The present paper sought to examine the effectiveness of less experienced teachers' participationin experienced teachers' classes on students' achievements in terms of their proficiency levels inboth Elementary and Pre-intermediate levels. This quasi-experimental design study was conductedin three Language institutes in Tehran, Iran. Twenty-one EFL teachers were selected asexperienced and less experienced ones. Also 169 female students taking Elementary and Preintermediatecourses formed the participants of this study. The participants assigned intoexperimental and control group. In order to test students' performance in English before thetreatment, a Key English Test (KET) and a Preliminary English Test (PET) were employed tocheck students' English proficiency. There was a statistically significant increase in KETexperimental group' final scores before (M=53.87, SD= 2.822), and after treatment (M=70.81,SD=3.113), p-value=.000 which is < .05. The mean increased with 95% confidence interval from15.81863 to 18.06599. Also there was a statistically significant increase in PET scores before(M=44.36, SD= 2.114), and after treatment (M=59.27, SD=1.835), p-value=.000 which is < .05.The mean increased with 95% confidence interval from 14.233 to 15767. Data analysis andstatistical calculations through T-TEST and one way ANOVA revealed that, although both controland experimental group students' proficiency in English enhanced, there was a significantdifference in experimental group students' final scores before and after treatment and directobservation is beneficial. Manuscript profile

This study investigated the effect of transactional and interactional strategies on developing Iranian intermediate EFL learners’ spoken language performance. First of all, to homogenize the participants, the researcher administered IELTS speaking tests to 50 participants as the pre-test in order to select the main sample of the study which were 30 students. That is, those participants whose scores fell between one standard deviation above and one standard deviation below the mean were selected and randomly divided into two groups of 15 at intermediate level of proficiency. These groups were taught through transactional and interactional strategies using Speak Now books. After the treatment period and as the post-test, some IELTS speaking tests, which covered all the materials, were administered to these groups. After collecting the data, to test the research hypothesis and to answer the research questions, the researchers used t-test to investigate the effects of interactional and transactional strategies on spoken language performance of Iranian EFL learners. The findings showed that although the speaking performance of the learners improved, the differences among the groups were not statistically significant. Manuscript profile

This research was designed to look at World English textbook evaluation and its effects on EFL pre-intermediate Iranian learners' speaking skill. Thirty male students were selected randomly in Eshtehard language school. They took a pre-test as a proficiency test first to determine their proficiency. To gain this aim, a language proficiency test, i.e., Nelson test was given to the total participants. Then they were assigned to an experimental and a control group, fifteen students for experimental group, fifteen students for control group. During twelve sessions of the treatment, experimental group worked on World English textbook. The participants in experimental group were encouraged to study and notice meaningfully to the units of the textbook. Along with the experimental group, the participants in the control group also worked on a different textbook (Top Notch). At the end, two post tests were performed in one session. Finally T-test was used to analyze the results of the control and the experimental group post- tests, and a significant difference was observed statically in the two experimental and control groups. At last an ESL textbook evaluation checklist was administrated to evaluate World English. Ten teachers were asked to present their ideas through the checklist. Most of them were satisfied with the textbook in terms of content, design, and so forth. Manuscript profile

The use of phrasal verbs is problematic for Iranian EFL learners. Accordingly, the present studyinvestigated the performance of Iranian intermediate and advanced EFL learners in separable andinseparable verbs. The total population of the study was one hundred female Iranian EFLlearners who studied English as foreign language in Kaj language institute in Qazvin, Iran. Theparticipants were all female EFL learners and varied in age from sixteen to twenty. Out of ahundred EFL learners, fifty learners were selected to participate in the present study after thehomogenization test (the vocabulary test). The homogenized EFL learners were divided into twointermediate and advanced groups. The instruments were English vocabulary and two posttestsof separable and inseparable verbs. Paired-samples T-test was used for analyzing the collecteddata. The ultimate result of the present study showed that the Iranian intermediate and advancedEFL learners had a better performance on inseparable verbs in comparison with separable verbs. Manuscript profile

This study aimed at investigating the effects of English as foreign language proficiency onlexical attrition of Iranian learners in Nouroz holidays. For this purpose, 90 students studiedEnglish translation at Qazvin Azad University were selected. They were sophomore and wereaccessible for the present study. After administering a proficiency test (OPT), 60 students wereselected according to the result of their OPT test for this study in which 25 students were maleand 35 were female. In Time 1 administration and just before Nouroz vacation, OPT(OxfordPlacement Test) was given to 90 participants to determine their level of proficiency and classifythem into three high, middle, and low groups of proficiency level according to their scores on thetest. Then, the devised test of receptive/productive vocabulary, modeled on The VocabularyLevels Test, was administered to the same participants to measure their acquisition of nounscovered in their Reading Comprehension book. The receptive/productive vocabulary test isadministered independently of the participants' final exam and before it. The results indicatedthat both types of tests were exposed to attrition. The results indicate that both types of tests wereexposed to attrition. Therefore, the hypothesis that both receptive and productive wordknowledge of learned vocabularies are more prone to attrition rather than retention after Englishdisuse by Iranian learners over Nouroz vacation is confirmed. Manuscript profile

The present study was conducted to investigate the effectiveness of deductive instruction of grammar with input enhancement and without using input enhancement. It also explored the effectiveness of inductive instruction of grammar with input enhancement and without input enhancement among Iranian EFL learners. The participants were female intermediate-level students who were studying English at Language Institutes. They were selected on the basis of administration of a pretest. Eighty intermediate students out of one-hundred and twenty were selected. They were divided into four groups of learners. Then five English tenses including simple present tense, present continuous tense, simple past tense, past continuous tense, present perfect tense were instructed to them during five sessions. The first group members were exposed to deductive teaching of grammatical structures and input enhancement techniques, such as color coding. The second group members were instructed the same materials without input enhancement techniques. The third group members were taught grammatical structures inductively using input enhancement techniques such as color coding during teaching. The participants of the fourth group were taught in the same way but without input enhancement techniques. To fulfill the purpose of the study, a grammar posttest was administrated to the participants to determine their performance on the use of five English Tenses. For analyzing the results, two independent Sample T-tests were used. Based on the mean differences, the results indicated that there was a significant difference between participants who were taught deductively with input enhancement and those who were instructed deductively without input enhancement. In addition, it was found that there is a significant difference between the student who were exposed to inductive teaching through input enhancement and those who were taught inductively without input enhancement. With respect to these findings, it can be concluded that the enhanced groups outperformed the other groups. Moreover, the results showed that input enhancement helped the participants to learn the structures better. Furthermore, inductive teaching of grammar proved to be more beneficial than deductive instruction. Manuscript profile