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This study aimed to examine the effectiveness of exposure therapy in enhancing life satisfaction and cognitive flexibility in adults with ADHD. This study employed a randomized controlled trial design, with 30 adults diagnosed with ADHD randomly assigned to an experimental group (n = 15) receiving eight sessions of exposure therapy or a control group (n = 15) receiving no intervention. Life satisfaction and cognitive flexibility were assessed at baseline, post-treatment, and five-month follow-up using the Satisfaction with Life Scale (SWLS) and the Cognitive Flexibility Inventory (CFI), respectively. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) to examine within- and between-group differences over time, with post-hoc pairwise comparisons performed using the Bonferroni adjustment. The results indicated a significant main effect of time and group, as well as a significant interaction effect between time and group for both life satisfaction and cognitive flexibility (p < 0.01). Post-hoc analyses showed that the experimental group demonstrated significant improvements in both variables from baseline to post-treatment (p < 0.001), with these gains maintained at follow-up. In contrast, the control group showed no significant changes over time. The findings suggest that exposure therapy effectively enhances life satisfaction and cognitive flexibility in adults with ADHD, with long-term benefits observed at follow-up. Exposure therapy appears to be a promising intervention for improving life satisfaction and cognitive flexibility in adults with ADHD. By reducing avoidance behaviors and promoting adaptive cognitive responses, this approach may help individuals with ADHD develop greater emotional and cognitive adaptability. The sustained benefits observed at follow-up suggest that exposure therapy may provide long-lasting improvements in quality of life for this population.

This study was an attempt to enlighten the wave of teaching English reading comprehension in Iranian EFL classrooms. Thus, the current study aimed to explore the effect of using the mapping note-taking method on the reading comprehension ability of Iranian intermediate EFL learners, as well as gender differences. To do so, a quantitative design was tested in a quasi-experimental study. To collect data, two intact classes consisting of 15 learners in each class of a language institute in Shiraz were selected through convenience sampling. The instruments used to collect data were two parallel tests: a pre-test and a post-test. The data collection procedures lasted approximately three months, comprising 22 sessions. Besides, the data were analyzed through the use of the 26th version of SPSS software, and by running descriptive statistics, tests of homogeneity of variances (Levene’s test), tests of normality, and T-tests (Independent Samples T-test and Paired-Sample T-test). The results revealed that the learners who were exposed to the mapping note-taking method (experimental group) differed significantly from the control group who were taught through the conventional method, taking notes just in the learners’ own way, and writing the words and their meaning without using any specific method of note-taking. In other words, the learners who were in the experimental group outperformed those in the control group concerning their reading comprehension ability, but the learners’ gender made no difference.

This study scrutinized the probable significant relationships among Iranian EFL learners’ academic self-efficacy, metacognitive reading strategies, and reading comprehension test performance. Relevantly, the significant predicting roles of the learners’ metacognitive reading strategies as well as academic self-efficacy for reading achievement were statistically investigated, increasing the depth of the study. Furthermore, the probable significant differences between the learners’ academic self-efficacy as well as the utilization of metacognitive reading strategies were investigated across three reading proficiency levels. To this end, 100 BA students, majoring in English Language Teaching at Islamic Azad University-Neyshabur Branch-Iran participated. Three standard instruments were employed, including academic self-efficacy and metacognitive reading strategies questionnaires along with the reading comprehension section of a TOEFL test. The study followed a quantitative correlational design. Since the normality of data was proved, the parametric statistical analyses, including descriptive statistics, Pearson's correlation coefficients, multiple regression analyses, and one-way analysis of variance were employed. The findings demonstrated significant positive relationships among the learners’ reading achievement, academic self-efficacy, and utilization of metacognitive reading strategies. In addition, it was found that metacognitive reading strategies can better predict reading comprehension than the learners’ academic self-efficacy. Academic self-efficacy was also proved as a significant predictor of the learners’ utilization of overall metacognitive reading strategies. No significant differences were proved between three proficiency levels in the utilization of metacognitive reading strategies as well as academic self-efficacy. The findings have some insightful pedagogical implications as well as some useful hints for language teachers and syllabus designers.

In recent years, the importance of willingness to communicate (WTC) in second language acquisition has gained considerable attention, as it is a crucial factor influencing learners' language use and overall communicative competence. Understanding how various instructional methods can enhance WTC is vital for improving EFL education. This study investigated the comparative impacts of interventionist and interactionist dynamic assessment models on the WTC among 75 Iranian intermediate EFL learners. Participants were divided into two experimental groups (EG1 and EG2) and one control group (CG), with a total of 16 treatment sessions delivered over a semester. Both experimental groups received dynamic assessment interventions, with EG1 utilizing the interventionist model and EG2 employing the interactionist model. The results revealed that both EGs significantly outperformed the CG in enhancing WTC; however, no statistically significant differences were found between the two experimental groups. This study contributes to the understanding of how different dynamic assessment approaches can effectively foster learners' WTC in English. The findings suggest that educators can adopt either dynamic assessment model to improve WTC among EFL learners, emphasizing the need for ongoing research into optimal assessment strategies in language education.