The aim of this study was to investigate the effect of one-way and two-way tasks, as two various techniques for teaching vocabulary, on Iranian intermediate EFL learners' phrasal verb learning. The participants in this study were sixty EFL learners majoring in TEFL, all of whom were in the second semester of academic year 2015. In order to establish a homogenized group, a test of proficiency titled CELT was administered to ninety sophomore students, and sixty were selected to serve the purpose of the study. They were intermediate students with the age range within 18 to 29. After the administration of the proficiency test as the homogeneity, they were then divided into two equal comparison groups, either of whom comprised thirty participants: one-way task (OWT) and two-way task (TWT) groups. A pretest, comprising forty multiple-choice phrasal verbs, was administered to the both groups. Then both groups underwent twelve sessions of treatment (treatment for the TWT group, and placebo for the OWT group). The OWT group was taught phrasal verbs by means of one-way task, and the TWT group was taught vocabulary via two-way tasks as input. After the treatment period, the same version of phrasal verb test was administered to both groups as posttest to examine the effectiveness of the treatment. Both groups in this study were taught by the same researcher and through the same methodology. The data were analyzed through running paired-samples and independent samples t-tests, the outcome of which revealed that ISSN 2162-6952 2016 www.macrothink.org/jse 130 both the OWT group and the TWT group had vocabulary gains but the effect of two-way tasks on phrasal verbs learning was more salient than that of the one-way task group. The implications and recommendations were also presented. Journal of Studies in Education

The purpose of this research was to investigate the effects of two models of texts (contrived versus authentic texts) on Iranianintermediate EFL learners' lexical collocation learning.The participants were sixtystudents majoring in English. They were students in the second semester of academic year 2015 who were selected through a proficiency test titled Comprehensive English Language Test (CELT),administered at the commencement of the study, the result of which showed that the two groups were homogeneous in terms of their language proficiency.They were divided into two equal comparison groups: The Authentic Text group (AT)and Contrived Text group (CT), either of which included thirty ones. The quantitative data on the participants' knowledge on lexical collocations were collected using a pre-planned pretest on lexical collocation, comprising forty multiple-choice-items. The pretest on lexical collocation went through a pilot study. The same version of the test of lexical collocation, with the rearrangement of some items, was administered to the both comparison groups after the completion of the treatment period for the AT group and placebo for the CT group. The analysis of the quantitative data was done using Independent Samples T-test and paired-samples T-test. The results of the Paired-samples T-test and Independent Samples T-test indicated that the AT group was significantly different from the control group; in other words, the AT group outperformed the CT group. Pedagogical implications and suggestions for further research were included as well.

This study aimed at investigating where and the purposes for which code-switching is used by Iranian EFL lecturers in universities as foreign languageinstruction.The data of this study were gathered from two sources: six EFL university lecturers from three local universities where they taught English as EFL instruction.Theywere interviewed individually regarding the use of code-switching in their classrooms in order to reveal their purposes of using this strategy as well as their participants' understandings of code-switching as a language teaching strategy. The interviews took 30-40 minutes each. The interviews were finally transcribed and the main themes were coded to answer the research questions; the second group of participants was students as native speakers of Persian. Ninety undergraduates from the three universities were randomly chosen from among those students majoring in TEFL. They were majoring in the first grade of the academic program. To this end, an eleven-item questionnaire was given to them to elicit their responses for the contexts and the reasons for which code-switching was preferred.The data from interview with EFL lecturers as well ISSN 2162-6952 2016 www.macrothink.org/jse 96 those of the students' responses were analyzed qualitatively and quantitatively using SPSS, respectively, to determine where and for what purposes codes-switching were applied or practiced in EFL classrooms. The findings of the study indicated that their code-switching habits were connected to what was being taught. Their code-switching had to do with efficiency in their teaching and how to make it easier for the students to understand what they were teaching. Journal of Studies in Education

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