فاطمه کریمی

One of the most relevant areas in the field of Second Language Acquisition (SLA) that still merits further attention is the individual differences among English as Foreign Language (EFL) learners. With an eye on this issue, this study investigates the interrelations among stress coping strategies, foreign language anxiety (FLA), and language achievement among Iraqi EFL students. Utilizing a correlational research design, the study involved 150 upper-intermediate EFL learners who were randomly selected from EFL learners studying in two universities in Iraq. As for the data collection procedure phase of the study, the participants completed the Foreign Language Classroom Anxiety Scale (FLCAS) and the Coping Inventory for Stressful Situations (CISS) to assess their levels of anxiety and coping strategies. The results indicated that there wsa a significant negative relationship between task-oriented coping strategies and foreign language anxiety, as well as a positive correlation between task-oriented coping and language achievement. The findings highlight the importance of effective coping strategies in mitigating anxiety and enhancing language learning outcomes among EFL learners. Furthermore, the study highlights the need for instructors to foster task-oriented coping strategies to improve language achievement and reduce anxiety, thereby creating a more supportive and effective learning environment.

The present study aimed to find the effect of artificial intelligence (AI)-mediated speaking assessment on speaking performance and willingness to communicate (WTC) of Iraqi EFL Learners. More specifically, the study sought to find whether AI-mediated speaking assessment enhance the speaking performance (grammar, vocabulary, pronunciation, intonation, and fluency) of Intermediate Iraqi EFL learners and whether AI-mediated speaking assessment enhanced their WTC in English. In so doing, 40 intermediate Iraqi EFL learners were randomly selected and assigned into experimental and control groups, each comprising 20 learners. The experimental group participants received ten 60-minute treatment sessions with ELSA Speech Analyzer, while the control group received no treatment. The speaking pre-test of both groups was run prior to the treatment, and all participants were post-tested at the end of the study. The Willingness to Communicate in a Foreign-Language Scale was also administered to groups prior to and after the treatment. A speaking assessment rubric, including vocabulary, grammar, intonation, pronunciation, and fluency, was used to assess the speaking performance of both groups. The findings demonstrated that AI-mediated speaking assessment enhanced the grammar, vocabulary, intonation, and fluency of the experimental group. However, the two groups did not differ in terms of pronunciation. Furthermore, this assessment tool enhanced the willingness to communicate with native speakers, the willingness to communicate with non-native speakers, and the willingness to communicate in the school context of this group. In general, the speaking assessment mediated by AI significantly enhanced the speaking performance and WTC of the learners. These findings might advance the current scholarly discourse on AI within the domains of language pedagogy and assessment.

Motivational goal orientations play a critical role in shaping learners’ engagement in the classroom. This study was to investigate how performance-avoid, performance-approach, mastery-avoid, and mastery-approach goals determine agentic and social engagement of Iranian intermediate EFL learners. For this purpose, 200 Iranian intermediate EFL learners of language institutes in Isfahan and Gachsaran, Iran, were selected by convenience sampling. The OQPT was administered to ensure the homogeneity of the participants. The data were collected by Goal Orientation Survey and Student Engagement Questionnaire, which were distributed online and analyzed using standard multiple regression. The findings demonstrated that the mastery approach and performance approach significantly determined agentic engagement, and the performance approach significantly determined social engagement. These findings provide valuable insights into the motivational dynamics within Iranian intermediate EFL classrooms. Educators can enhance student engagement by focusing on fostering mastery and performance goal orientations and creating a supportive learning environment, ultimately improving the language learning outcomes of Iranian intermediate EFL learners.

Teacher resilience and work engagement are critical factors in enhancing educational effectiveness and fostering a positive learning environment in today's rapidly evolving landscape of education. The present study aimed to find whether teacher resilience components (i.e., internal motivations, social skills, pedagogical skills, and contextual support) predict experienced Iranian EFL teachers’ work engagement (i.e., cognitive-physical engagement, emotional engagement, social engagement with colleagues, and social engagement with students). For this purpose, 200 novice and experienced Iranian EFL teachers were selected randomly, and the data were collected by the Engaged Teachers Scale and the English Language Teacher Resilience Instrument and analyzed by standard multiple regression. The regression analysis results for experienced teachers indicated that cognitive-physical engagement was predicted by internal motivation; emotional engagement was predicted by internal motivations, social skills, and pedagogical skills; and contextual support predicted the experienced teachers’ social engagement with colleagues. For novice teachers, internal motivations, social skills, and contextual support predicted cognitive-physical and emotional engagement. Furthermore, internal motivations and contextual support predicted their social engagement with students, and social engagement with colleagues was explained by social support. These results suggest that enhancing teacher resilience can lead to increased engagement levels, ultimately benefiting student learning experiences. Besides, the findings underscore the importance of providing support structures in educational settings to bolster teacher well-being and effectiveness. This study highlights the need for targeted interventions that focus on developing teachers' resilience and engagement, which could have lasting positive effects on the education system.