The present study investigated the potential role of tasks in engaging Iranian EFL learners in task-supported language learning, affecting on learner-centered instruction and the correspondence between the objectives and contents in current pre-university English course book (Learning to Read English for Pre-University Students). To do this, 100 Iranian EFL teachers of pre-university grade were invited to participate in this study. They were asked to fill out a 5-point Likert scale checklist (adapted from Lawrence, 2011). The checklist was initially piloted on 20 EFL teachers in order to see to what extent the items were clear and comprehensible to the subjects of the study and to find out the internal consistency or reliability of the items. The results of statistical analyses indicated that teachers tended to agree on the point that tasks have significant capability in engaging learners in communicative language use or task-based language learning. The vast majority of the teachers expressed that using tasks in textbook can improve learner-centered instruction. The evaluation of the textbook showed the contents are corresponded to their objectives. Manuscript profile

This study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign language (EFL). They were homogeneous in terms of their language proficiency. The participants were assigned to two treatment groups: one output and one non-output. The output group went through three phases beginning with writing a story in English based on four cartoon pictures. Then, they read a model story describing these cartoon pictures. Finally, they were asked to recall the story in as much detail as possible. While the non-output group went through only the last two steps (input and recall). The results showed that when the participants produced the output and then received the input, they could recall the subsequent input better. Manuscript profile