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This five chapter book elaborates on one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, The author as the researcher adopted a quasi-experimental research design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners¿ L2 self-directed learning and reading comprehension abilities.The present well-authored book would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.