Psychophysiological studies and MRI neuro-imaging findings provide evidence that heart rate variability (HRV) which is in control of our emotions affects our brain cognitive centers. It has been shown that coherent heart-brain interaction can change the pattern of the afferent cardiac input that is sent to the brain. For this purpose, the Institute of HeartMath (IHM) has proposed a kind of biofeedback training, the TestEdge program, which self-regulates negative emotional learning impediments by increasing HRV measures. It leads to an optimal self-generated psychophysiological state that has an important role in cognitive development through autonomic nervous system dynamics. In the present study, through using IHM self-regulated techniques and tools, the TestEdge program was performed on 63 Iranian EFL learners. In particular, the main purpose of this study was to investigate the effects of HRV measures on reading comprehension performance. The data was measured and recorded by emWave Desktop device. The results confirmed that the intentional heart-focus techniques led to a beneficial mode of psychophysiological coherence of heart-brain interaction. The results indicated significant differences among EFL students with different levels of high, mid, and low coherence and their reading performance. تفاصيل المقالة

Cooperative learning has attracted ever-increasing research literature on language studies, among which EFL reading instruction abounds with numerous examples in favor of cooperative learning. However, there is a common belief that if cooperative learning were not assessed, students would be unlikely to take it seriously. Therefore, the main objective of this study was to examine EFL learners’ accuracy in assessing cooperative reading. To this end, 60 sophomores majoring in English translation at Islamic Azad University, Tehran Central Branch, participated in this study. Data were collected in the course of 15 weeks. Each week, first, the participants cooperatively read an expository passage in 15 four-member groups in class. Then, each participant was asked to carry out an individual reading assignment at home. For the cooperative reading assessment, both the group performance and the individual homework assignment of each participant was weekly self-, peer-, and instructor-assessed. The results demonstrated the participants’ reasonable accuracy in assessing cooperative reading. Furthermore, the qualitative findings obtained from a semi-structured focus group interview showed that the participants perceived cooperative reading assessment positively. The study may produce credible evidence for using cooperative assessment as a reasonably honest approach to evaluate EFL learners’ reading performance. تفاصيل المقالة