Due to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. Perhaps the best academic resources to explore about the issue are translation-oriented courses taught through typical teaching strategies in academic English programs. The issue led to reinforcement of considering pedagogical translanguaging within English Language Teaching (ELT) context among EFL learners who attend the related courses of the ELT programs focusing on translation skills. Thus, a sequential explanatory mixed design was selected to study the possible transformation resulted by translanguaging among EFL learners and teachers in the current study. As the pedagogical implications of the study, it is possible to declare that translanguaging within EFL context is considered as an influential strategy in helping teachers and learners to benefit from bilingual capacities in providing and understanding the content of courses. The issue also emphasizes on the transformational shift among the scholars and experts of the EFL context to have a new look over the role of translation, as an interactive code-switching procedure between First Language (L1) and Second Language (L2), which is not banning the language learners’ linguistic repertoire application. Manuscript profile

The current study investigated Persian-English translations conducted by a human translator and a machine translator. The researchers employed House’s Translation Quality Assessment (TQA) model to evaluate the differences between the two translated works. Accordingly, they had the Persian texts translated by a human translator and Google Machine Translator (GMT). The translation quality, error recognition, and mismatches of the two translations were subsequently analyzed. The results showed a one-to-one match between the source and target texts regarding the human translator’s work. Furthermore, the results revealed both overt and covert errors when comparing the human and machine translators. The error analysis results also suggested that the quality of the output provided by the GMT can cause misunderstanding in the meaning. Academic texts could mean different in various contexts. Hence, it is necessary to consider human interferences when dealing with the genre of the academic text. Manuscript profile

As technology becomes more integral to education, its effective use is shaped by cultural influences, especially in diverse classrooms. EFL teachers have recognized the significance of cultural and multicultural awareness, which enriches the educational experience, particularly in advanced settings. Consequently, this qualitative exploratory study investigated the impact of cultural and multicultural awareness on Iranian EFL teachers' TPACK in both AVR-based and traditional teacher training courses. Therefore, 28 Iranian EFL teachers participated in an eight-week training program, followed by semi-structured interviews and reflective inquiries. The data was analyzed through qualitative thematic analysis, both manually and using MAXQDA, guided by Mishra and Koehler’s (2006) TPACK framework. The findings revealed that both AVR-based and traditional training methods improved TPACK, but each had unique strengths and limitations. AVR training led to significant improvements in teachers' TCK and TPK, enhancing their ability to integrate cultural knowledge into teaching practices and adapt pedagogical strategies. Traditional training also improved TPACK, strengthening PK and PCK through effective media use. In addition to updating teaching practices to meet the needs of Generation Z, AVR's strengths included increased adaptability and creativity in lesson planning, while traditional methods offered solid, practical approaches to cultural integration. Challenges such as the high cost and complexity of AVR technology contrasted with the more straightforward implementation of traditional methods. Additionally, pedagogical implications include integrating AVR technology to enhance culturally relevant teaching, emphasizing ongoing professional development, addressing technological and cost challenges, and combining innovative and traditional methods for comprehensive teacher preparation.

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