in the Islamic Republic of Iran. His research interests include reading, testing, and translation. Nava Nourdad is a Ph.D. candidate at university of Tabriz. Currently she is completing her dissertation. Her research interests include Testing, Reading and ESP.

The reform in teaching and curriculum involves not only in the teaching content, but more so in teachers' methodology, the students' learning strategies and the changed relationship between students and teachers in the classroom setting.The purpose of this paper is to suggest that what is needed for ESP is a different orientation to English study and to outline an approach which departs from that which is generally taken. Broadly, what is involved is a shift of the focus of attention from the grammatical to the communicative properties of language. This view that the difficulties which the students encounter arise not so much from a defective knowledge of the system of language but from unfamiliarity with English use is acceptable but not sufficient.It is suggested that although specification of language needs is necessary for ESP course and it will be useful for selecting and grading materials, in teaching ESP learning strategies should play an important role. Accordingly, autonomous learning and metacognitive strategies are suggested as basic essentials for teaching and learning ESP.

Dynamic assessment as a complementary approach to traditional static assessment emphasizes the learning process and accounts for the amount and nature of examiner investment. The present qualitative study analyzed interactions for 270 reading test items which were recorded and tape scripted. The reading ability of 9 EFL participants at three proficiency levels of high, mid, and low were assessed dynamically during five weeks of this study. The findings revealed five major data type only available through DA including an exact estimation of examinees' abilities, identifying the source of problem, identifying the stage of the problem, estimating the extent of examinees' development within their ZPDs, and the extent of transcendence for later independent performance. The results also highlighted the differences in these data for readers at different proficiency levels. These findings have implications for assessors, and teachers in taking effective steps to improve learner development with exact information about learners of different proficiency levels.

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS) to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s) and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

This study investigated the effect of explicit instruction of metacognitive reading strategies on ESP reading comprehension among university students in Iran. Strategy instruction has recently been integrated into language teaching methodologies, stressing that successful language learners take advantage of appropriate strategy selection and application in order to develop better language skills. Poor learners, on the other hand, fail to know how to use strategies and for what purposes. There has been ample research on the impact of explicit strategy instruction on the EFL learners' language skills. These studies indicate the effectiveness of strategy instruction on the various aspects of language learning such as skill development among EFL learners but the notion of the effectiveness of strategy instruction on ESP reading comprehension in university level has not been much scrutinized in Iranian context. The participants in this study included undergraduate first and second year students studying Islamic Art and Architecture Engineering at Tabriz Islamic Art University. A randomized subjects and posttest-only control group design was employed in this study. The number of students in Art control and experimental groups was 28 and the one for Architecture control and experimental group was 26 students. The participants in the experimental groups received explicit instruction of metacognitive reading strategies through the Cognitive Academic Language Learning Approach (CALLA) for strategy instruction. The results of independent t-test revealed that the students in the experimental groups outperformed those in the control groups and showed greater achievement in their ESP reading comprehension ability. icant advance in their tasks. They fail to recognize that the strategies they are applying are not helpful and are unaware of other strategies that may help them make better progress and accomplish their goals. Successful learners, on the other hand, capitalize on a handful of useful and appropriate strategies when accomplishing tasks (Naiman, Frohlich &Todesco, 1975).A single strategy use can also lead to dissatisfaction in learning so, rather than being isolated actions, strategies are used together in learning to achieve desirable results. There is no good or bad strategy in learning. In fact all strategies are useful but the point is about the bad or good application of strategies.Strategies have also been considered in the context of language teaching methodologies. Often a methodology assumes that if the teacher follows certain steps in teaching, learners will learn what is being taught. This idea underestimates individual differences in learning and the fact that each individual approaches the learning based on their own