The advent of new technologies and rapid growth of online distance education have fostered interaction as well as collaboration among learners and created a true learning community. Moreover, forming synchronous and asynchronous learning networks utilizing the Internet have been simplified by new technologies. Since the importance of technology is undeniable, teachers and instructors must use it to create new opportunities and experiences for educators. The present study investigates the use of audio podcast plus still pictures and audio podcasts plus animated pictures on learners' vocabulary gain and retention in a process-oriented approach. The results indicate that the participants who received audio plus animated pictures had higher levels of vocabulary gain as well as retention. The present study showed that podcasting is an influential tool to course resources and increases the contact between students and teachers.

Video podcasting technology or vodcasting is a burgeoning technological advancement which can make computer assisted language learning more convenient. Video technology is extensively used in traditional L2 classrooms. Yet, video podcasting together with the application of meaningful, logical, reasonable, and challenging tasks is rarely used in distance language learning programs. The purpose of this study was to examine the effect of video podcasting tasks on listening comprehension progress of Iranian intermediate learners. For this aim, a quasi-experimental design was used to examine the efficacy of these tasks on a group of 120 English learners. The treatment took twelve weeks and it comprised of working on online vodcasting tasks from five different genres. Paired samples t-test was utilized to assess the amount of listening achievement and the test-taking performance by comparing the results of the pre-test and the post-test. The results demonstrated a statistically significant increase in listening comprehension scores from pre-test to post-test. The magnitude of the difference was calculated by the Eta squared statistic which indicated a large effect size. It was concluded that the superior performance of the learners was contributed to the association of vodcastsing tasks. In addition, Pearson's Product-Moment Correlation was used which revealed a significant positive relationship between participants' engagement rate with Vodcasting Tasks and their test performance.

Abstract-The purpose of the present study was to examine the relationship between critical thinking and translation ability of Iranian English translation students. Moreover, the difference between critical thinking skills of males and females was explored. The participants of this study were 86 Iranian senior English translation students of Islamic Azad University, Islamshahr branch. For gathering data two kinds of instruments were used: a critical thinking questionnaire (The Persian version of CCTST-form B) and English to Persian translation test. The findings revealed no significant difference between critical thinking abilities of females and males. Thus it can be concluded that gender has no role in critical thinking abilities of the Iranian EFL learners. Furthermore, the results of this study indicated that learners with more critical abilities were more successful in translation performance. These findings highlight the importance of teaching thinking skills to our learners and Integrating problem solving activities that need critical thinking in our teaching and learning process.

Virtual learning, in particular, has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Notably, in virtual learning environment interactive telecommunications systems are utilized to connect learners, resources, and instructors. Accordingly, the present study sought to investigate the significant effect of virtual teaching on improving reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation, at Islamic Azad University, Isfahan, Iran, one control group, one virtual class, and one blended group were selected, each consisting of thirty participants. Subsequently, the virtual group was exposed to web-based technologies throughout the entire term while the students in the control group were taught through traditional method. Moreover, the instructor in the blended group used both traditional and innovative methods. The results of the t-test revealed that the group which was taught through web-based technologies during the term progressed substantially in comparison with the other two groups. Moreover, there appeared to be a significant difference between the pretest and posttest in the virtual group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllable designers.

Distance education is a development in teaching and learning. Learners work and learn on their own at a distance from teachers and instructors with a degree of independence. The most important problem confronted by EFL learners is that they do not have enough time to be present in classes and they want to be taught through distance language education. The present study is an investigation of the effect of Iranian EFL learners’ attitude regarding their distance vocabulary gain and retention. 180 participants took part in the present study. Two separate one-way multivariate analysis of variance (one-way MANOVA) were run in order to answer the questions. Results revealed that attitude levels significantly affected Iranian EFL learners’ vocabulary gain and retention. The participants who had higher attitude levels had higher levels of vocabulary gain as well as retention applying audio podcasts plus still pictures and audio podcasts plus animated pictures.