The aim of present study was to explore the comparative effect of direct corrective feedback and recast on EFL learners’ reading comprehension in a critical thinking (CT) context. Sixty female EFL learners were selected from a larger group of 85 learners through convenience sampling and were given a Preliminary English Test (PET) to assess their proficiency levels. As the next step, the participants formed two random experimental groups. The reading comprehension abilities of both groups were measured before and after the treatment through administration of reading section of two separate versions of PET. Both groups received 12 sessions of the treatment. Two paired samples t-tests were utilized, both of which proved significant improvement for both groups from pretest to posttest. Then, the posttest scores of the two groups using an independent samples t-test were compared. Based on the results, the difference between the two groups turned out to be significant indicating superiority of the effect of the recast. This study can have important implications for the stakeholders in foreign language (FL) education. Manuscript profile

The study was an attempt to investigate the comparative effect of Information Gap Tasks on Impulsive and Reflective EFL Learners’ Reading Comprehension. 60 male and female EFL learners were selected out of an initial 100 intermediate learners based on their performance on a piloted of PET test took part in the study. The participants were divided into two homogenous groups in terms of language proficiency with 25 reflective and 35 impulsive learners in each. These two groups were randomly assigned as the impulsive and reflective learners based on the result of Eysenck Personality Questionnaire Revised. All the participants in two groups received a teacher-made multiple-choice test of reading comprehension which was administered at the outset. The learners in the two instructional groups received the same test as the posttest. Both groups were taught by the same teacher and they used the same course book. They received the same hours of instruction and teaching aids in the same physical environment; therefore, the most significant point of departure in the two experimental groups in the present study was their personality style. The findings of this study revealed that the participants’ reading comprehension improved significantly among the reflective group compared to the impulsive group. Meanwhile, the more reflective EFL learners were, the more meta-cognitively aware they were of reading strategy use.Reflective learners reported a significantly higher reading scores compared to the impulsive learners following the instruction. The findings could be used by EFL teachers and syllabus designers to develop efficient vocabulary teaching procedures. Manuscript profile

This study tried to explore the impact of online instruction on Iranian EFL learners' reading comprehension. To this end, 60 language learners were chosen via convenience sampling from among a pool of 100 language learners. To achieve homogeneity among the participants, Oxford Placement Test was administered. Then, the participants were randomly assigned to two experimental vs. control groups randomly. The experimental group was treated in the telegram environment under online instruction. The control group, however, was taught through traditional method of teaching reading comprehension. Two instruments were employed in this study: reading comprehension test (pretest and posttest) and attitude questionnaire (pretest and posttest). As the result of this study show, online instruction has significant effects on both Iranian EFL learners' reading comprehension and attitude. This finding is helpful for language teachers and material developers, in a way that they should focus on the role of new technologies in the processes of language learning and teaching. Manuscript profile