رضا باقری نویسی

Social media platforms, particularly Twitter, have transformed how academics communicate, disseminate research, and engage with broader audiences. This study explored intertextuality within academic tweets crafted by applied linguists across five English-speaking countries: the United States, the United Kingdom, Australia, Canada, and Ireland. By analyzing tweets from prominent Applied Linguistics associations, the research identified intertextual representations and examined how they refer to or incorporate other texts. The study used a qualitative approach to uncover the forms and functions of intertextuality, highlighting the complex relationships between texts and social actors on Twitter. A corpus of 300 tweets from major associations in Applied Linguistics provided a rich dataset for analysis. Key findings indicated that intertextual practices in academic tweets are crucial for self-promotion, publicizing research outputs, and building academic communities. Multimodal quotations, digital mentions, and hyperlinks enhance engagement, extend reach, and provide additional context. Tweets served multiple functions, including community building, networking, and public dissemination of academic knowledge. The study highlighted the evolving nature of academic communication on social media, suggesting that applied linguistics groups strategically use Twitter to enhance their scholarly presence and impact. Practical implications included the strategic use of hashtags, multimodal elements, and active engagement through retweets, mentions, and replies, which improve visibility, impact, and foster a sense of community within the field.

This study aimed at investigating the effect of using rhythmic instruction on FD and FI EFL learners’ vocabulary knowledge. To this end, 30 EFL learners were selected based on their performances on the Solutions Placement Test. Group Embedded Figure Test (GEFT) was also administered to identify groups as field dependent and field independent participants. The participants were randomly assigned to one experimental and one control group. The experimental group was provided with rhythmic instruction whereas the participants in the control group were instructed through GTM. Both groups went through a 17-week instructional period. A 50-item vocabulary test, consisting of multiple-choice, matching items, and true or false items was developed, and used as pre-test and post-test. At the end of the course, an independent samples t-test was run between the obtained means of the two groups to determine whether there was any significant difference between the mean scores of the two groups on the post-test. The results revealed there was a significant difference between the mean scores of the two groups. To conclude, the participants in the experimental group who had received rhythmic instruction outperformed those in the control group without such instruction. However, the mean difference between the participants in the FI group in comparison with FD was not significant, and it indicated that FI and FD learners exposed to rhythmic instruction performed similarly. The major implication of the study is that rhythmic instruction as a crucial method of vocabulary learning should receive further attention in language teaching programs.