This study aimed to identify VAK learning styles and problem solving styles of students, to check the relationship between these and to investigate the differences in the above-mentioned styles between male and female students and their fields of study. To this end, 102 students were selected through convenient sampling from Boushehr Islamic Azad University (Iran). Reid's learning style and Cassidy and Long's problem solving style questionnaires were administered to the sample. The data gathered were subjected to the statistical procedure of Pearson Product Moment correlation, two way repeated measures ANOVA, and Independent sample t-test. The results indicated that there is a positive relationship between VAK learning styles and problem solving styles. The results also showed that fields of study did not have an effect on VAK learning styles and problem solving styles. Further, it was found that gender has no effect on VAK learning styles, but it has an effect on problem solving styles.

No abstract

Understanding students' learning strategies is important for teachers and researchers since they try to develop a learning environment that stimulates highquality learning outcomes. To this end, the present study examines a sample of 218 EFL students on BA, MA, and Ph.D.s of English language studies at an Iranian university. It was an attempt to find out if learners with different levels of academic degrees differ significantly in using vocabulary learning strategies. To this end, the participants answered open-ended and closed-ended questionnaires of Vocabulary Learning Strategies. Drawing on quantitative and qualitative analysis, results revealed significant differences between undergraduate and postgraduate students' usage of vocabulary learning strategies. However, there was no significant difference between MA and Ph.D. students in their use of vocabulary learning strategies. Indeed, exploring the vocabulary learning strategies use of English language students can reveal individual differences in vocabulary learning among students, and encourage EFL teachers and curriculum developers to design materials and activities which would help the learners improve their vocabulary learning.

Learning environments have turned to a hot discussion among language scholars. Very popular nowadays, blended learning is not a new concept. It enjoys the advantages of face-to-face classrooms and virtual learning. This study is an attempt to discover whether conventional or blended learning environments can better enhance the reading comprehension for EFL learners. 107 Iranian students majoring in English at Abadeh Islamic Azad University and Zand Institute of Higher Education in Shiraz were selected. A reading comprehension test was administered as the pretest. Then, the participants were put in control and experimental groups. For the treatment, the experimental group received the instruction in the classroom and had assignments through virtual environments whereas the control group had the instruction and assignments in conventional mode. A post-test of reading comprehension was administered, and the participants' performances in both tests were compared. The results indicated blending traditional classroom instruction with technology can help learners outperform in their reading comprehension.

Abstract-Many scholars in the field of EA have stressed the significance of second language learners' errors. Corder (1967), for instance, in his influential article, remarks that "they are significant in three different ways. First, to the teacher, in that they show how far towards the goal the learner has progressed. Second, they provide to the researcher evidence of how a language is acquired, what strategies the learner is employing in his learning of a language. Thirdly, they are indisputable to the learner himself because we can regard the making of errors as a device the learner uses in order to learn" (p. 161). The present paper mostly illustrates fundamental background studies done in the field of Error Analysis. There is the hope that the paper helps EFL teachers and educators to become familiar with the most frequent errors committed by EFL learners leading them to make more objective decisions about how to go about adopting appropriate teaching strategies to help EFL students learn better.