محمدرضا فرنگی

Critical Incidents (CIs) have become central to language teacher development by promoting reflective practice, a key element of teacher education. This study examines critical incidents (CIs) in English as a Foreign Language (EFL) classes in public high schools. Researchers conducted semi-structured interviews with 10 teachers and 15 students across 7 public schools, analyzing narratives using thematic analysis within a complexity theory framework. Three themes emerged: Teaching high and lows, classroom management issues, and language proficiency. Teachers felt challenged by the frequent number of CIs, associating their management skills and immunity with their response to these events, and viewed Iranian public schools as particularly susceptible. Similarly, students highlighted both the negative and positive aspects of CIs and noted cultural diversity and language skills as key factors. The study's findings align with complexity theory by highlighting the dynamic, interconnected, and adaptive nature of teaching and learning in public schools. The emergent patterns of emotional responses, classroom management strategies, and language proficiency interactions reflect the principles of sensitivity to initial conditions, self-organization, and co-evolution.

This study investigated the discourse features of requestive speech acts in 10 textbooks from the Top Notch and Summit series to assess their potential for developing learners' pragmatic competence. Requests were analyzed in terms of directness strategies, head acts, and supportive discourse moves, drawing on the frameworks of Blum-Kulka et al. (1989) and Farch and Kasper (1989). The findings revealed a bias towards direct request strategies in both series, likely influenced by their utilitarian discourse structure. While Top Notch provided a wider range of directness levels, Summit, designed for advanced learners, offered limited exposure to diverse request strategies. Internal supportive moves, particularly the use of questions, were more prevalent than external moves in both series. These findings suggest that while the series contribute to language learning, they may not fully equip learners with the pragmatic competence necessary for effective intercultural communication. Further research is needed to explore the impact of explicit instruction and implicit learning on the acquisition of request strategies.

This study investigated the relationship between EFL learners’ motivational profile and their home cultural attachment. For this purpose, two questionnaires, Papi and Abdollahzadeh (2011) The Student Motivational State Questionnaire and Pishghadam, Hashemi and Bazri (2013) Cultural Attachment Scale, designed for the context of Iran, were distributed among two hundred EFL learners studying English in language institutes all over Iran. Various statistical analyses were conducted to examine the associations between the variables. The ideal self was strongly related to Western and artistic attachments; the ought self-demonstrated a strong relationship with Western attachment; and the linguistic self-confidence showed minimal correlation with cultural attachment. The results revealed significant gender differences in motivational profiles, with girls showing stronger alignment with ideal and ought-to selves, as well as higher levels of linguistic self-confidence and more positive attitudes toward learning English. Boys, on the other hand, exhibited slightly higher attachment to Western cultural influences, while girls showed stronger attachments to traditional, Iranian, and artistic dimensions. The results underscore the intricate relationship between cultural identity, motivational dynamics, and emotional reactions in language learning. These findings carry important implications for tailoring language teaching strategies to address gender-specific motivational drivers and cultural affinities, while also offering applications in designing more inclusive and personalized educational approaches that enhance engagement and outcomes for both boys and girls.

Predicting students’ performance in a course is one of the major aims of educational data mining systems. In the present study, two and three-layer artificial neural networks (ANN) and neuro-fuzzy systems (NFS) were used to predict Iranian EFL learners’ final scores and compare them with scores given by their instructor. Sixty-six students’ scores in an English reading comprehension course comprising of five sub-scores of midterm (out of 40), quiz (out of 60), final (out of 50), class participation (out of 5) and bonus (out of 2) were used for training the systems. Two and three-layer ANNs and an NFS were trained to predict students’ final scores using training data. Researchers compared the students’ final scores given by their instructor and those achieved through the ANNs and NFS. The results showed that the NFS could predict and deliver scores that were closer to the linear sum of students’ scores. Moreover, three-layer ANN had a better performance than the two-layer ANN. According to these results, data mining techniques could deliver an accurate estimate of students' abilities in a particular course.

Appraisal theory has provided researchers with a powerful analytical tool to explore how language users express their feelings, attitude and judgments in texts. The present study was conducted to explore the use of appraisals in Persian recounts with a focus on the attitude subsystem. Forty-eight online recounts were selected (22 female writers and 26 male writers). The analysis was conducted two times at a one-week interval using the UAM corpus tool software. The results indicated that women generally used more attitude resources in their recounts compared to men and they also used more affect than men, both men and women encoded their evaluation more explicitly rather than implicitly, and in both types of recounts, attitude subsystems appeared in a special order in terms of frequency. In conclusion, predominant use of attitude in Persian recounts can be considered as evidence of effectiveness and applicability of the appraisal theory.

This study investigated the relationships between Iranian EFL teachers’ conceptions of assessment and their self-efficacy. For this purpose, 154 Iranian EFL teachers were selected through purposeful sampling and completed the 27-item teachers’ conceptions of assessment scale (TCoA) (Brown, 2006), and the 24-item teachers’ self-efficacy scale (Tschannen-Moran & Hoy, 2001). Multiple regression analysis and ANOVA were used to analyze the data. The results showed that teachers considered assessment as a tool to determine how much have their students learned from instruction, assessment results can be used to modify teaching practices and assessment processes may be inaccurate. Moreover, they argued that assessment is an indicator of school performance and, at the same time, assessment results should be treated cautiously. In addition, the results showed that Iranian EFL teachers had a high level of self-efficacy, were good at asking appropriate questions and answering students’ difficult questions, can assess students’ learning, and provide alternative explanations and examples when learners are confused. The results of multiple regression analysis showed that school accountability and irrelevance predicted students’ engagement, students’ accountability predicted classroom management and improvement predicted instructional strategies. These results may have some implications for EFL teachers' professional development.