This study sought to navigate multiple intelligence (MI) theory in the First Friend Series with the tourism English courses. To comply with the objective, 15 teachers were asked to uncover their perceptions of MI theory and its application in their classes. The secondary aim of this study was to probe tourism learners’ preferred intelligence types concerning different kinds of intelligence provided in the textbooks. To do this, 42 tourism students were asked to fill out the MI inventory developed by Christison (1996). The findings indicated that the textbook series dominantly represented verbal/linguistic and special/visual linguistic intelligence types. In addition, the most preferred intelligence types were interpersonal, logical-mathematical, musical, and special-visual, respectively. However, the least intelligence types were naturalistic and bodily-kinesthetic. The findings revealed that female learners displayed higher mean rank in answering the MI inventory, but the difference between the male and female learners in their MI type was not significant. Categorizing data obtained from teachers’ interviews (N= 15) showed that MI brings positive outcomes related to teaching practices and the learners’ learning. Teachers reported positive attitudes towards considering MI theory in teaching and applying it in their classes. The findings have implications for the tourism students, English for specific courses, and language policy makers. Manuscript profile

The purpose of the present study was to investigate the relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension. To accomplish this object, 130 ESP learners were asked to take part in a piloted PET reading comprehension test and two questionnaires on learner autonomy (Spratt, Humphreys, & Chan, 2002), and reading strategies (Mokhtari & Sheorey, 2002). After removing incomplete answer sheets, 106 (82 female and 24 male) acceptable cases were used in statistical analysis. Pearson Product Correlation analysis pointed out a statistically significant relationship between ESP learners’ autonomy and reading strategies. It was also exposed that the participants’ reading comprehension is positively correlated with their reading strategies. Though, a statistically significant relationship was not established between autonomy and reading comprehension. Manuscript profile

Vocabulary Guru (VG) is a custom-made mobile application (app) developed based on the task model and agile methodology via qualitative needs analysis. This investigation intended to assess the impact of VG on EFL learners’vocabulary recognition. First, 84 academic vocabularies were selected, based on their frequencies defined by the Corpus of Contemporary American English (COCA) (Davies, 2017) and the Academic Core Vocabulary Website (Davies & Gardner, 2019). From 141 university students, 60 intermediate female students were selected who were randomly assigned to an experimental group and a control group. The experimental group practiced the target vocabularies via VG, whereas the control group learned them via the conventional method. A vocabulary recognition test was developed and administered twice to both groups. Finally, two paired samples t-tests and two independent samples t-tests were utilized to estimate within and between-groups differences. The findings revealed that the experimental group outperformed the control group significantly. Manuscript profile

When a textbook is developed and used for an English Language Teaching (ELT) context, its evaluation is even more important because its pedagogical value needs to be determined (Richards, 2007); however, ELT teachers’ perceptions regarding a particular textbook may differ based on their teaching experience or academic degree. Considering a model provided by McDonough and Shaw (1993) based on external and internal evaluation of textbooks, this study aims to evaluate ‘Prospect 2’, the main English textbook for 8th-grade of junior high-schools in Iran. In effect, 400 EFL teachers were randomly invited from three provinces of Iran (i.e., Mazandaran, Gilan, and Golestan) to participate in the study. The Participants were divided into two groups of 1) the seasoned teachers with over 10 years, and 2) the novice teachers with less than 10 years of teaching experience, in order to explore their perspectives on (non)alignment between their attitudes in teaching experience at ‘Prospect 2’. A 54-five-point Likert-scale questionnaire was adopted and submitted to both groups. Employing SPSS, the teacher-researchers analyzed the data, and it was revealed that the teaching experience does affect the perceptions of ELT teachers regarding the evaluation of a particular textbook. While seasoned teachers were not satisfied with some crucial aspects of ‘Prospect 2’, and believed it has not met its pedagogical objectives, the novice group revealed moderate satisfaction. However, a number of similar themes such as the lack of authentic language, variant dialects, motivating illustrations, and poor printing, to name but a few, were reported by both groups. Manuscript profile

Teaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aimed to investigate whether explicit and implicit instruction of compliment speech acts could help EFL learners achieve pragmatic appropriateness in authentic communication. The study comprised 60 intermediate EFL learners, 21 males, and 39 females, from a private English language institute in Amol. Participants were divided into two groups of 30 learners each - explicit and non-explicit. The teacher-researchers taught both groups how to give and respond to compliments, using explicit techniques for one group and implicit techniques for the other. Participants received a Written Discourse Completion Task (WDCT) before and after the intervention to evaluate their pragmatic competence. The obtained data were analyzed using Statistical Package for Social Sciences (SPSS), and a noteworthy disparity between the pre-test and post-test scores of both groups was revealed. Although both methods enhanced the pragmatic competence of EFL learners, the explicit group demonstrated more significant improvement compared to the implicit group. Findings testify that appropriate instruction can lead to better outcomes. Manuscript profile

Teachers must be prepared to shift from face-to-face to online classes in emergencies like COVID-19. Fortunately, electronic learning made teaching a second or foreign language online possible. Online teaching requires EFL teachers to acquire new knowledge, skills, and competencies. Professional development (PD) is necessary to assist teachers in developing new pedagogies and competencies and coping with recent roles in online learning contexts. In effect, this study aimed to screen EFL teachers' main professional development needs for quality teaching in both face-to-face and online environments. By employing a theoretical sampling technique, the researchers conducted phenomenological research and interviewed 18 experienced EFL teachers who had practiced online teaching during Pandemic. Semi-structured interviews were held, recorded, and transcribed verbatim. The interviews were analysed using open, axial, and selective coding. Finally, it was manifested that EFL teachers have six PD needs for face-to-face classes namely pedagogical, language knowledge, classroom management, assessment, educational psychology, and material development needs. Moreover, findings revealed that EFL teachers' PD needs for online teaching could be classified into five main categories including pedagogical, content, designing and technological, communication and social skills, and classroom management needs. It is concluded that EFL teachers might feel uncomfortable teaching online courses because of the many roles and responsibilities. Therefore, it is necessary to determine EFL teachers' PD needs and competencies so that teacher educators and language institutes can design PD programs for online teachers. Findings have theoretical and practical implications for electronic learning experts, EFL teachers, teacher trainers, and language institutions. Manuscript profile

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The aim of this study was to determine the correlation between social learning strategy and language motivational self system with English language anxiety in students. Research methods was descriptive and correlational; 259 high school students were selected to respond to Horwitz et al ELCA scale, Oxford’s LLS Questionnaire, and Taguchi et al’s LMSS questionnaire. Data was analyzed using Pearson’s correlation coefficient and regression analysis. Findings showed that there is a negative and significance correlation between social learning strategy and language motivational self system and English language anxiety at the 0.01 and 0.05 level. Also regression analysis showed language motivational self system can significantly predict English language anxiety, but social learning strategy cannot. Manuscript profile

The study sought to investigate the interplay between shyness and young language learners’ (YLL) language achievement (LA). To undertake this study, 40 intermediate YLL comprising 20 males and 20 females took part in the study. They were homogenized in terms of language proficiency via the Oxford Placement Test (OPT) and a shyness questionnaire (SQ). First, the participants were asked to take the OPT. Next, they were required to fill out the SQ. The findings showed that non-shy YLLs performed better on the placement test than the shy YLLs. More precisely, there was a negative relationship between shyness and English LA. The findings also attested that there was no significant relationship between the gender (i.e., shy and non-shy YLL) and their LA. The findings may have both theoretical and pedagogical implications. From a theoretical underpinning, foreign LA can lead to a better understanding of the complex nature of the construct of shyness. From a pedagogical aspect, language teachers may employ different strategies to tackle YLLs' shyness with the hope to promote LA. Manuscript profile

This study intended to explore the interplay between young language learners' sense of self-efficacy regarding reading comprehension in their reading test performance associated with learning English among universities. To undertake the study, a purposive sampling method was adopted. A total of 60 freshmen undergraduate learners of English consented to participate in this study. A self-efficacy questionnaire was employed to collect to young learners' beliefs in their own reading capabilities with a hope to explore the effects of high and low self-efficacy on reading proficiency. Accordingly, students’ reading proficiency was examined based on their performance to the reading comprehension test adopted from a paper-based Longman TOEFL. The findings revealed that there was a direct and significant relationship between the learners' self-efficacy beliefs about learning and their language proficiency. The result attested that students with high self–efficacy are more proficient in their language learning as compared with those of low self-efficacy. EFL teachers and students as well materials developers’ can take the advantage of the findings. Theoretical and pedagogical implications for foreign language learning and teaching are also discussed. Manuscript profile

The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness. Manuscript profile

محققین تلاش کرده‌اند تا با انتخاب یک رسانه اجتماعی همخوان (ادمودو) که به تمامی معلمان و دانش‌آموزان در سراسر جهان خدمات آموزشی ایمن و رایگان ارائه می‌دهد، تأثیر یادگیری مشارکتی از طریق یک شبکه اجتماعی برای تقویت مهارت نوشتاری زبان آموزان ایرانی را بررسی کنند. جامعه آماری این پژوهش دانش‌آموزان پایه دهم دوره متوسطه دوم مدراس پسرانه و دخترانه آیت اله آملی شهرستان آمل در سال تحصیلی 1401-1400 بودند که بر اساس نرم‌افزار محاسبه حجم نمونه جی‌پاور، تعداد 24 نفر به روش نمونه‌گیری هدفمند به‌عنوان نمونه آماری انتخاب و به‌صورت گمارش تصادفی (قرعه‌کشی) انتخاب شدند و با راهنمایی محقققین در شش گروه کوچک در سایت ادمودو ثبت نام کردند. سپس در دو مرحله مختلف از آنها خواسته شد که ابتدا یک داستان کوتاه با همکاری همسالان خود از طریق سایت ادمودو بنویسند و پس از پایان فعالیت گروهی، هر دانش آموز موظف شد به تنهایی یک داستان را بنویسد. آزمون‌های نوشتاری بر اساس مدل (Alderson & Tankó, 2010) توسط دو ارزیاب (محققین) نمره‌گذاری شد. همبستگی پیرسون برای بررسی پایایی نمرات بین ارزیاب‌ها اجرا شد و نتایج (Pearson r = 0.81 p <.05,) توافق معنی‌داری را بین دو ارزیاب در هر دو آزمون نشان داد. Manuscript profile

پژوهش حاضر به بررسی برداشت آموزگاران زبان انگلیسی ایرانی و همچنین سیاست گذاران نسبت به پدیده امپریالیسم زبانی و جهانی شدن در برنامه درسی آموزش زبان انگلیسی و ارتباط بین عوامل زمینه ای و نگرش امپریالیسم زبانی پرداخته است. برای انجام این پژوهش، 674 آموزگار زبان انگلیسی ایرانی و هشت نفر از مقامات عالی رتبه ایران که مسئول طراحی و تدوین اسناد ملی در مجمع تشخیص مصلحت نظام، شورای انقلاب فرهنگی و وزارت علوم و تحقیقات و فنّاوری اطلاعات هستند برای شرکت در پژوهش دعوت شدند. با استفاده از مدل سازی معادلات ساختاری ، داده های کمّی جمع آوری شده تجزیه و تحلیل شد و برای داده های کیفی از روش تحلیل محتوا استفاده شد. یافته ها تأثیر قابل توجه عوامل فرهنگی و زمینه ای را در شکل دادن به نگرش آموزگاران و سیاست گذاران نسبت به امپریالیسم زبانی نشان داد. به منظور حفظ هویّت فرهنگی و زبانی دانش‌آموزان همراه با یادگیری زبان انگلیسی به عنوان زبان جهانی، این رویکرد می‌تواند به دانش آموزان کمک کند تا به افزایش مهارت‌های زبانی خود بپردازند و همزمان ارتباطات بین‌المللی را تسهیل نماید. بنابراین اعضای جامعه و به طورخاص برنامه ریزان، آموزگاران، زبان آموزان و والدین باید به ماهیّت و پیامدهای فرهنگی، اجتماعی و سیاسی این زبان توجه داشته باشند و آن را ابزار ارتباطی بی طرف تلقی نکنند.

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هدف پژوهش حاضر، تأثیر یادگیری مشارکتی از طریق یک شبکه اجتماعی برای تقویت مهارت نوشتاری زبان آموزان ایرانی بود. روش پژوهش توصیفی- پیمایشی بود.جامعه آماري اين پژوهش دانش آموزان پایه دهم دوره متوسطه دوم مدراس پسرانه و دخترانه آیت اله آملی شهرستان آمل در سال تحصیلی 1401-1400 بودند كه بر اساس نرم‌افزار محاسبه حجم نمونه جی‌پاور، تعداد 24 نفر به روش نمونه‌گیری هدفمند به‌عنوان نمونه آماری انتخاب و به‌صورت گمارش تصادفی (قرعه‌کشی) انتخاب شدند و با راهنمایی معلم-محقق در شش گروه کوچک در سایت ادمودو ثبت نام کردند. بعد از دریافت راهنمایی و فایلهای آموزشی اولیه ، ابتدا با اصول داستان نویسی به زبان انگلیسی آشنا شدند. سپس در دو مرحله از آنها خواسته شد که ابتدا یک داستان کوتاه با همکاری همسالان خود از طریق سایت ادمودو بنویسند و پس از پایان فعالیت گروهی، هر دانش آموز موظف شد به تنهایی یک داستان را بنویسد. آزمون‌های نوشتاری بر اساس مدل (Alderson & Tankó, 2010) که نوشته ها را بر اساس مقیاس 1 تا 6 رتبه بندی میکند توسط دو ارزیاب (محققین) نمره‌گذاری شد. همبستگی پیرسون برای بررسی پایایی نمرات بین ارزیاب¬ها اجرا شد و نتایج (Pearson r = 0.81 p <.05,) برای آزمون انفرادی و(Pearson r = 0.88 p <.05,) برای آزمون گروهی، توافق معنی‌داری را بین دو ارزیاب در هر دو آزمون نشان داد. مقایسه نمرات داستانهای فردی نشان داد که پس از تکمیل کار گروهی آنلاین از طریق سایت، دانش آموزان پیشرفت قابل توجهی در مهارتهای نوشتاری خود نشان دادند و این اصل اثربخشی فعالیت‌های مشارکتی آنلاین از طریق رسانه‌های اجتماعی را تأکید میکند. از شرکت کنندگان خواسته شد که به یک پرسشنامه باز در دو مرحله قبل و بعد از پروژه آنلاین پاسخ دهند. روایی سازه پرسشنامه از طریق بررسی متخصصین و تحلیل عاملی اکتشافی تضمین شد. همچنین از تحلیل آلفای کرونباخ به عنوان معیار همسانی درونی مقیاس استفاده شد و شاخص پایایی برآورد شده پرسشنامه به دست آمد (90.=α). با توجّه به نتایج حاصل، اکثر دانش‌آموزان نگرشی مثبت نسبت به پروژهه یادگیری مشارکتی آنلاین نشان دادند.

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