Second language acquisition (SLA) research, the mostly said and heard term in recent years among second language researchers, is regretfully a kind of Cinderella term for the majority of EFL teachers. Strictly speaking, when SLA research began to emerge as a separate discipline, one of the hopes was that it would benefit language teaching (Corder, 1973). Oddly enough, in recent years SLA research has mostly seen its role as raising teachers" awareness of SLA concepts rather than affecting

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... ng directly. By and large, it supposedly sounds that EFL teachers" taking advantage of SLA research results is not widespread. Accordingly, the current paper is an attempt to meticulously analyze and evaluate some articles so as to reach a sound conclusion in this regard. The overall result revealed that although there are some gaps between SLA research and teachers, those gaps can universally be bridged by moving EFL teachers from the more usual and traditional role as consumers of educational research to active participants in knowledge-making. What is more, SLA research is one of the most important and reliable sources of obtaining academic information that would clearly help teachers set appropriate expectations for themselves and their students. Above all, it is noteworthy that the discourse of SLA research should be defined and clarified in plain English for EFL teachers" convenience to use.