This study examined the understanding, perceived seriousness, and prevalence rates of different forms of plagiarism among Iranian English as a Foreign Language (EFL) Masters students studying at universities in Iran where their courses were taught in English. A survey questionnaire was used. The results indicated that plagiarism was pervasive among the students, and that they had an inadequate understanding of different forms of plagiarism. Second, prevalence rates of plagiarism were negatively correlated with both perceived seriousness and understanding of plagiarism at significant levels. Third, perceived seriousness of plagiarism was a predictor of prevalence rates of plagiarism among Iranian EFL Masters students. Finally, no significant relationship was found between the understanding of plagiarism and the respondents' years of study implying that the recognition of various forms of plagiarism remains a challenging task for the students during their whole academic lives. These findings highlighted the need for instructing students in the issues related to plagiarism in order to minimise its prevalence rates.

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Abstract-Needs specification and analysis are important factors that need to be explored and discussed in language teaching program. Regarding this, an EAP program should be built on both investigating learners' purposes and assessing their needs. The objective of this study was to investigate chemistry students' and instructors' perceptions of the English language needs of these chemistry students. 90 chemistry students and 20 instructors at the Chemistry Colleges of Guilan and Tehran, Iran, were selected. They were asked to fill questionnaires which aimed to tap these participants' views on (a) the prominent statues of English language usage in learners' studies and their upcoming professions; (b) fundamental English abilities required in English educational course; and (c) propositions for improvement of an English language program. Findings obtained from all respondents showed that in terms of academic studies and future works, English is perceived as very important. Similar to their instructors, the students asserted reading in place of the highest skill. They also rated vocabulary and reading speed as the main and writing and reading skills as the slightest importance areas required for their studies. Regarding the third query of the study, the majority of respondents suggested the curriculum that postulates general English in first term heading for three years of particular selective English. The study has implications for improvement of EAP language courses in upper instruction and progress students' English ability for their academic and specialized needs.Index Terms-English for specific purpose, English for academic purpose, need analysis

Abstract-This study is an attempt to investigate the effect of classroom anxiety on EFL Learner's oral narrative fluency. The objective of the study is first to specifically ascertain the extent to which Iranian EFL Learners assign their Foreign Language Classroom Anxiety (FLCA) to the oral narrative fluency. Secondly, based on the viewpoints of the EFL professors of Guilan University, some practical strategies have been suggested to alleviate anxiety in speaking of EFL learners. The last samples were 11 students comprising 5 males and 6 females studying English Literature at Guilan University. Purposive Sampling (Quota Sampling) is conducted in order to choose the last participants of the study. The researchers has also exploited five-point Likert-Scale questionnaire namely Foreign Language Classroom Anxiety Scale (FLCAS) which has been translated from English into Persian version by them. The present study follows mixed-method approach in which the data were collected and analyzed both quantitatively and qualitatively. After data analysis, the quantitative findings reveal that low average of anxiety among students can be correlated to the main speech fluency indicators positively. Qualitative results suggest that more fluent participants will be able to produce more accurate sentences, unless classroom anxiety acts as an obstacle on the way of being more accurate.

The present study sought to examine the relationship between classroom environment and English as a Foreign Language (EFL) learners' academic self-efficacy. To this end, a sample of 200 advanced EFL learners (146 females and 54 males) completed the What is Happening In This Class? (WIHIC) which consists of seven scales including Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation, and Equity that help to measure classroom learning environment. The Self-Efficacy for Learning Form (SELF-A) was also administered to gauge the participants' academic self-efficacy. In order to analyze the data, Spearman rank-order correlation was run. The results revealed that there was a significant relationship between EFL learners' classroom environment and their self-efficacy (rho =.438). The findings reflected that the highest relationship was between task orientation and self-efficacy (rho = .433) followed by the relationship between student cohesiveness and self-efficacy (rho =.353). However, the lowest relationship was found between cooperation and self-efficacy (rho =.199). Overall, the results highlight the relationship between classroom environment and academic self-efficacy.