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The role of technology in educational settings all around the world has changed the methods of teaching and assessment in the last few decades. Unfortunately, the shortcomings of e-learning in Iran have deprived students of many advantages of it. This research paper tries to answer the questions regarding the effect of e-portfolio on the students' writing proficiency in the context of learning English as a foreign language and the learners' use of self-regulated learning strategies. Furthermore, the attitude of students towards the use of e-portfolio in the writing class was investigated based on the data obtained through the survey, teacher's field notes, and teachers' observations. The data obtained from English majors at State and Azad Universities in Rasht, north of Iran, was both qualitatively and quantitatively analysed. The findings revealed that the use of e-portfolio had a significant effect on students' writing proficiency and their use of self-regulated strategies. The evidence from the study also showed learners' positive attitude towards the use of e-portfolio, mainly due to its accessibility, convenience, and the feedback they could receive through it.

Abstract-The main aim of this study was to investigate the effect of explicit teaching of listening strategies on EFL learners' listening score in IELTS test. The second purpose was to explore the effect of gender on participants' final listening performance. 40 participants at advanced level attended the classes over a period of three months. Participants were divided into control and experimental group. The former that was only exposed to listening input and the latter which received explicit teaching of listening strategies (e.g. selective listening, predicting, and finding key words). Secondly, they were divided into male and female classes. The findings demonstrated that explicit teaching of listening strategies had significant effect on participants' IELTS listening score. However, in terms of the effect of gender, results revealed that gender did not have any effect on participants' IELTS listening score.

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