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

The purpose of this study was to determine how the three types of CF—explicit, metalinguistic, and recast—affect receptive skills and to find out how TOEFL Junior applicants felt about the effectiveness of these CFs in these two domains. In this study, an explanatory sequential mixed-methods design was used. Using a convenience selection technique, 130 boys and girls who were TOEFL Junior candidates at a TOEFL Junior center served as the study's initial participants. The Pearson Longman Placement Test was used to make sure that each participant's level of language proficiency was the same. Consequently, based on the outcomes of the placement test, 100 candidates were chosen to be participants. Subsequently, they were split up into four groups at random: the control group, group 2 (metalinguistic), group 3 (recast), and the first experimental group (explicit). The study's pre-test was then given, which consisted of the listening and reading comprehension portions of the TOEFL Junior Test. Ten sessions of treatment were then conducted. The post-test included of the listening and reading comprehension portions of the TOEFL Junior Test, which were given after these sessions. Twelve students from the three experimental groups were then given a semi-structured interview. The results of this investigation demonstrated that, in terms of applicants' hearing and reading ability, explicit CF is superior to recast; however, there was no discernible difference between explicit and metalinguistic CF. The qualitative results also showed that the participants had a favorable attitude regarding using various CFs to improve their receptive skills. Manuscript profile

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Abstract Critical Discourse Analysis as an interdisciplinary approach aims at making transparent the connections between discourse practices and social practices and provides ways of looking into translations from a critical standpoint.Farahzad is among the scholars who presented her specific CDA model inspired by Fairclough’s approach. The present Critical Discourse Analysis (CDA)-based study aimed to explore the probable ideological manipulations exerted in the three translations of a single English political book called "Media Control" by "Noam Chomsky." This comparative qualitative study was conducted based on Farahzad’s (2011) three-dimensional CDA model. The textual, paratextual, and semiotic as-pects were critically scrutinized. At textual level, it was revealed that different manipulative strategies, mostly addition, deletion, and deliberate lexical selection were applied by the translators to incorporate their own ideologiesand stances.At paratextual level, the existence of extended footnoteswasobserved , and at semiotic level, the book covers’ designs and colour combinations which were the indicators of the translators’ lines of thoughts and ideologies were analyzed. Manuscript profile

The purpose of this study was to investigate the comparative effect of using electronic short story books and traditional printed texts on EFL learners’ reading comprehension. For that purpose, ninety female learners ranging in age between fifteen and thirty five sat for the language proficiency test (PET, 2009) as the test of homogeneity and consequently sixty students were selected based on their obtained scores in the test and were randomly assigned into two groups to receive two kinds of instructional procedures including electronic and traditional short story readings. One group was required to read four electronic short story books and the other group read the same short stories in the printed version. For the purpose of the study, the researchers used twenty four open-ended comprehension questions which were answered by the students in the two groups in order to measure their reading comprehension of all four short story books. After that, a two-tailed test of significance (t-test) was run between the obtained means of the two groups on the open-ended comprehension questions to determine whether there is any significant difference between the performances of the two groups. The result revealed that there was a significant difference between the two groups with the electronic group outperforming the non-electronic one. Manuscript profile