آذر باقری مسعودزاده

Purpose: This study endeavored to find out the possible relationship between reflectivity and impulsivity as cognitive learning styles and vocabulary/ grammar development as sub-skills among EFL learners.  Methodology: Two intact classes of the third-grade students were selected by the researchers and Oxford Placement Test was run for homogenizing them. After that, Barrat’s (2005) Impulsive/ Reflective questionnaire was given to the participants and they had to respond the translated items in a limited time. Regarding the score scale provided by the questionnaire, the participants were labeled as reflective and impulsive ones. Next, a standard grammar/vocabulary test, extracted from their book, administered to them and the scores were recorded by the researchers. Then, the scores of the questionnaires and tests sent to SPSS software for analyzing and interpreting the data. In inferential statistics, the researchers used correlation test to examine the possible relationship between the students' learning styles and their sub-skills development.  Findings: Results of the study indicated a positive relationship between the students' sub-skills achievements (vocabulary/ grammar) and their learning styles (reflectivity/ impulsivity). In other words, reflectivity and impulsivity had effect on the students' performance in sub-skills, as the reflective students presented better performance and made fewer errors than the impulsive ones in vocabulary and grammar tests.  Conclusion: According to the results, it can be concluded that the higher the reflectivity of the learners is, the more successful they tend to be in such tests. It is expected that the findings of the research indicate the importance of learning styles in educational environment.

The current study is interdisciplinary research having a psychological look at the quality of translated texts. This work was an endeavor to probe the effect of the translators' personality- extrovert and introvert- on the translation quality of political and journalistic texts. It also explored the effect of the graduation level on the translation quality. To achieve the ends, the data was obtained from 50 graduate and 50 undergraduate students majoring in English translation at different Iranian universities. The translated texts were assessed by three ratters using Farahzad’s model (1992) of translation quality assessment. The results of independent samples t-test revealed that the personality characteristics of the participants did not have significant effect on the translation quality. Moreover, the results of ANOVA indicated that the extrovert students had a better performance than the introverts in the accuracy scale, but the reverse pattern emerged in the case of style scale where the introverts outperformed the extroverts. The research has attempted to consider the interrelationship between psychology and translation field and can be beneficial for importing concepts and theories from the field of psychology. Regarding the results, "introversion" and "extroversion" can be considered as two sources of variation in translation process and outcome.

Technology-mediated learning experiences are becoming a norm for today’s language learning. In the technology-mediated society, the production and transformation of information is not restricted to published works, but to anyone with access to basic technology resources. This study was an endeavor to explore the ESP (English for Specific Purposes) learners' overall views of technology-mediated language learning. The research also focused on the overall idea of the participants about the challenges and opportunities of remote learning. To this end, the current mixed-methods study was used. The data-gathering tools included a related questionnaire and interview. By scrutinizing satisfaction levels, benefits, drawbacks, and skill preferences, the study sheds light on the nuanced dynamics of remote learning. Results of the study indicated a high satisfaction level among participants with remote education. The study further demonstrated a prior recognition of benefits over drawbacks. Notably, vocabulary and reading emerged as preferred skills for virtual learning. In summary, this study contributes to the understanding of ESP students' views in the context of remote learning, offering remote education that can be an educational strategy for the future.