. The scores of the teachers’ students on their final exam were collected as indicators of their English achievement. The results revealed that there was a positive relationship between the teachers’ self-efficacy, classroom management orientations, personal accomplishments (a subscale of burnout), and students’ L2 performance. However, the correlations between emotional exhaustion and depersonalization (two subcomponents of burnout) and students’ English learning were negative. Furthermore, the findings indicated that the teachers’ self-efficacy was the strongest predictor of learners’ English learning. These findings highlight the importance of such teachers’ characteristics for their learners’ L2 learning.

It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.