The EAP textbooks which are currently taught in Iranian universities don't seem to satisfy the necessary requirements current in new enquires of EAP research. An EAP book sample from SAMT 1 publications for the students of medicine was chosen for a critical analysis on three criteria including: evaluating the objectives, reviewing the content, and evaluating the overall structure. The exploratory reviews showed that there must be major changes in EAP for medical students of SAMT to meet the specific needs of the target group above. In this article, the general status of ESP material development approaches is also depicted diachronically in order to evaluate the present situation in Iran against appropriate recent approaches towards EAP material development in the world. Recommended implications of some kind are presented throughout the various parts of the present survey.

<p class="1">Reading<em> </em>comprehension<em> </em>is a<em> </em>flexible and ongoing cognitive and constructive<em> </em>process. There are different pre-reading methods that can influence positively on EFL learners’ reading comprehension. Thus, this research investigated the impact of brainstorming as a pre-reading strategy on reading comprehension ability of Malaysian EFL learners. The study used an experimental design with fifty students who were between 12 to 18 years of age at intermediate level were considered homogenized. In order to have homogenized participants a language proficiency test was run. It was given to 70 students at Asian EFL Academy Language Institute in Pinang, Malaysia. The results of the proficiency test confirmed the homogeneity of the participants regarding their reading comprehension ability. Then, the researcher divided the students into two groups, control and experimental. An immediate- delayed test was administered to both groups before and after the implementation of the proposed technique on the experimental group. Experimental group received treatment for a given period of the time. At the end of the specified period of treatment both groups received a delayed test. None of the groups had any previous experience in brainstorming strategies. An immediate test was covered having 10 reading comprehension questions carrying out every two session at the end of each reading comprehension lesson. The last session was devoted to conduct the delayed tests including 50 questions at the end of treatment. The participants in the experimental group were instructed how to use brainstorming strategies before reading passages in 10 sessions for 20 minutes at Asian EFL Academy Language institute in Pinang, Malaysia. A statistical comparison of the results indicated that brainstorming strategies have a positive significant effect on reading comprehension ability of the participants. </p>

There are some different ways to evaluate language learning strategy [LLS] use. The present article is a review of three most widely used data collection instruments in the field of language learning strategies i.e. self-report inventories, interviews and think aloud protocol.

Writing connotes the declaration or expression of thoughts, feelings, plans and wishes in a composed form that demands skills and expertise as opposed to knowledge. Skillful writing calls for diligent work, perusing or reading, composing through reaching inferences from perusing materials and long period of practice. This study seeks to investigate the problems and identify the practical needs of writing skill in English as Foreign Language (EFL) context with special focus on Iranian citizens studying in Universiti Sains Malaysia (USM). In Iran, learning English language appears cumbersome for learners because it is handled as a foreign language. Hence, the leaners are confronted with plethora of problems in writing the language because it is not utilized in real life conversation or situation. In order to achieve its objectives, the study administered questionnaires to the respondents to elicit information on the difficulties confronting them while learning English as Foreign Language and their pragmatic needs.

This study aims to investigate the effects of guided task-based planning on the accuracy of ISSN 2162-6952 2016 www.macrothink.org/jse 120 Iranian EFL learners' writing performance. Participants were forty eight EFL learners' studying at Islamic Azad University in Kerman, Iran. They were randomly divided into three experimental groups of sixteen students: one group with meaning-based pre-task planning; the other group with form-based pre-task planning; and the last one with meaning and form based pre-task planning. Participants in the form-based planning were taught how to plan the form of their written production in five minutes for eight following sessions. In meaning-based planning condition, the learners were given instructions about planning the content of their argumentative writings in five minutes for eight sessions. In the third group, however, the learners were helped to focus both on form and content in five minutes for eight following sessions. Then, they engaged in planning. The three groups received the same pre-test as post-test and the same topic in each of the eight sessions with the same examples. After collecting and analyzing the pretest and posttest data, the results showed the significantly superior effects of form-and meaning-based pre-task planning on the accuracy of the writing performance. Journal of Studies in Education