In recent years attention has been accorded to language learners’ affective factors and learning styles. Two of the significant learning styles are impulsivity and reflectivity which have not been studied as much as other styles such as introversion and extroversion. This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners. Seventy two language learners were selected from 4 intact classes out of 112 learners. Nelson proficiency test was given to the participants as homogeneity test. Next, Barrat’s (1995) impulsiveness questionnaire was given to the participants. Based on the results of the questionnaire, the participants formed 3 different groups, i.e., a reflective group (n=25), impulsive group (n=25) and a control group (n=22). The control group consisted of less impulsive and less reflective learners based on Barrat’s scale. An IELTS reading test (general module) was administered to the participants. Based on the results of independent samples t-test, it was found that impulsivity and reflectivity do not have any effect on reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.

Racism is the main theme in Toni Morisson's The Bluest Eye. The little black girl's long lasting yearn for blue eyes has been linked to the standards of America's society in 1940's which associated beauty to being white. Although instances of racism are rampant throughout the story, previous studies have not attempted to determine the type of persuasive strategies used by Toni Morrison to justify racism in the novel. In this paper, the author made use of Aristotle's concepts of ethos, logos, and pathos, as 3 main dimensions of persuasion to determine the strategies used in the novel by the narrator-Claudia. Descriptive qualitative analysis of the novel's text revealed that the author has made use of all these strategies. Pathos was observed in form of feelings of fear, anger and hatred. Logos was observed in the logic of the grown up society of America about being white and ethos was found among the black who themselves credited the whites over their own race.

Objectives. Neonatal jaundice or hyperbilirubinemia is one of the common findings in neonatal medicine. Severe disease can cause neurological damage and even Kernicterus. Magnesium ion is the most important N-methyl-D-aspartate receptor antagonist. The most commonly used treatment for jaundice is phototherapy, but the effect of phototherapy on serum magnesium is less investigated. In this study, we aim to investigate the effects of phototherapy on total serum magnesium levels in icteric neonates. Methods. This prospective cohort study was carried out on 160 neonates with jaundice referring to the Besat Hospital of Hamadan. Based on the bilirubin level, newborns were divided into three subgroups of mild, moderate, and severe disease which were subjected to single, double, and intensive phototherapy, respectively. Serum bilirubin and magnesium levels were measured before and after phototherapy and compared using parametric tests. Results. Subjects have a mean intrauterine age of 38.8 weeks and a jaundice onset age of 3.8 days. In all groups, serum magnesium levels were within the normal range before phototherapy. After phototherapy, on the other hand, the most reduction of total serum magnesium was in the double phototherapy group, which was − 0.13 ± 0.42   mg / dl ( P = 0.018 ). The change in serum magnesium level was not significant in the single phototherapy ( − 0.02 ± 0.25 ) and intensive phototherapy ( − 13.55 ± 2.73 ) groups ( P > 0.05 ). Conclusion. In the present study, serum magnesium did not increase significantly before the treatment in three groups. After treatment, a significant reduction was seen in the double phototherapy group.

Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the most prominent databases such as Science Direct, Wiley, Scopus and Oxford to find these studies; believing that this study can have pedagogical implications for future researchers and language teachers. We selected studies done in different countries such as Malaysia, Taiwan, Korea, China, Japan, Iran, Saudi Arabia, Turkey. Thirty studies were selected purposively in this way. Some of the main features of these studies are elaborated on in the discussion section. Pedagogical implications are discussed.

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