Mediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to implement MLE theory in pedagogy by designing an MLE-based grammar lesson plan in respect of present continuous through operationalizing and activating MLE parameters in a grammar class. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Manuscript profile

This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. MLE, well-known as Feuerstein's theory, is presented as a model of learning in psychology for enhancing cognitive functioning and problem-solving skills in children with cognitive challenges. Some other studies and scholars such as Poehner (2008) consider MLE as a dynamic assessment methodology because in dynamic assessment, assistance emerges from the interaction between the mediator and the learner. The other studies look at MLE as a holistic and integrative approach which is able to prepare a course. Definition of MLE principles and a meticulous and elaborate analysis of the first five MLE principles in different studies, entitled as MLE Taxonomy, are presented in a table at the end of the article. Manuscript profile

Mediated Learning Experience (MLE) Theory holds the idea that a crucial factor in the development of a person’s cognitive functioning and enabling him to function as an autonomous learner is the amount and quality of mediated learning interactions he has received. Given this, the paramount focus of this study was to implement MLE through mediational behaviors regarding developing EFL learners’ metacognitive strategy use (MSU) and grammar knowledge. To this end, a grammar test and the Persian version of the Metacognitive Strategies Questionnaire by Item Types were administered to 60 Iranian elementary EFL learners who were selected through convenience sampling and assigned to experimental and control groups at the pretest and posttest. Quantitative analysis of the data revealed that an MLE-based grammar course done through mediational behaviors improved not only the learners’ use of metacognitive strategies as a total but also the learners’ use of planning strategies and their grammar knowledge as well, it did not improve their use of goal-setting and assessment strategies, instead. The results can bear some lucrative insights for various practitioners ranging from teachers and teacher trainers to syllabus designers and stakeholders. Manuscript profile