This study scrutinized the interaction between linguistic and strategic variables in reading comprehension test performance of Iranian EFL learners. To this end, the interaction among the participants’ reading comprehension test performance, use of test-taking strategies, and level of language proficiency was analyzed. The participants comprised 286 students who answered a reading comprehension test and a test-taking strategy questionnaire. In addition, 25 students participated in a retrospective interview at the end of the study and described their strategic processes of test taking. The findings manifested a significant interaction among the use of test-taking strategies, level of reading proficiency, and test performance of the examinees. The more proficient test takers used the strategies more frequently than did the less proficient test takers. The qualitative findings also confirmed the quantitative findings and revealed the underlying nonlinguistic reasons for the differences in the frequency and type of the strategies used by the test takers. The findings reflected that the observed scores did not manifest true ability of language learners, and true score should be calculated with regard to nonlinguistic variables, particularlytest-taking strategies. The findings provide empirical support for Bachman’s classical true score measurement theory and Bachman’s framework for the factors affecting test performance. Manuscript profile

The study scrutinized the probable significant relationship between Emotional Intelligence (EI) and Translation Competence (TC) in Iranian students of Translation Studies. The first stage of the study followed a conventional statistical approach, in which the significant relationship between the variables as well as the predicting role of emotional intelligence for the translation competence of the participants was examined through Pearson correlation and linear regression analyses. Two questionnaires of emotional competence, derived from Bar-On (1997), and translation competence, derived from Alavi and Ghaemi (2013), were utilized in the study. The findings of the initial phase revealed a significant relationship between the participants’ emotional intelligence and translation competence. In the second stage, a modeling approach was employed to probe the relationship between emotional intelligence and translation competence through structural equation modeling, using LISREL. The results demonstrated a significant relationship between EI and TC, justifying the results of the first non-modeling stage. The findings are of significance as the association between translation competence and emotional intelligence has been scarcely explored. Moreover, the relationship between the two variables was deeply explored through using non-modeling as well as modeling approaches, adding to the novelty of the research. The results reflected that emotional intelligence plays a significant role in predicting language learners’ translation competence. The results have some implications for language teaching. Language teachers can promote language learners’ emotional intelligence to reach successful learning outcomes. Through using useful techniques such as discussion, group-work activities, and answering questionnaires, the learners' emotional intelligence can be significantly improved, leading to effective translation achievement. Manuscript profile

The main purpose of this study was to explore the relationship between EFL teachers’ self-regulatory trait and effective teaching. Furthermore, the study aimed to find out the relationship between EFL teachers’ self-regulatory trait with some demographics such as gender and years of teaching experience. The participants were 85 EFL male and female teachers between the age ranges of 27 to 52. In addition, 200 male and female high school students between the age ranges of 15 to 17 participated in this study. Self-regulatory trait of the teachers was explored through Teacher Self-regulation Scale (TSR) questionnaire and the qualities of successful Iranian EFL teachers were explored through Qualities of Successful Iranian EFL Teachers’ Questionnaire (QSIET). Empirical analysis revealed that no significant relationship existed between teachers' gender and their self-regulatory trait. However, a significant relationship was found between teachers' self-regulatory trait and years of teaching. The implications of this study can be practical and useful for EFL teachers, who eagerly try to improve their teaching qualifications as well as teacher-training courses. The findings can be also helpful for language teaching designers to design proper syllabuses and materials for language teaching. Manuscript profile

The study probed the relationship between Iranian EAP learners' self-confidence and language achievement of hotel-management students concerning their gender. Initially, 100 BA male and female students at two non-governmental universities of Darvishi and Pardisan in Mashhad-Iran participated in the study. Based on Krejcie and Morgan’s (1970) table of random sampling, 80 participants were considered as the target sample. The data were gathered through administering two instruments including Moradi et.al’s (2014) language learners’ self-confidence questionnaire and an EAP language achievement test, derived from Rashidi (2017). The data were analyzed using SPSS 24. The study followed a quantitative descriptive design. The findings indicated positive significant relation between learners' self-confidence and language test scores. Concerning gender, there did not exist any significant difference in self-confidence. The findings also proved the significant predicting role of self-confidence for language proficiency level of the participants. The findings have some implications for EAP teachers, syllabus designers, and international tourism industry authorities. The findings suggest the significance of non-linguistic factors including self-confidence in language learning process. Manuscript profile

The present study followed a quasi-experimental design to examine the probable significant effect of three novel and less-attended techniques of video dubbing, voice recording, and shadowing on improving Iranian EFL learners’ pronunciation. To meet the end, 75 Iranian advanced EFL learners, as the target sample, participated in the study. Initially, 120 language learners participated in the study. Based on the results of the Barron’s TOEFL test, 75 advanced participants were selected, as the homogenous language proficiency sample. Then, they were randomly assigned into three experimental and a control groups. Each of the experimental groups was exposed to 15 hours of treatment on one of the three techniques. The progress of learners’ pronunciation was checked via a pre-test/post-test system. Descriptive as well as inferential statistics were used to examine the research hypotheses. The findings showed that there was a significant difference between the impacts of the three techniques on improving the learners’ pronunciation. Data analysis also revealed that the voice recording proved to be a less effective technique in developing learners’ pronunciation than video dubbing and shadowing. Moreover, shadowing and video dubbing were both equally effective in boosting learners’ pronunciation proficiency. The findings of this study could have various pedagogical implications for improving language learners’ pronunciation. Manuscript profile