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The aim of the current study was to investigate whether L2 minimal pairs practice would have an effect on Iranian intermediate English as a Foreign Language (EFL) learners' pronunciation accuracy. For this purpose, 30 Iranian intermediate EFL learners at Simin Institute participated in the experiment of the study. The selection of subjects was done from among 150 EFL learners at intermediate level. In order to make subjects homogenized an SPT was used, then they divided into two groups of 15 who were assigned to experimental and control group randomly. A pre-test of pronunciation accuracy was administered to both groups, then the experimental group received 5 sessions of teaching L2 pronunciation as well as Minimal Pairs Practice (MPP) while the control group received a placebo, in other words, teaching L2 pronunciation via the existing method. After the treatment again the same test was administered as posttest to both groups of the study. The data obtained from the tests were analyzed via independent samples T-test between the posttest scores of experimental and control group to see whether there is a difference between performance of the groups and the paired-sample T-tests was used between the pretest and the posttest of each group to show the progress. The results revealed that Iranian EFL learners in the experimental group performed better and received higher score in pronunciation test after 5 session of treatment.

This study aims to investigate the effectiveness of vocabulary learning strategies on Iranian EFL learners' vocabulary test score. To achieve this aim, fifty Intermediate level students from Kish English Institute were randomly selected from among fifteen classes after administering the Oxford Placement Test (OPT). Then, an intermediate level vocabulary test of 20 questions based on their class textbook named Total English was given to them. A questionnaire of vocabulary learning strategies (VLSQ) was, then, distributed among students to find out how each learner learned new vocabulary and in what way. Finally, the whole data gathered from OPT; vocabulary test and VLSQ were analyzed through SPSS by applying Chi-square and descriptive analysis. The findings showed a significant effect of vocabulary learning strategies on EFL learners' performance in a vocabulary test.

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Abstract-This study investigated the effect of explicit morphological practice on improving reading comprehension ability of Iranian intermediate level language learners. Participants in this study were sixty Iranian EFL learners in English institutes of Amol, Mazandaran, Iran. Students were administered a TOFL proficiency test adapted from Sharpe (2010) and thirty homogeneous students were selected as the main participants of the study. These students were randomly assigned to one experimental group and one control group. First of all, students in both groups took a reading comprehension test as pretest. This test was designed to measure morphological knowledge of students and its effects on their total reading comprehension of passages. Then, the treatment of the researcher started and all students in both groups received a sixsessions reading comprehension training, but the experimental group also received explicit morphological practice during reading comprehension classes. After finishing the treatment, all the participants took a post test that was designed so as to be the parallel form of the pretest. The changes, if any, in the performance of both groups were calculated by SPSS and mean of the scores and t value and covariance of the scores were reported. The results indicate that students in experimental group showed a progress in their reading comprehension ability from pretest to posttest. This demonstrates that explicit morphological practice is effective in improving reading comprehension skills of Iranian intermediate level EFL students.