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

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Intercultural Competence Assessment (ICA) has recently become a central issue in applied linguistics in general, and language testing and assessment in particular. The present paper aims to investigate the difference between native and non-native assessment experts’ beliefs about incorporating ICA in the Language Proficiency Assessment (LPA). Basic qualitative research design was employed and questions were emailed to 97 native and non-native language testing and assessment experts of whom 32 participants returned their responses (response rate = 33%). Moreover, 10 of the experts were interviewed to triangulate the data. The data were analyzed qualitatively and quantitatively. The results demonstrated that there were no significant differences between native experts and non-native experts’ attitudes towards whether ICA should be included in the LPA. Despite this finding, some native speaker experts strongly disagreed with the notion while some other non-native scholars supported it. This study may be helpful to Teaching English as a Foreign Language (TEFL) assessment experts who argue for the inclusion of ICA in the LPA, believing that such an inclusion would benefit not only second language proficiency assessment but also efforts in designing more effective instructional syllabuses.

As a type of technology-enhanced learning tool, mobile-assisted language learning (MALL) provides a rich input environment enabling learners to learn a second language beyond the classroom. The present study was an attempt to explore the effectiveness of MALL in providing learners with opportunities to foster their oral accuracy. For this purpose, a total of 35 English as a Foreign Language (EFL) learners were assigned into two groups. In the experimental group (n=16), learners were asked to engage with ACO as an interactive mobile-assisted application while in the control group (n=19), learners did not receive any such intervention. Speaking accuracy was measured by oral narrative pre- and post-tests. The findings of statistical analysis revealed the positive effects of MALL, highlighting the essence of supplementing formal learning at school by non- and informal learning in enthusiastic and motivating ways through the use of ever-developing new technological aids. Implications for the language classrooms are presented.