There is a bulk of studies supporting the positive effect of strategy instruction on reading comprehension. This study examined the effect of two reading strategies (i.e., false correction and inference strategy) on English reading comprehension of Iranian paramedical students, using a pretest, posttest, control group design. It also surveyed their attitudes toward the effect and usefulness of these strategies. The participants were sixty paramedical students, selected through availability sampling from the Medical University of Kashan. They were randomly assigned to two experimental groups and one control group (CG). The first experimental group was instructed to use inference strategy (henceforth IS), whereas the second was instructed to use a strategy based on elaborative interrogation theory (i.e., false correction strategy, henceforth FCS). The experimental data were collected through a researcher-made pretest and posttest, and survey data through a researcher-made questionnaire. The results of statistical analyses indicated that IS group significantly outperformed FCS and CG on the posttest. The results of questionnaire data also showed that IS led to more positive attitudes. Moreover, IS was perceived as more useful in meeting participants’ academic needs. The findings of the study imply a needs-based approach to ESP pedagogy. تفاصيل المقالة

The present study aimed to investigate the reliability and factor structure of the self-regulating capacity in vocabulary learning strategies scale (SRCvoc) in the Iranian EFL context. To this end, the original (SRCvoc) questionnaire (Tseng, Dornyei, & Schmitt, 2006) was translated into Persian, using a translation/back-translation procedure. Then, the Persian version of the SRCVOC was piloted to 43 high school students and showed acceptable internal consistency reliability (α = .81). In the main phase of the study, a sample of 1167 high school students (grades 9-12) from fifteen high schools in three Iranian cities completed the Persian SRCvoc. Based on the results, the Persian version of the scale demonstrated acceptable internal consistency reliability (α = 0.81). The factor structure of the translated version of the measure was investigated through a series of factor analyses. The results showed that the translated SVLSQ is composed of one dimension with five subcomponents, with a different factor structure as compared to the original questionnaire. The findings of the study suggest that the Persian version of the SVLSQ is a reliable and valid instrument for measuring self-regulatory vocabulary learning strategies in Iran. تفاصيل المقالة