درخت حوزه‌های تخصصی

Over the last decade, Mobile-assisted Language Learning (MALL) has led to an authentic and contextual language learning process across the globe (Kukulska-Hulme, 2009). It has played a pivotal role in language learning in general and vocabulary learning in particular as a building block of academic writing. The current study examined the effect of a mobile application (i.e. AWL builder) on academic vocabulary learning among sophomore university students in applied linguistics. The study also focused on measuring students' perceptions and problems in utilizing mobile-assisted applications in acquiring English academic vocabulary. Accordingly, using convenience sampling procedures the participants were divided into experimental (N =36) and control (N = 36) groups. The experimental group used a mobile application (i.e. AWL builder), while the control group used a traditional approach. Furthermore, to answer research questions academic vocabulary pre-and post-tests and a questionnaire were employed. The findings show that the AWL group showed prominent performance in academic vocabulary tests. The current study concludes that instructors should take into account mobile devices as useful supplementary tools to enhance L2 academic word retention and include them in regular language curriculum.

This quasi-experimental study aimed to investigate the effects of dynamic assessment employed by teachers on promoting Iranian EFL learners’ stances in academic writing. For this purpose, three intact writing classes were selected by convenience sampling from BA students of English translation at Isfahan (Khorasgan) Branch, Islamic Azad University. The Quick Oxford Placement Test (QOPT) was administered to them, and those whose scores matched the intermediate band score of QOPT were selected. In general, 35 homogeneous students were selected from each class and randomly assigned into two experimental groups and one control group. A writing test was administered to all groups as the pre-test at the onset of the semester. The experimental groups were taught by the researcher and passed five different quizzes during the semester. The three groups were post-tested at the end of the semester. The results illustrated that both teacher and peers’ dynamic assessment effectively improved Iranian EFL learners’ stance in academic writing.

Despite the increased research on various aspects of academic optimism (AO) in general education, this line of inquiry has not received adequate empirical attention in English language teacher education. The present mixed-methods study aimed to explore the role of AO in MALL-oriented listening instruction among Iranian EFL teachers, with a focus on variations in their experience ranges. A total of 168 teachers participated in the study and completed the study scales, and 15 teachers with higher levels of perceived AO were further interviewed to gather qualitative data. Descriptive and inferential statistics were used to examine the quantitative data, while thematic analysis was conducted to analyze the qualitative data. The quantitative results indicated significant differences between novice, experienced, and highly experienced language teachers, with the latter holding more positive beliefs about AO and MALL in relation to listening. Additionally, a significant correlation was found between AO and MALL. The qualitative findings complemented the quantitative results by highlighting the pivotal role of academic optimism in driving teachers’ motivation, the positive impact of teachers’ optimistic attitudes on student engagement and motivation, and the pedagogical strategies employed by optimistic teachers to effectively incorporate MALL in their instructional practices. These findings provide implications for teachers and teacher educators, emphasizing the importance of integrating AO principles in MALL-related professional development courses to positively contribute to teachers’ professional growth. The study contributes to the limited empirical research on AO within the context of English language teacher education and provides valuable insights into the complex interplay between academic optimism, MALL-oriented listening instruction, and teacher-student interactions.

Synesthesia, among other rhetorical devices, has played a prominent role in conveying the intended messages in the realm of poetry. Nonetheless, it has not grabbed adequate attention to its nature and function. Belonging to the domain of comparative literature, this essay has benefitted from analogy studies as its methodology to render novel perspectives in the meaning and reading of the poetry of Sitwell and Ebtehaj. Here, we have attempted, firstly, to foreground the function of synesthesia and, secondly, to enrich the understanding of the mentioned poets. This paper concludes that the realization of synesthesia heavily and helpfully affects the perception of literary poems. In addition, to showcase such influence, a reasonable number of poems by Sitwell and Ebtehaj were subjected to scrutiny, indicating that a great deal of their poetry is best understood only after investigating synesthesia. This essay is merely concentrated on two poets, yet its findings can be helpful for the whole field of poetry.

Intersectionality refers to the experience of multi-faceted emotions from diverse angles (Crenshaw, 1989). This concept, originally developed in Western studies, has been applied to critical pedagogy, which concerns minority individuals in educational or vocational settings. The purpose of this study is to provide an overview of the concept of intersectionality in Second Language (L2) education and propose a new term for the main concept. Recent research has encouraged the use of quantitative and mixed-methods designs for measuring intersectionality. As such, the new term "discrima," derived from the Latin word "discrimen" meaning discrimination, is proposed to refer to the emotion experienced after discrimination. Intersectionality is used to pave the way for further steps in quantifying the intersectionality line of research.This study also explores what intersectionality is, where it originates, where it occurs in L2 education, and whether the concept can effectively express what should be expressed. The implications of this research are relevant to educational policymakers and course designers who can use the concept in real-world settings. Emphasizing the emotional aspects of intersectionality may help prevent unpleasant L2 learning and teaching experiences for minority groups. Therefore, this new term may facilitate promoting L2 education internationally. It would be beneficial for future research to provide more details about the significance of the new term "discrima" in measuring intersectionality and to offer examples of how the concept of intersectionality can be applied in L2 education.

Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity Disorder (ADHD). This group of learners suffers from feelings of detachment and low self-confidence due to their lack of Willingness to Communicate (WTC) in an online classroom. Thus, the current quasi-experimental study explored the impact of a supplementary intervention targeted at helping learners create, substantiate, and live up to their ideal L2 self-images on multivariate components of ADHD learners' WTC in online English classes. For this purpose, 29 Iranian ADHD learners selected through convenience sampling were divided into two equivalent groups based on their ADHD levels. The groups were then randomly assigned to an experimental (N = 15) and a control condition (N = 14). In the experimental group, the vision ignition intervention was integrated into a 10-week online English course, whereas the control group's learners received no vision-enhancement intervention throughout the course. The learners' WTC was measured through a standard psychometric survey at the outset and conclusion of the course. Multivariable Analysis of Covariance (MANCOVA) was conducted to determine whether a linear combination of the subcomponents resulted in significant differences between groups. Along with an overall significant between-group difference in WTC, the results revealed the intervention's significant impact on WTC's two subcomponents: communicative self-confidence and integrative orientation.