This study was an attempt to explore Iranian EFL teachers' attitude towards supervision and its influence on their classroom decision making. The study also examined the relationship between teachers' teaching experience and their attitude towards classroom supervision. 74 male and female English teachers holding BA, MA, or PhD degrees participated in this survey. Classroom observation and a teachers' questionnaire were used for the purpose of the study. The findings reveal that among the less experienced teachers those who had less than five years of teaching experience were found to be more influenced by the supervision process when it came to making decisions in the classroom. These teachers indicated the importance of supervision for their classroom improvement and their teaching skills and appeared to hold positive attitudes towards supervision program they were experiencing. Teachers with six to ten years of teaching experience appeared to be the most pessimists amongst others. In addition, from the results of the qualitative analysis it can be concluded that the supervision program obviously failed to function for those teachers who had 16 years of teaching experience and more as well. In this case, the program seemed to be only a paperwork job.

Abstract-ThisTo investigate which components of self-efficacy might have more predictive power in predicting teachers' collective efficacy, regression analysis was run. The first subscale of self-efficacy, i.e., self-efficacy for students' engagement, was found to be a good predictor of teachers' self-efficacy. The paper presents possible differences in the sources of collective efficacy and teacher self-efficacy and the interaction between teachers' self-efficacy and collective efficacy. The conclusions and implications of the research are discussed with reference to Bandura's (1977) social cognitive theory and the earlier findings.

The current study examined the acquisition of relative clauses (RCs) in Persian-speaking children. Persian is a relatively unique data point in crosslinguistic research in acquisition because it is a head-final language with post-nominal RCs. Children (N = 51) aged 2 to 7 years completed a picture-selection task that tested their comprehension of subject-, object-, and genitive-RCs. The results showed that the children experienced greater difficulty processing object and genitive RCs when compared to subject RCs, suggesting that the children have particular difficulty processing sentences with non-canonical word order. The results are discussed with reference to a number of theoretical accounts proposed to account for sentence difficulty

The current study investigated the role of resumption in the interpretation of object relative clauses (RCs) in Persian-speaking children. Sixty-four (N=64) children aged 3;2-6;0 (M=4;8) completed a referent selection task that tested their comprehension of subject RCs, gapped object RCs, and object RCs containing either a resumptive pronoun or an object clitic. The results showed that the presence of a resumptive element (pronoun or clitic) had a facilitative effect on children's processing of object RCs. In both cases object RCs with resumptive elements were interpreted more accurately than gapped subject and object RCs, suggesting that resumptive elements ease processing burden in syntactically complex contexts because they provide local cues to thematic role assignment.

Abstract-The purpose of the present study was to investigate the relationship between critical thinking and journal text reading comprehension in Iranian EFL learners. 90 students of English translation at Abhar Payame Noor University participated in this study. After running the proficiency test, 62 students were selected as a homogenous group for this project. One questionnaire of critical thinking and one journalistic test for measuring their reading comprehension proficiency were administered to find out the relationship between critical thinking and reading comprehension of journalistic text. The Persian version of questionnaire (Honey, 2004) was given to the subjects. After the questionnaire, journalistic reading test consisting of four passages and 40 items was given to the subjects. Strong correlation found between the two variables through using Pearson Product Moment Correlation. The findings of present study can have theoretical and practical implications for improving EFL learners' ability in reading journalistic text.