سمیه فتحعلی

The rapid development of technology and its impact on the creation of images have made it essential to provide students with digital visual literacy (DVL) practices to help them explore and understand the images. More importantly, images have valuable connections to language learning and hold the potential for teaching English effectively. Accordingly, the present study investigated the impact of the DVL-integrated instructions in an English-speaking course on EFL learners' speaking proficiency. The Digital Image Guide (DIG) method was conducted for the DVL instructions. A total of 18 female Iranian EFL learners aged 18-27 from a national university participated in the study, undergoing ten instructional sessions. Various components, such as visual elements in several images, flyers, brochures, memes, and book covers, were introduced to the learners throughout the treatment phase. Using mixed-methods research, quantitative and qualitative data were collected. The quantitative phase employed a pretest-posttest one-group design, and data was collected through the speaking section of the Cambridge English Qualification Test. The qualitative phase collected data on the learners' attitudes toward the course. The data were analyzed using SPSS and content analysis. The findings of a paired-sample t-test examining oral proficiency test data revealed the effectiveness of the course on the speaking proficiency of the learners. The analysis of the interview data revealed that the students held positive attitudes toward the course and the instructions. The findings of this study demonstrated that teaching digital visual literacy through the Digital Visual Literacy (DVL) approach and Digital Image Guide (DIG) Method could help learners with their speaking proficiency.

In the increasingly interconnected world, English proficiency has become essential for developing technical skills and opening up global career opportunities. However, Iranian technical and vocational education (TVE) suffers from adequate attention to the English language for students’ specific fields of study and occupations. Accordingly, the present study aimed to bridge the existing gap in Iranian TVE through a comprehensive needs analysis and the development of a blended TBLT-based ESP course tailored to second-year vocational school students specializing in photography. Initially, needs analysis was conducted through interviews with TVE administrators at the Ministry of Education in Iran, experienced photography teachers, and photography students to develop the course. After the accurate investigation of fundamental course components, the course was implemented and its effectiveness and possible challenges were evaluated. The findings showed that photography students found the blended course effective in terms of learning photography terminology and tools in English, practicing photography and editing techniques, using multimedia and interactive games, and enhancing motivation and self-confidence. However, the students also encountered some linguistic and technological challenges. Ultimately, by contributing to the ongoing discourse on ESP course development, this study emphasizes the need for ESP courses and the preparation of students for future careers.

The current study explored the status quo of L2 writing self-efficacy among Iranian English majors in light of their gender, level of education, and teaching experience. To this end, 193 learners who were students or graduates of English literature or translation at BA, MA and PhD levels and who ranged in age between 19 to 40 participated in this study. Data were collected using the Second Language Writer Self-Efficacy Scale that measures L2 learners’ linguistic self-efficacy, course performance self-efficacy, and self-regulation efficacy. Analysis of the data revealed no significant difference between males and females in terms of L2 writing self-efficacy. A significant difference was, however, found among all the three academic degree levels with the PhD group showing the highest level of L2 writing self-efficacy and the BA group showing the lowest self-efficacy. We set out to also examine whether experience in teaching English influences L2 writing efficacy. Our analyses revealed that the experienced teachers had a significantly higher L2 writing efficacy compared to the mid-experience teachers who were, in turn, less efficacious in L2 writing than low-experience participants. Implications of our findings for the writing courses and the what and how of writing instruction in the Iranian higher education curricula are discussed.