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The article explores the role of Communicative Language Teaching approach (CLT) in teaching English for Academic Purposes (EAP). It mentions six practices in EAP instruction including Inductive learning, project-based learning and Integrating technology in teaching. It also reports the similarities between Communicative Language Teaching and English for Academic Purposes teaching approaches.

The article evaluates the possibility of using analytical reading and analytically exploring written texts in the English as a foreign language (EFL) teaching sessions. It discusses the advantages of analytical reading including effective vocabulary learning, deeper understanding of Use-of-English types of exam activities and improved text comprehension. It also focuses on the method of implementing the analytical reading technique to the classroom teaching.

The article advices the foreign language teachers to develop a learner's perspective to develop as a professional and also the role reversal for students by placing them in the role of teachers. It mentions that experience creates more effect than observation by providing an example of a study conducted by Clore & Jeffrey in 1972 confining some students to wheelchairs to examine the difference in the attitude of these students towards disabled people.

The article offers tips on argumentative essay writing for the students of English as a foreign language (ESL). It mentions that the title of the essay should reflect the main argument of the writer, the introduction part should grab reader's attention and the body should contain paragraphs explaining individual evidence. It discusses the basic characteristics of argumentative writing including a precise central argument and the convincing evidences in support of the arguments.

The article explores the use of communication technology in language learning through a research conducted by the authors on the college freshmen students at the Azad University in Iran. It focuses on the advantages of using Synchronous Computer-Mediated Communication (S-CMC) in the English as a Foreign Language (EFL) learning sessions including minimizing the cultural barriers of classroom interaction, developing the oral proficiency of learners and creating a learner centered environment.

The article suggests some things that English teachers can do to ease the burden of learning vocabulary for foreign-language students. Teachers are advised to choose material at an appropriate level and to choose words carefully. They are also urged to develop their students' awareness of affixes and to use images to support the acquisition of new vocabulary.

A personal narrative is presented which explores the author's experience of learning Greek when she moved to Greece.