The present study aimed to create a diverse curriculum model for teaching English in high schools in Iran. Utilizing an exploratory mixed-methods design to collect the desired data, the study enlisted the participation of 38 Iranian curriculum designers, with a gender distribution of 26 males and 12 females. To evaluate the model, a questionnaire was developed, and its reliability was gauged using Cronbach's Alpha. The validity of the curriculum model was established through Exploratory Factor Analysis employing principle component analysis (PCA). In qualitative phase, the analysis of the data uncovered several key components of the multicultural curriculum, including multicultural education, cultural diversity, and equity pedagogy, social, gender, and educational equality, prejudice reduction, upholding the intrinsic dignity, equity pedagogy, empowering school culture. Furthermore, the proposed model encompassed four essential elements: objectives, content and learning activities, methods, and evaluation. The results of quantitative phase of the study indicated that the multicultural curriculum model was deemed valid by designers in the field of curriculum development. As a result, it is recommended for adoption by English language educators in Iranian high schools. Manuscript profile

The present study sought to investigate the effects of face-to-face and web-based group dynamic assessment (GDA) on the speaking skills of Iranian intermediate EFL learners. A total of 100 participants from Ariana Institute in Rasht were involved in the study, with 36 introverted and 36 extroverted learners selected based on their scores on the Oxford Placement Test (OPT) and Eysenck’s Personality test. These participants were then divided into experimental and control groups. Each experimental group, comprising 12 participants, underwent either face-to-face or web-based GDA sessions, while the control groups received traditional instruction. The research design included a pretest, 15 treatment sessions, and a posttest to assess the progress of speaking abilities among the learners. The statistical analysis, which included paired samples t-test and one-way ANOVA, indicated significant enhancements in speaking skills among the learners who participated in the experimental GDA sessions compared to those in the control groups. Notably, introverted learners in the web-based GDA group exhibited superior speaking abilities, whereas extroverted learners showed more improvement in face-to-face GDA sessions. These results have important implications for English language educators and researchers in Iran, highlighting the significant influence of GDA delivery mode on the speaking proficiency of EFL learners, particularly in relation to their introverted or extroverted traits. Such findings can offer valuable insights for pedagogical approaches and theoretical frameworks in English language teaching in Iran. Manuscript profile