Peer teaching has become a productive learning strategy at all education levels. Peer Instruction Method is carried out in a range of forms and contexts like co-tutoring, reciprocal tutoring and discussion groups without teachers. To examine the effectiveness of using the peer instruction method to enhance the conceptual comprehension of pre-service teachers' attending a methodology course. The participants included 78 female post-graduate English teachers, who were seeking to obtain their teaching qualifications and were enrolled in a teaching methodology course during the first semester of the 2015 academic year. Statistically significant differences were observed while examining peer instruction method and students' achievements (t = .181; sig = .857). Higher score ranging from 4.5500 and 3.4000 was observed among students in regards of peer instruction method. It has been examined that lecture enjoyability is increased from peer instruction method. Students are more perceived towards making apparent viewpoints concerning course concepts. Peer instruction method positively influence on attitudes of treatment group to understand essential course concepts. Peer instruction method was effective in enhancing conceptual comprehension and that the participants harboured positive attitudes towards it.

This study investigated the frequency and level at which intermediate school students use smart devices to learn English as a foreign language. To achieve the study objective, a questionnaire with close-ended responses was developed and administered to a sample of 50 female students who owned smart devices and used them for learning English outside the classroom. An analysis of the collected data indicated that the usage level of smart devices among intermediate school students is high. The results revealed that the learning purposes with the highest usage frequency were "sending assignments to the teacher"," learning more about any topic", and "receiving feedback from teacher and colleagues". Whereas the purposes with the lowest usage frequency were "learning grammatical structures", "finding reading activities" and "improving the writing skill". The study recommends that education system and policy makers allow students to use their smart devices in English classes and encourage teachers to acquire the skills necessary for blending smart devices with traditional teaching methods.

This study investigates the emotional responses of EFL student teachers to various affective situations during practicum and their coping strategies to enhance positive emotions and reduce negative emotions. Seventy female EFL student teachers participated in this study. To collect quantitative and qualitative data, two instruments were used: an emotional reflective diary and semi-structured interviews. The results of the study revealed that the practicum is an emotionally positive experience. The frequency of occurrence of pleasant affective situations was more than that of unpleasant ones. In the decreasing order of frequency, the most frequent emotional responses were happy, angry, and stressed and the least frequent ones were lost, influential, and shamed. Furthermore, the results indicated that student teachers adopted many regulation strategies to manage their emotions. The study recommends that teacher education programmes increase the focus on teachers' emotions and training student teachers to manage their emotions to build future professional identities.

The study investigates the Cooperative Learning (CL) techniques implemented by intermediate school language teachers and examines students’ attitudes regarding the use of CL in language classes. To realize the objectives of the study, two instruments were used to collect data: observation reports and an attitude questionnaire. Observation were conducted in 31 classrooms in 12 intermediate public schools, and the attitude questionnaire was administered to 547 students. The observation results revealed that CL was not accurately implemented in a majority of the classrooms. Language teachers made several mistakes in the implementation of CL techniques. Furthermore, the results of the attitude questionnaire showed that the students’ attitudes towards CL were positive.

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