سام سعیدیان

In the demanding environment of English as a Foreign Language (EFL) instruction, fostering student well-being has become a critical pedagogical objective. This study examined the predictive relationships between mindfulness, perceived teacher support, and psychological well-being, with a specific focus on the mediating role of student engagement. Adopting a quantitative, cross-sectional design, the researchers collected data from 342 intermediate-level EFL learners in Iran using validated self-report scales. Structural Equation Modeling (SEM) was utilized to test the hypothesized model. The results demonstrated that both mindfulness (β = 0.31, p < 0.001) and perceived teacher support (β = 0.39, p < 0.001) were significant positive predictors of student engagement. Furthermore, student engagement was found to significantly predict psychological well-being ( β = 0.44, p < 0.001). Mediation analysis using bootstrapping confirmed that student engagement partially mediated the effects of mindfulness and teacher support on well-being. Overall, the structural model explained 41% of the variance in student engagement and 38% of the variance in psychological well-being. These findings underscore the importance of integrating internal psychological resources with interpersonal environmental supports to foster learner flourishing. The study concludes with practical implications for EFL practitioners, highlighting the need for mindfulness-integrated instruction and affective scaffolding to enhance learner engagement and holistic development.

Corrective feedback has been evidenced to be a propitious pedagogical tool to promote second language (L2) knowledge, yet little is known about the role of interactional feedback in maximizing L2 learners’ pragmatic knowledge and their reciprocity patterns to corrective feedback in teacher-student interactions. Therefore, the current study made an attempt to bridge this gap. To do so, twenty (11 male and nine female) intermediate English as a foreign language (EFL) participant with an age range of 19 to 31 were recruited and were provided with recast for their inappropriate request strategies. The participants were assigned to perform requests in various scenarios that varied in terms of power, familiarity, and social distance. To gauge their performance, a pretest and posttest Discourse Completion Test (DCT) was run. The obtained data gave evidence to the efficiency of recast in improving L2 pragmatics. Moreover, classroom interactions were recorded and transcribed to identify the emerging reciprocity patterns. The findings revealed several reciprocity patterns, including repetition of trigger, modification of trigger, acknowledgement, topic continuation, and inability to respond. The findings have implications for L2 teachers and augment our understandings of the role of recast in L2 pragmatics and reciprocity patterns of students.