This study focused on the effect of teaching vocabulary through semantic mapping on the awareness of two affective dimensions, evaluation and potency dimensions of deep vocabulary knowledge as well as the general vocabulary knowledge of EFL students. Sixty intermediate EFL female adult learners participated in this study; they were chosen among 90 students through Prelemenary English test and a general vocabulary knowledge test. They were thus randomly divided into two group, experimental and control, each consisting of 30 students. As for the treatment, modifiers describing peoples' characteristics were taught in the text and through semantic mapping, whereas these words were taught by usual vocabulary instruction in control group. At the end, students took a vocabulary achievement test and a test of awareness of evaluation and potency dimensions of deep vocabulary knowledge. A t-test was run to analyze the data from the vocabulary achievement test. Results showed that teaching collocations has great influence on the students` general vocabulary knowledge. To see if the independent variable had significant effects on awareness of evaluation and potency dimensions of deep vocabulary knowledge, a MANOVA was run revealing that teaching vocabularies through semantic mapping significantly improved learners` awareness of the two dimensions.

This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners’ perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out.