The present study is an attempt to investigate the relationship between creativity, LANGUAGE LEARNING STRATEGIES and LANGUAGE proficiency. To measure these three variables, Nelson Quick Check Test, Strategy Inventory for LANGUAGE LEARNING (SILL), and Creative Personality Measurement Questionnaire (CPM) were administered. These tests measure LANGUAGE proficiency, LEARNING STRATEGIES, and creativity respectively. The results showed that creativity and degree of strategy use and also creativity and LANGUAGE proficiency were significantly correlated; but the degree of strategy use and LANGUAGE proficiency did not show any relationship. As far as the participants' strategy use scores were concerned, no particular difference among high and low creativity subjects was discovered. But they were significantly different with respect to their LANGUAGE proficiency. The preferred strategy type for both high and low creativity groups was the metacognitive STRATEGIES and the least preferred strategy type for both groups turned out to be affective ones. The subjects were also divided into two groups of high and low proficiency. The favorite strategy type for the high proficiency group was the compensation STRATEGIES and the favorite strategy type for the low proficiency group was the metacognitive STRATEGIES. Both high and low proficiency groups preferred the affective STRATEGIES least of all.

This study investigated the relationship between LANGUAGE LEARNING aptitude (LLA) and the use of LANGUAGE LEARNING STRATEGIES ((LLSS)) among a cohort of Iranian EFL students at Urmia University, Iran. The adapted versions of the Modern LANGUAGE Aptitude Test (MLAT; Carrol & Sapon, 1983) and Oxford’s (1990) Strategy Inventory for LANGUAGE LEARNING (SILL) were distributed among the participants (i.e., 6 males and 32 females). A strong positive relationship was found between aptitude and the use of all the categories of (LLSS). Pearson product-moment correlation also indicated a strong positive relationship among components/categories within MLAT and SILL. Furthermore, the application oft test showed no significant differences between the males and females on their overall LLA test scores, but a one-way ANOVA indicated significant differences between the two genders regarding the cognitive and metacognitive STRATEGIES in favor of the males. One-way ANOVA also revealed significant differences between high versus low-aptitude students on (LLSS) use in favor of the former group.

Many books have been written to illustrate the position of the new technologies in teaching and LEARNING a foreign or second LANGUAGE (L2); nonetheless, most of these books have not been successful. The Handbook of Technology and Second LANGUAGE Teaching and LEARNING edited by Caral A. Chapell and Shanon Sauro and published by Wiley Blackwell in 2017, provides a comprehensive overview of the various facets of the use of technology in teaching and LEARNING an L2. This book has not been translated into Persian and no critical review has been published for it; accordingly, this study sought to both introduce and critically review this book. The current critical review revealed some advantages including comprehensiveness of the whole book, the expertise of the writers, up-to-dateness, content and format integrity, and the use of valid sources. The main criticisms are the exclusion of some of the very recent technologies, perhaps due to the ever-changing and exponentially volatile nature of the technological improvements and expansions, the introduction of too many technologies at the theoretical level without providing information about their practical use. Generally, the book is an invaluable and academically written source for L2 practitioners, postgraduate students, and researchers.

The purpose of this study was twofold. Firstly, it attempted to investigate whether LANGUAGE LEARNING STRATEGIES ((LLSS)) can predict foreign LANGUAGE (FL) proficiency.Secondly, it examined what kind of (LLSS) Iranian learners of English use more frequently in FL institutes. To do so, 112 intermediate Iranian EFL learners participated in the study. Oxford’s Strategy Inventory for LANGUAGE LEARNING (1990; SILL) was used to collect the data on the participants’ strategy use. Additionally, the participants’ scores on an achievement test were used as a measure of their LANGUAGE proficiency. Data were subjected to descriptive and inferential statistics. Results showed that FL proficiency is predictable through (LLSS). Metacognitive STRATEGIES with the largest beta coefficient (0.302) made the strongest contribution to predicting FL proficiency. Furthermore, results indicated that the participants were medium strategy users (M=3.17) and used metacognitive STRATEGIES significantly more (M=3.80) than other categories.