عبدالحسین حیدری

The present study was an attempt to examine the relationship between EFL students' sense of self-efficacy and their pedagogical success. For this purpose, 150 female EFL students studying English in two institutes in Ardabil city were selected according to convenient sampling method. The selected learners were given a standard version of Oxford Quick Placement Test (OPT) which showed that the 150 participants were at the lower intermediate (n=47), upper intermediate (n=56), and advanced levels (n=47). The participants were also asked to complete the “Students' Sense of Efficacy Scale”. Then, the collected data were analyzed through SPSS version 25 and Pearson correlations and linear regressions were run to answer the research questions. The results revealed significant relationships between sense of self-efficacy and pedagogical success of the EFL learners at lower intermediate, upper intermediate, and advanced levels. Likewise, the results indicated that sense of self-efficacy predicted a significant amount of pedagogical success at lower intermediate, upper intermediate, and advanced levels of L2 achievement. The findings can have implications for the EFL classroom and can pave the way for further studies focusing on the relationship between other personality traits and EFL learners’ pedagogical success.

Voice recognition and text-mining tools have democratized corpus construction, allowing educators to create responsive materials based on authentic discourse trends. In global healthcare contexts, where English functions as a lingua franca, cultivating discourse competence is essential for safe and effective communication. This study employed corpus linguistics methods to analyze authentic medical English sourced from YouTube videos. A specialized corpus was compiled and analyzed using Otter.ai and Sketch Engine to examine linguistic patterns, collocations, and discourse structures in real-world medical communication. Findings revealed that medical professionals frequently employ modal verbs (e.g., can, should, must ), passive constructions, and high-frequency collocations (e.g., blood pressure, heart rate and patient care ) that serve distinct pragmatic functions. Moreover, interactional phrases such as let me explain and can you see and discourse markers such as so and now are pervasive, reflecting the interpersonal and procedural nature of clinical discourse. Cross-cultural comparison further indicated notable variation in communication style, with Western contexts showing greater empathy and shared decision-making, and South Asian contexts favoring directive, authoritative tones. These patterns provide insight into the pragmatic and intercultural dimensions of medical English and highlight the potential of YouTube-based corpora as authentic resources for English for Medical Purposes (EMP) instruction.