Abstract-Hedging is a significant aspect of academic writing and it is an important resource for L2 writers (Hyland, 1994). Hence, this study set out to compare the frequency of hedges employed in different sections of research papers written by non-native English speaking authors (NNESA) and native English speaking authors (NESA). To this end, 40 research articles written by the two groups of authors was analyzed based on the taxonomy of hedges proposed by Salagar-Meyer (1994). The results showed that generally NESA utilized more hedges compared to NNESA and there is a significant difference between these authors use of hedging devices. The results can have implications for L2 teachers in that they should take measures to familiarize their students with the hedging devices and show them how to use hedges appropriately.

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According to Arthur (2006, p. 200), "Through the use of literature, a language learning experience might become at the same time a source of immediate pleasure and satisfaction for the student. This possibility makes literature an appealing teaching device for ESL teachers". However, numerous factors may contribute to the teachers' lack of interest in using literary texts as a teaching tool. This study was an attempt to investigate Iranian EFL teachers' attitude toward using literature in language classes and their perception toward the probable reasons of some teachers' lack of interest in doing so. Altogether forty-four language teachers (19 females and 25 males, with a mean age of 26) participated in this study. The data was collected through a validated and piloted questionnaire prepared by the researchers themselves (Cronbach's Alpha = 0.8). The results of the study indicated that more than anything else, the participants thought that the main factor which hampers the effective use of literature in language classes is related to the outcome perception on the side of the students. The EFL teachers in this study thought that we as language teachers need to raise the language learners' awareness toward the benefits and advantages of literature in language classes. The findings of study may hold precious implications for language teachers. Moreover, EFL teachers may benefit from some guidelines and suggestions by the authors presented at the end of the paper.

Individual characteristics and differences, namely strategy-use behavior have been gaining much attention among researchers due to influences that they may have on test takers' performance on reading tests. From a language testing perspective, however, further experimental studies are needed in this regard. This study investigated the relationship between test-takers' strategy-use behavior and their reading test performance. Five hundred and twenty Iranian English as a Foreign Language (EFL) learners (both male and female) participated in this study. They were assigned to high-and the lowreading ability groups based on their scores on a teacher-made reading comprehension test. They were also required to sit for a teacher-made TOEFL-based reading comprehension test and answer the adapted version of Phakiti's ( 2008) Cognitive and Metacognitive Strategy Questionnaire with 30 items immediately after the test. The reliability of both instruments was approved through Cronbach alpha and the validity was assured through content and construct evidences of validity. Confirmatory Factor Analysis (CFA) on the questionnaire indicated that three factors were identified as cognitive (comprehension, retrieval, memory) and three as metacognitive strategies (planning, monitoring, evaluation) for both ability groups. Moreover, Structural Equation Modeling (SEM) analysis showed that metacognitive strategies had a regulating function on cognitive strategies in both groups. Furthermore, the results showed that in the high ability group Comprehension (COM) and Memory (MEM) strategies and in the low-ability group, Retrieval (RET) strategies were the best predictors of reading test performance. Finally, some implications and suggestions for further research are presented.