The quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the components of Communicative Language Teaching (CLT) approach. The purpose of this study was to explore high school teachers’ and students’ attitudes towards the Iranian high school English textbooks. To fulfill the objectives, a questionnaire consisting of 45 questions related to high school English textbooks was administered to 150 male and female high school students and their teachers in Isfahan, Iran. The participants were also interviewed in terms of their attitudes towards CLT and its implementation in Iranian high school English textbooks. The descriptive analysis of the data indicated that Iranian teachers and learners in Isfahan had a positive attitude towards the English textbooks based on the CLT principles. The majority of participants stated that 80 percent of CLT principles were currently practiced in Iranian high school English textbooks; however, some changes might improve the quality of these English textbooks. پرونده مقاله

One of the challenges of academic writing is the creation of a structurally and communicatively well-organized and coherent text. Metadiscourse enables authors of journal articles to achieve this goal by raising the writers‘ awareness about discourse features which can contribute to a better academic content production. Also, L1 background has always been a hot topic in applied linguistics and native versus non-native comparisons have been of particular interest in this field. The purpose of this study was to see whether native English speakers and Iranians use code glosses as a sub-category of metadiscourse similarly in their academic writings. To this end, the introduction section of 30 journal articles written by native and Iranian non-native English authors were investigated and the number of code-glosses in each group was counted and analyzed. Both descriptive and inferential statistics were used to answer the research question of this study. The result of data analysis revealed that there was no significant difference between the frequency count of code glosses used by Iranian and native English authors. This study can have pedagogical implications for EAP course designers as well as academic writing instructors and students. پرونده مقاله

Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers. پرونده مقاله

One of the affective factors contributing to the EFL learners’ learning outcome is their preferred language learning strategy. This study aimed to investigate the possible role of E-mind mapping as a modern node-link teaching technique in adopting a specific self-regulated language learning strategy (SRLLS) among Iranian EFL learners. Based on quasi-experimental research, 64 EFL learners were conveniently selected and randomly divided into two groups, namely, experimental and control groups. The valid and reliable Self-Regulated Foreign Language Learning Strategy Questionnaire was conducted for all of the participants in the pre and post-test but with different item orders. The intervention consisted of 15 sessions each 90 minutes in which E-mind mapping was utilized in the experimental group but conventional teaching was employed in the control group. Descriptive statistics and the t-test was used to analyze the collected data. The results revealed that before conducting the study the most preferred SRLLS among participants were cognitive strategy but after using E-mind mapping techniques, the preferred strategy in the experimental group changed to metacognitive strategy. Also, the Iranian EFL learners’ use of meta-effective and meta-sociocultural-interactive strategies, which were previously infrequent, improved. Thus, the results indicated that the E-mind mapping technique was effective in adopting a particular SRLLS among EFL learners. The findings emphasize some successful initiatives to build learners' self-regulated strategies through strategy training incorporated into educational programs and special curriculum designing. پرونده مقاله

Infographics are visual representations of information intended to be presented quickly and clearly. The present study aimed to investigate students ̓ attitudes toward using infographics in learning vocabulary in EFL classes. To this end, the participants were selected through available sampling and the study was conducted at Pand Institute in Abadan, Khuzestan, Iran during the summer of 2022. All of them were females and their ages ranged from 20 to 30. In this quantitative descriptive study, a questionnaire (Alrwele, 2017) was given to the learners to determine their attitudes toward using infographics as teaching tools in the educational context. The participants were asked to answer the questions to indicate to what extent they agreed or disagreed with each statement on a five-point Likert Scale. The content and face validity of the questionnaire were confirmed by two experts at the Ph.D. level. The collected data were computed through descriptive statistics and one sample t-test. Most learners agreed with all 19 statements, all of which were positive comments about using infographics. Thus, a general trend of a positive attitude could be observed in the responses provided by the learners in the EFL class. Most students enjoyed the use of infographics within EFL contexts. Therefore, incorporating infographics into teaching could be a dynamic way for learners and engage in learning more. This finding could help language developers, syllabus designers, and teachers to develop programs and create books based on infographics. پرونده مقاله

International banking has experienced significant growth in recent times. As a result of this expansion, bank personnel must possess the ability to communicate appropriately, and effective English for Specific Purposes (ESP) programs need to be implemented accordingly. There are limited amounts of research available on the present state of ESP in the context of international banking in Iran. The present study aimed to study the English language needs of bank clerks in the International Banking Division of Bank Melli Iran and its associated departments as target population, by using the needs analysis model proposed by Hutchinson and Waters (1987) and its subordinate components known as wants, lacks, and necessities. This research employed a mixed methods approach, utilizing questionnaire and semi-structured interviews to gather data from a diverse group of participants, including bank clerks, language and content instructors, and managers of international banking departments. They were selected voluntarily from those working in the IBD of Bank Melli Iran. The results indicated that although the participants' wants, lacks, and necessities differed significantly, it is imperative to prioritize all language skills in ESP courses to meet the language needs of bank employees in the bank's international departments and foreign exchange branches. Moreover, the research revealed that learners often struggle with establishing effective communication, a significant challenge they encounter. To address this issue, it is strongly recommended that ESP teachers employ a range of pedagogical strategies and undertake diverse teaching activities to assist learners in overcoming their barriers to communication. پرونده مقاله

Considering the needs of most English for a Specific Purpose (ESP) learners, speaking proficiency and terminology learning are two challenging objectives of their English learning. This anxiety is boosted when it comes to technical environments because it needs a range of specific vocabulary, resulting in lower scores than expected. Edutainment or the integration of entertainment with education is supposed to be helpful. Regarding a quasi-experimental study, 60 Iranian ESP learners studying nursing were conveniently selected and distributed into experimental (EG) and control (CG) groups. During the intervention phase, participants in the EG were taught the instructional materials based on Edutainment activities ranging from simple crossword puzzles to complex simulative games. Participants in the CG received the same content through mainstream English learning tasks. The instruments included an Oxford Placement Test (OPT), speaking proficiency, and terminology tests. Descriptive and inferential statistics were used to analyze the outcomes. The results indicated that EG participants significantly outperformed CG regarding speaking proficiency and terminology learning. While Edutainment was significantly effective in enhancing the mentioned domains, it was more beneficial in speaking proficiency compared to terminology learning. The outcome may benefit ESP teachers, learners, and curriculum developers considering the integration of education and entertainment. پرونده مقاله

In the early hours of 12 May 2020, Professor Farzad Sharifian unexpectedly passed away after a short illness. We in RELP have absolutely missed Farzad Sharifian (RIP) as one of our vibrant and valued Editorial Board members and a wholly decent, wonderful gentleman. Highly awarded as a competent researcher, Farzad was a leading, prolific scholar and an outstanding, inspirational figure in Cultural Linguistics, an internationally recognized, flourishing field of inquiry that he successfully developed on the foundation laid by Palmer (1996). Farzad will undoubtedly live on not only in his numerous presentations and publications but also in the hearts and minds of all those who, like us, respected Farzad personally or professionally (across his discipline) nationally and internationally, including his family, friends, academic fellows, and former students. To celebrate his incredible, life-long contributions to the field, RELP decided to publish a selected bibliography of his seminal, influential works, the majority of which were devoted to Cultural Linguistics, disseminated in the form of books, book chapters, and journal articles. The list is by no means claimed to be comprehensive; his conference presentations and interviews are not included here either. Our meticulous colleagues are invited to help us add to and update it by contacting RELP via the official email of the journal: relp@khuisf.ac.ir or our personal emails. May God bless his soul! پرونده مقاله

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Critical Discourse Analysis is the analysis of ideology and power. It emphasizes obtaining the hidden meaning beyond a text and investigates how speakers/writers use the discourse power to take the readers’/listeners’ attention. The present study was a non-experimental descriptive one conducted in 2022 that investigated the salient linguistic features of the political speech of Iran’s minister of foreign affairs at the 58th Munich Security Conference to search for his political attitudes and ideologies. Fairclough’s CDA model was employed to investigate three interrelated analysis tactics and three dimensions of his discourse. The data were selected from this conference’s video and were examined to check the word choice, personal and plural pronouns I and We, and the modal verbs used. The findings showed that the Islamic Republic of Iran, Government, Iran, and relations were among the most frequently used words to show his ideology about his nation and people.Moreover, We was used more frequently than I to create a positive image for the country. Aware of the difference between the meanings conveyed through these two pronouns, the minister preferred to avoid self-representation or speaking about himself as an individual to prevent all the blaming on him. Considering the modal verbs, would was used more frequently than the others to express his opinion and wishes to show medium politeness in his speech. This study could have implications for practitioners in the field to increase critical thinking and raise awareness of learning and producing appropriate political language پرونده مقاله

Intonation conducts a linguistic function and has a crucial role in discourse regulation. It is an essential skill that learners should acquire, mainly because it can impact comprehension and accuracy. Like other speech characteristics, intonation may comprise information about the speaker’s traits. Therefore, this study examined whether intonation is affected by age, gender, and autonomy. Based on the purpose of the research, the paradigm was quantitative, and the design was casual-comparative (ex post facto). Sixty-two intermediate EFL learners were conveniently selected from the private language institutes in Isfahan, Iran. Data were collected by the Learning Autonomy Scale and a teacher-made oral test. An ANOVA was used to measure the effect of gender, age, and autonomy and their interaction on intonation. The data analysis revealed that intonation scores were higher in the older age group and girls. Boys in the younger age group exhibited smaller mean values for intonation. In addition, those who were more autonomous scored higher in intonation. Therefore, it can be concluded that age, gender, and autonomy affect intonation. The findings of this study could be used in compiling English language course programs and determining speech therapy goals. پرونده مقاله

Gamification is the process of integrating games digitally to motivate people to achieve their goals. It could be employed in educational settings to maximize the enjoyment and engagement of learners and inspire them to continue learning. This paper addresses the design and implementation of Gamification as a tool for doing homework by Iranian EFL learners. Two groups of 30 male and female students were chosen for experimenting using Kahoot. Both groups take a pre-test as the treatment. The control group does their homework conventionally, but the experimenting group does it by Kahoot. At the end of the term, both groups take a post-test. The experimenting group receives a gaming survey, in which 10 English instructors are asked to complete an attitude survey to investigate their attitudes toward using Gamification. The T-test formula used in the experiment analyzes the results of the pre-test and post-test. The results revealed that the experimenting group outperformed the control group. Using Gamification increased the learners’ motivation, and the instructors welcomed the use of this method. In conclusion, it is stated in this article that using Gamification can be useful in teaching English to Iranian EFL adults. پرونده مقاله

This study aimed at investigating the Iranian undergraduate EFL students’ and teachers’ attitude towards Partnership Approach as a new way of engaging learners in the learning process. A descriptive, ethnographic research method, using a questionnaire along with focus group semi-structured interview, was employed. Seventy-two undergraduate EFL learners and 40 EFL teachers with more than ten years of experience in teaching English were included in the study. They were males and females of different ages. They responded to two different attitude questionnaires. Some of the participants were randomly interviewed to shed light on the accuracy of the information collected. The results indicated that both students and teachers had a significantly positive attitude towards the Partnership Approach. The EFL teachers appeared to hold a more positive attitude and were inclined to support the students’ engagement and the implementation of the Partnership Approach, believing that partnership increases interaction in the classroom, enhances the quality of teaching and learning, and makes the management of the classroom easier. The EFL learners claimed they would learn better and with higher quality, enjoy more, feel more responsible, and have more opportunities to evaluate themselves in such classes. They added it would be interesting to have a part in creating the material. پرونده مقاله

Although the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies. پرونده مقاله

English is taught all over the world either as a foreign or second language. It is taught as a foreign language in the Iranian educational system as well. However, it has always been the issue that EFL programs have been developed without conducting a systematic needs analysis from the learners’ perspective. The present study examined the effect of employing critical needs analysis on the learners' speaking skills improvement. To this end, 128 Iranian intermediate learners from three language institutes were selected and assigned to two experimental and control groups. The learners' Necessities, Wants and Lacks through a questionnaire and semi-structured interview were investigated. The experimental group received treatment based on the results of the interview and questionnaire. The results of the inferential statistics showed that the students' highest mean score was in the Necessities sub-dimension, followed by the Lacks, and Wants sub-dimensions which revealed that the students' needs were mostly the items which were necessary for the learners' use of language. In contrast, the control group received treatment based on the pre-determined syllabus of the course. The results of an independent sample t-test indicated that in the post-test, the speaking scores of the participants in the experimental group were significantly higher than the scores in the control group. پرونده مقاله

The present study aimed to investigate the attitudes and perceived nature of thinking and understanding towards intercultural communicative competence (ICC) among International English major students. Accordingly, this study employed the paradigm of a sequential mixed-method research, in which it comprised a qualitative phase followed by a quantitative phase. The participants of the first phase of the study were 30 undergraduate English major students in their third year at Isfahan Islamic Azad University in Iran; and the participants of the second phase of the study included 30 international ESL students in their first year at Gonzaga University (GU), in Washington, U.S. The analysis of narratives in the first phase of the study indicated that the participants had diverse attitudes towards intercultural encounters. The results of the statistical analyses of the second phase of the study showed that the most important individual difference variables directly influencing students’ intercultural communicative competence were their communication apprehension and their perceived communicative competence. This study also showed that students’ self-image as communicators were of utmost importance: if students believe they are good communicators in English, theyare more likely to be self-confident and are more likely to take part in intercultural encounters. Thus, instructors should help students achieve a realistic self-image about their performance in English and support them if they lack self-confidence. پرونده مقاله

Virtual learning has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Significantly, in a virtual learning environment, interactive telecommunications systems are utilized to connect learners, resources, and instructors. As such, the present study sought to investigate the possible effect of a synchronous virtual learning environment on the reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation at Islamic Azad University, Isfahan, Iran, one control group, and one experimental group were non-probabilistically selected based on their availability. Indeed, thirty students were chosen for the control group and thirty students were nominated for the experimental group. Live interactive teaching rooms were utilized in the experimental group during the term, whereas asynchronous instructional practices were adopted in the control group within the study. According to the results of paired samples t-test, the experimental group, which was instructed by live interactive teaching rooms over the term, had better performance at the end of the period as compared to the beginning of the term. Moreover, the independent samples t-test showed that the students' scores on the post-test in the experimental group were higher than those of the control group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllabus designers. پرونده مقاله

Classroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including age and gender. The participants of the study were 75 (41 females and 34 males) teachers at universities and in language institutes of Fars Province, Iran. The study enjoyed a descriptive design using two sets of instruments encompassing a Five Likert-scale questionnaire and a semi-structured interview for collecting the data. The questionnaire determined teachers' classroom management strategies and the interview collected their opinions regarding classroom management. To analyze the data, one-way ANOVA and an independent sample t-test were run. The findings indicated that teachers' age and gender had significant effects on the types of strategies that they used when they faced misbehaviour. The findings also revealed that male teachers significantly used the strategies such as verbal warning, and female teachers removing the student from the class. The age groups were different in terms of using two strategies namely reward student with free time or activities and lower students' grade. The findings could have implication for curriculum designers, EFL teachers, and policymakers because it could enhance their skills in better management of learners' misbehaviours. پرونده مقاله

Enhancing speaking ability is an important component of the acquirement of a language. The innovative aspect of this study is improving speaking ability through online strategy-based instruction by applying the Moodle course management system as an instructional platform. To this end, a group of 80 Iranian female and male students at the advanced level participated in the treatment. Participants of the study were divided into four groups of 20. The subjects in experimental groups benefited from two particular instructional focuses of this study include social and affective strategies. In order to assess the effect of the treatment pre and posttests design were utilized. Consequently, the data were analyzed through One-Way ANOVAs and t-tests. The findings revealed that strategy treatment was successful in improving the participants’ speaking ability. Therefore, the findings suggest that online strategy-based instruction can positively influence the speaking ability of Iranian advanced EFL learners. In addition, a questionnaire from Kitchakarn (2015) was employed to understand students’ perceptions and attitudes toward computer-based learning. The statistical analysis of the questionnaire revealed positive attitudes of participants toward computer-based learning.This study may have pedagogical implications for material practitioners, CALL package designers and distance learning planners to include strategy instruction in English courses. پرونده مقاله

The present study set out to determine the effect of implementing exploratory-cumulative talk in comparison to disputational talk on cognitive (meaning development and organization of thought as well as problem solving ability) dependency of intermediate level students in translation studies. In order to achieve the objectives of the study, a quasi-experimental-pretest-posttest-statistical study was conducted in which 63 linguistically homogeneous B.A students in translation studies at the IAU-Shahreza branch, in experimental and control groups were the participants. Administering cognitive dependency questionnaire before and after implementing the treatment, exploratory-cumulative talk, helps the researcher to find out the possible effect of it against the control group, disputational talk, in translator training courses. The results of the data analysis indicate that the difference between the posttest mean scores of the experimental and control groups do not reach statistical significance. However, by conventional criteria, the difference between the pretest and posttest scores of the experimental group was considered statistically significant by large effect size. The application of the present study findings in translator training courses may pave the way for translation teachers and translation students to follow more fruitful approaches. پرونده مقاله

Nowadays, English language plays an important role in the job of engineers and it is necessary to become familiar with engineers’ objectives, attitudes, and expectations in order to have an appropriate course design. The purpose of this study was to explore the needs analysis of English learning of engineers in Esfahan Steel Company (ESCO). This study aimed at investigating the required level of language skills in performing their jobs effectively, the employees’ attitude towards their English professional courses, their professional needs, their language skills and tasks, and the difficulties they face while studying a language. A questionnaire consisting of 25 items was distributed among the engineers working at ten sections of ESCO. In addition, interviews and observations were done in order to increase the reliability of the research. Time, financial resources, and worker expectations ask for more reliable methods to provide a better situation in the workplace. Based on the findings obtained from this study, it can be concluded that receptive skills were perceived as a bit more important than the productive skills to perform the job effectively and the revision of the current professional training programs seems to be necessary to offer appropriate ESP course curriculum. پرونده مقاله

Using evaluative language has been considered as the significant predictor of academic writing success in second and foreign language research. Such an importance paved the way for the current study to investigate the use of the APPRAISAL tool, namely ATTITUDE resources, in the research articles (RAs) written by native (N) and non-native (NN) writers, focusing on the discussion sections. A qualitative corpus selection resulted in choosing 30 RAs written by American writers and 30 authored by Iranian writers. Two coding schemes were used: one for discussion boundaries based on Kanoksilapatham’s (2005) discussion move structure, and the modified version of APPRAISAL theory (Xu, 2017) for identifying attitudinal resources. The corpus analysis revealed that academic writers preferred to use a great number of inscribed ATTITUDE resources, that is, APPRECIATION tools compared to JUDGMENT. There was also a significant difference between N and NN sub-corpora in using attitudinal resources, highlighting that the language of N RAs contained more authorial stance of ATTITUDE compared to NN sub-corpus. However, the use of idioms as evoked ATTITUDE was found to be frequently applied by NN authors. The findings of the study contributed to the significance of using evaluative language in academic writing through which the writers can make a dialogic interaction with readers and enhance their critical stance by involving them in the argument. پرونده مقاله

Nowadays computers are increasingly being incorporated into school curriculums and serious games are occupying the educational games markets. This article addressed the integration of serious games as tools for learning and teaching English in Iranian schools to zero-beginner students. An experiment was concluded using Computer Assisted Language Learning (CALL) to investigate the effectiveness of using serious games; namely, Mingoville English as an educational aid and also to examine parents, students and instructors’ attitudes towards using serious games. To this end, 60 female students were chosen and divided into two groups. The control group was taught in the conventional way and the experimental group received the educational aiding material Mingoville, a web-based serious game program, as the treatment. The results of the analyses revealed that the experimental group outperformed the control group as the method of teaching was changed. The study also showed the willingness of children, their parents, and teachers toward using such games. It can be concluded that using serious games such as Mingoville can be regarded as an effective tool in teaching English to Iranian EFL children at schools and language institutes. The study can benefit teachers and heads of institutes to add serious games as aiding instructional materials to their English classes. پرونده مقاله

Although English language plays an important role in the job of aviation personnel, language needs of these employees have been taken for granted. This study aimed at investigating the extent to which English is used by the employees at Iran Air airport services at Isfahan Airport, the required level of basic language skills in performing their jobs effectively, and the employees’ attitude towards their English professional courses. A questionnaire consisting of 24 items was constructed and distributed among all the employees working at three sections of Iran Air airport services (Ramp Control, Customer Services, and Baggage Services). Besides, Observation was done by the researcher at the airport to find out the basic language problems of the aviation personnel, and interviews were done with the head of each sections. The findings proved that English language is highly used in the employees’ jobs and they are not satisfied with their training courses. Also, the Ramp Control and Baggage Services employees considered speaking as the most important skill, while Baggage Services employees considered reading and writing as the important ones. Finally, it can be concluded that revision of the current professional training programs seems to be necessary to offer appropriate ESP course curriculum. پرونده مقاله

Problem-based Learning (PBL) as one of the newest teaching methods in the area of language teaching in second and foreign contexts, has been used by teachers in the last two decades in different institutes. In the current study, attempts were made to find out the effect of the two PBL subcategories, i.e. Hybrid Problem-based Learning (H-PBL) and Pure Problem-based Learning (PPBL) in comparison to a traditional lecture-based method, on Iranian EFL university learners’ speaking skill and their self-confidence, by implementing these two methods in the EFL classroom using eight teacher-made real-world problems. To this purpose, 56 undergraduate participants of Payam Noor university (PNU) in Abadan, Iran, were randomly selected, divided into a control group and two treatment HPBL and PPBL groups. The statistical analysis of the obtained results of the participants’ pretest-posttest scores, through one-way ANCOVA and Man-Whitney U test, revealed that the treatment groups outperformed the control group in speaking skill and self-confidence The findings of the study might bear implications for teachers and university curriculum designers to take more proper approaches towards the instructing university participants. پرونده مقاله

The use of podcasts in learning has been supported by distance education theories that deal with the role of interaction as well as communication in improving teaching and learning. New technologies such as podcasts can have influential learner support in distance education and address learner cognitive requirements by incorporating communication within study resources. The present study investigated the effects of learners’ autonomy on their vocabulary podcasting tasks, gain and retention in an E-learning context. Two separate one-way multivariate analysis of variance (one-way MANOVA) were run in order to answer the questions. The results revealed that autonomy levels significantly affected Iranian EFL learners’ vocabulary gain and retention. The participants who had higher autonomy levels had higher levels of vocabulary gain as well as retention applying audio podcasts plus still pictures and audio podcasts plus animated pictures. As the effects of attitude and autonomy on language learning are unquestionable, the present study can help teachers and learners have better considerations of attitude and autonomy in an E-learning context. پرونده مقاله

The aim of this research was to investigate the effect of cooperative error detection in an online context on ESP students' writing accuracy and their attitudes towards cooperative error correction. To achieve this aim, the researchers selected 60 ESP students after homogenization. The Barratt Impulsivity Scale (Barratt, 1995) was administered to the participants. The researcher randomly assigned the participants to two groups: the experimental group (n=30, reflective=13, impulsive=17) and the control group (n=30, reflective=13, impulsive=17). The experimental group received the intervention for ten sessions. Skype was used in this group. The participants in this group were divided into six groups of 5 members each. Then, in each session, the students were given a descriptive topic and they were supposed to write and share their writing in their groups. Other members of each group had to check each member's writing and, in case of a problem, underline the mistakes and share them with the group. Finally, they sent the revised writing to the teacher. In the control group, the participants had to write about the same descriptive topic. They wrote and gave their writing to the teacher who corrected it. The results showed that the participants in the experimental group performed significantly better than those in the control group. In terms of learning style, both reflective and impulsive ESP students benefited equally from the intervention. In addition, participants in the experimental group who received the treatment had a positive attitude towards cooperative error detection, seeing it as something positive and fun. پرونده مقاله

English learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed turns during their interactions. The data were collected from the audio transcripts of 55 students of two intermediate and two advanced EFL classrooms that were held on the Zoom platform. After collecting the data, they were transcribed through the modified version of Sacks, Schegloff, and Jefferson's Model and analyzed by the SPSS, through the Chi-Square tests. The results showed that the students were mostly addressed by their teachers. Moreover, the male students took more turns, and there was a meaningful difference in the turn-taking system of the intermediate and advanced EFL learners. Therefore, both gender and the level of proficiency influenced the patterns of turn-taking in online classrooms. The results might contribute to raising teacher awareness towards the preferred turn-taking patterns in a virtual synchronous classroom. پرونده مقاله

This study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed a quasi-experimental design. In doing so, 54 intermediate EFL learners were selected from Fargooyan Language Institute in Isfahan, Iran. In this connection, six experts in the field were also asked to review the app, complete a questionnaire, and provide written feedback to add multiple perspectives to the design. They received the TAM questionnaire for better results on the use of the app. Furthermore, the interview adopted from the TAM questionnaire was used to explore the external and internal factors involved in this type of mobile learning. The results revealed that utilizing the HelloTalk app significantly and positively affected Iranian intermediate EFL learners’ autonomy. Besides, experts and learners had a positive attitude toward using the application. The findings of this study could be fruitful for learners with enough competence but who do not know how to be autonomous through mobile applications. It could also provide insight into how technology tools and computer programs could facilitate teaching and learning English. پرونده مقاله

The widening conceptual and methodological approach towards exploratory-cumulative talk reflecting its multi aspects of being the optimal analytical tool and strategy in translation classes was the main motivation to set the present study to check whether there is any significant difference between the occurrence frequencies of the discoursal markers showing exploratory-cumulative features in the covertly and overtly needed translation texts. 63 linguistically homogeneous undergraduate students majoring in English translation at Islamic Azad University participated in this study. Two classes; namely, Translation of Literary Texts and Translation of Political Texts, were held by one of the researchers employing the exploratory-cumulative talk as an effective approach to make the learners more efficient and independent cognitively, pedagogically, linguistically and psychologically. Exploratory-cumulative talk discoursal markers, thereof, were identified by using a number of pre-defined indicators by Wegerif and Mercer based on four ground rules that led to capture the nature of the types of the talks and their frequency in classroom recorded conversations. The results of the data analyses showed although the mean of the occurrences of exploratory-cumulative discourse markers for the course Translation of Political Texts was greater than those for the course Translation of Literary Texts, the difference was not found significant. پرونده مقاله

Learners with ADHD, even those adapted to online instructional regulations, readily become frustrated with the typical tenor of instruction and, as a result, may stray from the core learning content. The current mixed-method study explored how manipulating these learners into envisaging their ideal L2 selves could avoid motivational pitfalls in their way to L2 learning, affecting their motivated cognition, emotion, and behavior. Based on the motivational paradigm proposed by You and Dörnyei (2014), a multifaceted construct, including the future L2 selves, L2 learning experience, and intended effort, was compared between an experimental and a control group of Iranian EFL learners. The control group only received regular language instruction, whereas the experimental one, along with this instruction, was exposed to a supplementary vision ignition intervention. The comparison of the multifaceted construct, measured by a standard Likert-scale questionnaire, revealed significant between-group differences in the overall motivational construct and the ideal L2 self. Nonetheless, the significant raises in the learners’ overall motivation and cognitive motivation failed to be reflected significantly in their emotional states and motivated behavior. Further analysis of the affective and behavioral components through interview and checklist data revealed that the intervention achieved some success in improving the short-lived learning experiences of the learners and helping them invest more time and effort in language learning. The findings may offer new insights to the broad range of practitioners and specialists eager to help learners with neurodevelopmental disabilities cultivate motivational drives required to meet educational success in today’s remotely-managed globe. پرونده مقاله

The use of needs analysis has been a longstanding practice in determining the areas that ought to be incorporated into a program, thereby optimizing its efficacy. In second language (L2) learning contexts, needs analysis studies have been utilized to ascertain the pedagogical components that must be included or excluded to cater to the needs and preferences of learners. This research study specifically focused on the impact of user needs analysis on enhancing the writing ability of L2 learners. The study involved 128 intermediate English language learners from Iran who were enrolled in two private language centers and were fortuitously split up into an experimental or a control group. The researchers employed interview and questionnaire data to tailor the syllabus according to the learners' requirements, while the control group gained instructions based on the general outline of the institute. The outcomes revealed a significant difference in the average score of the learners in the experimental group in comparison to those in the control group. These outcomes suggest that performing a needs analysis at the outset of each course, based on empirical data that captures individual groups' needs and wants, is crucial for adjusting the pedagogical approaches accordingly. پرونده مقاله

Collaborative Strategic Reading (CSR) is a research-based instructional practice in teaching reading comprehension which combines comprehension and cooperative learning. This study investigated the effect of CSR on Iranian high school students’ reading comprehension. Using a quasi-experimental design, 60 female high school students were selected based on their scores on a language proficiency test and were grouped into two experimental and control groups (EG and CG). The CG had its conventional teacher-led context while the EG received CSR as the treatment. Their scores at the onset of the study were collected via a researcher-made comprehension pretest followed by a parallel posttest at the end of the treatment. To analyze the data, independent sample t-tests were run to compare the achievement of the two groups. A semi-structured interview was also conducted to investigate their attitudes toward the employment of CSR. The results showed a significant difference between EG and CG emphasizing the positive role of CSR in improving students’ comprehension. The findings of the interview also showed positive attitudes of the participants and the teacher on the feasibility of the model to help the learners. The results of the study could help material developers in designing more collaborative tasks, activities, assignments, and materials for EFL learners. پرونده مقاله

This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context. Using a mixed-methods design involving 50 EFL teachers, the study employs adapted assessment literacy measurement tools and reflective practices assessment tools. The results, analyzed through descriptive and inferential statistics, paired t-tests, and qualitative exploration, highlight improvements in specific areas such as choosing appropriate assessment methods and using results for decision-making. Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context. 

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