In this article, I would like to summarize the conference book, entitled ‘IATEFL 2016 Birmingham Conference Selections’. The abbreviation IATEFL stands for the International Association of Teachers of English As a Foreign Language. The editorial committee members of this conference book are Edward de Chazal, Chris Lima and Amos Paran. It was edited by Tania Pattison. It was first published in 2017 in the United Kingdom. The printed International Standard Book Number of this book is 978-1-901095-89-0 and the digital International Standard Book Number of this book is 978-1-901095-91-3.

There are many materials, books and resources for the self-studies which can be useful in the ESL and in the EFL classrooms. Choosing the ones which can make learners more creative and happier will help our students to develop their language skills in speaking, reading, writing and listening. This paper deals with the methods and approaches to help our students to become creative learners and thinkers. Methods and approaches which can be used to help our students to be creative will be explained. Games on creativity will be told. Classroom activities will be shared. Useful blogs, websites and books on creativity will be suggested.

In this study, I would like to write the review of the book, entitled ‘Motivational Currents in Language Learning- Frameworks for Focused Interventions’. It was written by Zoltán Dörnyei, Alastair Henry and Henry Muir. Zoltán Dörnyei is a professor of Psycholinguistics at the School of English at the University of Nottingham in the UK. Alastair Henry is an associate professor in language education at University West in Sweden. Christine Muir is a postgraduate teaching fellow at the School of English at the University of Nottingham in the UK. This book was first published in 2016 by Routledge. The right of Zoltán Dörnyei, Alastair Henry and Christine Henry to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright. Designs and Patents Act 1988.

In this paper, I would like to summarize the book, entitled Being Creative: The Challenge of Change in the Classroom. It was written by Chaz Pugliese. It was published by Delta Publishing in England. It has 96 pages and it was first published in 2010. The International Standard Book Number of this book is 978-1-905085-33-0. It was edited by Mike Burghall and designed by Christine Cox. It was printed in England by Halstan & Co..

In this study, I would like to write the review of the book, entitled ‘The Autonomy Approach’. The authors of this book are Brian Morrison and Diego Navarro. It was published by the Delta Publishing in England in 2014. The International Standard Book Number of this book is 978-1-909783-05-8. It was edited by Mike Burghall and designed by Christine Cox. It was printed in Greece by Bakis Aebe. The introduction part of this book starts on page 3 and the title of that page is From the Authors.

In this paper, I would like to write the review of the book, entitled “Blended Learning in Higher Education-Framework, Principles, and Guidelines”. It was written by D. Randy Garrison and Norman D. Vaughan. It was published in San Francisco by the Jossey-Bass Company. (A Wiley Imprint). It can be viewed from the following website: www.josseybass.com The first edition of this book was printed in the United States of America. The International Standard Book Number of this book is 978-0-7879-8770-1. This book has 245 pages. The readers of this book see the list of the contents of this book on the viith page and on the viiith page. Preface starts on the ixth page and finishes on the xiiith of this book

This study seeks to investigate the impact of symmetrical (S) and Asymmetrical (AS) scaffolding, which are two types of scaffolding, on advance students' reading comprehension. Forty advance Iranian EFL learners participated in this study. The participants were both male and female students with an average age of 21 with almost the same educational facilities and physical conditions in the academic year 2015-2016. They were randomly divided into control and experimental groups. Each group had 20 students. Classes were taught by two different teachers. Each of the teachers has two classes (one symmetrical and one asymmetrical). After administering a Pre-test, they were divided into two experimental groups. The experimental group (A) received instruction according to S strategy whereas the experimental group (B) was instructed via the AS strategy. A Post-test was administered, and its results were analyzed through t-test. The results indicated that although S scaffolding has significant effect on learners' performance in reading comprehension, enhancing it but AS scaffolding is a more effective strategy in improving reading comprehension achievement.

The aim of this paper is to gauge the scope of applying Teaching Portfolios to the English language teachers at the under graduate colleges in India. Teacher portfolios reflect the applicability of teachers beliefs in the practical classroom framework. Invariably teachers attitude and beliefs strongly affect studentss learning. Though many English teachers at the tertiary level are aware of the newer methodologies of imparting English language skills it is still at a superficial level of delivery in the ELT classes in India. The awareness of the need to reflect on the insights of an individual teacher' talents and beliefs about ELT could be beneficial for the ELT teaching fraternity. This paper prods on the productivity of Teaching Portfolios as an assessment endeavor to recognize the teachers parity on their reported beliefs of teaching, their approach and inclination towards pedagogical strategies and effective ELT approaches execution in the classroom. A window view of how teachers contrive their teaching, and their teaching practices and the classroom reality therein are shaped by their belief is deliberated with their portfolio interpretations. It can be clinched that aspects of reflective teaching that teachers reflect in depth consideration are those that are also the most visible in their teaching practices.

In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted. Games on cognitive learning styles will be explained. Sample classroom activities will be shared. Useful books, videos and websites on cognitive learning styles will be suggested.

In this article, I would like to summarize the book, entitled ‘Motivating Learning’. The names of the authors of this academic book are Jill Hadfield and Zoltán Dörnyei. Jill Hadfield is an associate professor in the Department of Language Studies at Unitec in New Zealand. Zoltán Dörnyei is a professor of psycholinguistics at the School of English at University of Nottingham. This book was published by the Pearson Education Limited in the United Kingdom. It was first published in 2013. The International Standard Book Number of the printed version of this book is 978-1-4082-4970-3. The International Standard Book Number of the eText version of this book is 978-0-273-78612-2. The International Standard Book Number of the pdf version of this book is 978-0-273-78617-7. As it is written on the second page of this book, catalogue record for the print edition is available from the British Library.