This study evaluates the potentially relative effectiveness of visual/textual input-based enhancement on the acquisition of Verb-Noun lexical collocations by Iranian intermediate EFL learners. To this end, ninety-six intermediate learners were selected and randomly assigned to three equal groups. Having administered a pre-test, the three groups attended ten sessions of intervention in which all the learners received the same set of ten reading passages; nevertheless, the first experimental group (EG1) received reading passages in which the collocations bolded or CAPITALIZED. The subjects in the second experimental group (EG2) underwent a conventional-based treatment. The control group (CG) received no specific instructions. Later, the three groups took a post-test. The results indicated that both visually/textually enhanced input and conventional method of teaching have a statistically significant effect on the acquisition of target items. Moreover, it can be concluded that visual/textual input-based enhancement can be as beneficial as conventional method of teaching

This quantitative study aimed at measuring L2 lexical richness of productive vocabulary in the written production of Iranian EFL university students. In fact, this work was conducted to find out how rich the productive vocabulary of Iranian EFL university students is. Productive vocabulary knowledge is to express meaning through speaking or writing, retrieve and produce the appropriate spoken or written word form (Nation, 2001). Considering the importance of size and level of this knowledge among language learners, 210 writing samples such as final examinations and homework assignments of EFL undergraduate students majoring translation at BA level in semesters 2, 4, 6, and 8 at Islamic Azad University, Khorasgan branch, were analyzed by LFP (a tool to measure lexical richness in written texts). The generated profiles matched with available vocabulary frequency lists. The results of this work indicated an increase in the students' ability to use their lexical knowledge throughout years of study at university. However, this knowledge is under the suggested threshold proposed by recent studies. The findings of the research can shed light on the relationship between vocabulary growth and different input conditions. The results of this work can provide insights for language teachers and program planners in developing appropriate materials for enriching vocabulary among learners more effectively.

This article aims at investigating the effectiveness of using a genre-based approach in teaching ESP Keywords: English as a foreign language (EFL), English for specific purposes (ESP), English for academic purposes (EAP),Genre, texture, move structure, text type.

This study explored the relationship between the use of audio-visual aids to improve the speaking ability of Iranian intermediate EFL learners and their personality type; namely, introversion/extroversion. To this end, The Comprehensive English Language Test (CELT) was given to 250 students to homogenize the sample. Out of this, 120 students whose scores fell one standard deviation above and below the mean were regarded as intermediate. Having found the homogeneous participants, the Eysenck Personality Inventory (EPI) was given to them, through which 60 introverts and 60 extroverts were selected as the main participants.The selected participants were interviewed and rated by three native like speaker raters and after the treatment the same raters evaluated the interviewees. The obtained results through a two-way ANOVA indicated that there was a statistically significant difference between extroverts and introverts in terms of audio-visual aids, but the difference was not that prominent and, therefore, it cannot be recommended as an operational pedagogical factor. It can also be concluded that the extroverts were generally better at speaking than introverts; however, there again the difference was not statistically noteworthy.