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This study investigated the interplay of working memory capacity and language proficiency in the context of vocabulary acquisition through word-focused tasks. The involvement load hypothesis served as a theoretical framework, positing that the degree of cognitive engagement influences lexical learning outcomes. A total of 100 EFL learners participated in this study. They were divided into distinct groups based on varying levels of working memory capacity, language proficiency, and aspects of working memory (phonological short-term memory and executive working memory). The participants engaged in receptive and productive vocabulary tasks under different experimental conditions, including reading-only, reading plus blank-fill, and reading-plus production. The results revealed intricate relationships between working memory capacity, language proficiency, and vocabulary acquisition. While the efficacy of the hypothesis varied across conditions, its predictions were influenced by the nuances of individual cognitive capabilities and language competence. Learners with higher proficiency levels acquired more lexical items, both receptively and productively.  Although the difference with the phonological short-term memory was not significant, executive working memory was more facilitative of lexical gain. Additionally, the role of input modality in shaping vocabulary learning outcomes was highlighted. That is, reading plus production and blank-fill tasks resulted in more lexical gain than reading-only tasks.  The study contributes to the theoretical understanding of vocabulary acquisition by underscoring the complex interplay of cognitive processes and language factors. These insights hold implications for foreign language pedagogy, guiding educators in crafting more effective interventions for enhancing both receptive and productive lexical knowledge.

This study investigates the impact of computerized dynamic assessment (C-DA) on grammar learning among Iranian EFL learners, focusing on the moderating role of working memory (WM). A nonrandomized pretest-posttest control group design was employed, with 60 male learners aged 17 to 18 divided into experimental and control groups. The participants were assessed using the Oxford Quick Placement Test (OQPT) to determine language proficiency and a researcher-made test to measure knowledge of past perfect tense. The intervention involved C-DA sessions conducted via the Google Meet platform for the experimental group, while the control group received traditional teacher-fronted lessons. Results from independent-sample t-tests and one-way between-groups ANOVAs revealed a significant improvement in grammar learning among the experimental group compared to the control group. However, no discernable difference was found in the performance of high and low WM learners in response to C-DA. These findings highlight C-DA's potential as a practical instructional approach for grammar learning in EFL contexts. They underscore the need for further research to explore its utility across different learner profiles.

In recent years, dynamic assessment and positive psychology have attracted the attention of many researchers. This phenomenological study explores Iranian intermediate English as a Foreign Language (EFL) learners' perception of academic buoyancy, reflective thinking, and academic resilience in response to dynamic assessment. Data were gathered through narrative inquiry, observation, and focus group discussion involving 18 intermediate EFL learners at a language institute in South Iran. Member checking, peer debriefing, and audit trail were used to ensure the credibility and dependability of the instruments. Thematic analysis of the qualitative data revealed that dynamic assessment positively influenced learners' academic buoyancy by providing tailored scaffolding and support, fostering resilience in the face of academic challenges, and enhancing reflective thinking abilities. These findings suggest that integrating dynamic assessment techniques into language teaching practices contributes to students' adaptive coping mechanisms and ability to navigate academic setbacks, enhancing their academic success and overall well-being. The study underscores the importance of incorporating dynamic assessment approaches to cultivate resilient and empowered learners within EFL settings. This study contributes to understanding dynamic assessment's role in fostering academic resilience and reflective thinking in language learning contexts. The implications of the study are discussed.

This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100 Words You Need to Know," on language growth, willingness to communicate (WTC), and academic engagement within the upper-intermediate learner demographic. With 40 participants in the experimental group (EG) exposed to "Keyword for Fluency" and 40 participants in the control group (CG) using "1100 Words You Need to Know", all demonstrating upper-intermediate language proficiency, a concurrent mixed-methods research design was employed. A comprehensive teacher-made test was designed and administered to gauge language growth. The EG received targeted instruction based on "Keyword for Fluency," while the CG adhered to conventional language teaching methods centered on "1100." Our findings showcased substantial language growth, increased WTC, and enhanced academic engagement among participants in the EG as opposed to the CG. This study offers valuable insights for educators, curriculum designers, and researchers seeking to optimize vocabulary instruction strategies for upper-intermediate learners.

This study examines the effect of the 4/3/2 technique on Iranian EFL learners' speaking fluency while also investigating the moderating role of working memory (WM). The study involved sixty EFL learners attending a language institute in Shiraz. The participants, aged 14 to 18, all shared Persian as their first language and had pre-intermediate proficiency in English. A pretest-posttest control group design was employed, with participants randomized into experimental and control groups. The 4/3/2 technique was implemented in the experimental group (EG), where learners performed a monologue task thrice, each under increasing time constraints. The control group (CG) received teacher-fronted sessions. Pre- and post-test measures of L2 oral fluency were collected using syllables per minute, with WM span assessed using a reading-span test. The results demonstrated a significant improvement in oral fluency in the EG compared to the CG. Furthermore, learners with higher WM demonstrated greater gains in fluency following the intervention. The findings suggest that the 4/3/2 technique holds promise for enhancing speaking fluency in EFL learners, with individual differences in WM span influencing the effectiveness of the intervention. These findings have implications for language teaching pedagogy and underscore the importance of considering cognitive factors in language learning interventions. The implications of this study extend to various stakeholders in language education, including language teachers, learners, materials developers, syllabus designers, policymakers, and teacher educators. By integrating these insights into language instruction and teacher training programs, educators and policymakers can work towards fostering more effective and engaging language learning experiences for learners

Extensive reading (ER) has been widely recognized for its impact on vocabulary acquisition, yet its role in shaping L2 learners’ affective learning experience remains underexplored. In the early 20th century, Palmer proposed ER (see Day & Bamford, 1998) to lead to enhanced reading abilities and motivate L2 learners to read. Although ER’s potential in language development has been widely studied, few empirical studies have examined this connection within the framework of L2MSS. Selecting Dörnyei’s (2005, 2009) L2 Motivational Self-system (henceforth, L2MSS) which links learners’ future self-concept to their motivation and learning behaviors as our theoretical framework, we measured offline ER’s influence on not only Iranian EFL learners’ vocabulary development but also on their L2 learning experience. In so doing, we selected an experimental group (EG) ( N =32) and a control group (CG) ( N =28) from two university-level intact classrooms who were passing their General English course. The experimental group (EG, N=32) read three proficiency-matched graded readers over an 8-week period, while the control group (CG, N=28) used only the coursebook, Select Readings: Pre-Intermediate . The graded readers were selected in such a way to match learners’ current language proficiency as determined by an Oxford and Cambridge Quick Placement Test (OCQPT). Our participants’ baseline vocabulary knowledge was assessed using a teacher-made test, while their baseline L2 learning experience was measured through Li’s (2025) L2 Learning Experience Scale measuring six subcomponents: positive emotion, negative emotion, engagement, relationship, meaning, and accomplishment. The findings showed that both groups had little knowledge of the target words before the treatment. However, post-treatment results showed that the EG significantly outperformed the CG in vocabulary knowledge and reported greater gains across multiple L2 learning experience subscales. These findings have important implications for integrating extensive reading into general English curricula to foster both lexical growth and learner motivation.