حسین حیدری تبریزی

The study of the symbiotic relationship between language and culture, along with the call for a rigorous theory and systematic investigative framework, has been a longstanding pursuit. In the past decade or so, Sharifian’s Cultural Linguistics (CL) has demonstrated its potential as a robust theoretical framework and a sharply honed investigative, analytical instrument with a multidisciplinary origin (including English as an International Language (EIL) to explore the interplay between language and culture. The present paper aimed at reviewing the applications of the CL approach and methodology in language-related studies. Arguing for the evolving role of culture in language education and research in the era of (post)digital revolution, this paper attempted to demonstrate the insights the theoretical and analytical frameworks of CL could bring to the realm of language teaching and learning. In so doing, as a starting point, the paper provides a concise overview of the principles and practices of the relatively novel interdisciplinary field of CL. First, the theoretical frameworks of the CL approach are described. This is followed by an explanation of the analytical frameworks of the CL methodology. Finally, some critical reflections on the CL’s approach and methodology are offered. This synopsis is then followed by a state-of-the-art account of the application of CL in language-related studies in the era of (post)digital revolution. The paper concludes with the future directions in such an interdisciplinary venture.

With the advancement of new teaching methods and approaches in foreign language teaching and learning, critical thinking has gained popularity in modern language education. This quasi-experimental study evaluated the possible impact of synthesizing critical thinking dispositional features and action learning on the Iranian intermediate EFL students’ argumentative composition improvement skills. From the 400 EFL learners at Islamic Azad University, Kurdistan branch, one hundred and fifty mingled intermediate-level EFL university learners were chosen based on their scores received from the OQPT and equally distributed into three experimental and two control groups. All participants were given two standard writing tests during the pre and post-treatment phases, followed by CCTST principles. In EG1, the researcher taught argumentative writing based on critical thinking dispositional features; in EG2, he taught argumentative writing based on the principles of action learning approach; and in EG3, he taught argumentative writing by synthesizing critical thinking dispositional features and the principles of action learning approach. Two control groups received conventional writing instruction: one group consisted of only males (EG1), and the other only females (EG2). The study's results revealed that while the participants in both The EGs and CGs elicited a statistically important development in the posttests, those in the three EGs all outperformed those in the CGs. In the order of significance, critical thinking dispositional features, then action learning approach and lastly synthesizing critical thinking dispositional features and action learning approach had a meaningful impact on improving the argumentative essay writing skills of Iranian intermediate EFL students.

This study was intended to explore the Iranian EFL learners’ stance towards Technology-Enhanced Personalized Language Learning (TEPLL) and how it influences language development. Specifically, this study investigated the relationships among learners’ stances towards TEPLL, relating to effectiveness, integration into daily life, autonomy, engagement, and satisfaction, with L2 speaking and writing motivation. It also examined how learners’ stances to the instruction of TEPLL were related to their progress in developing productive skills both in speaking and writing. In addition, instructional facets promoting and inhibiting learners’ progress were highlighted. With 120 EFL Iranian learners from five language institutes in Isfahan, Iran, the present project assigned participants to experimental and control groups with 60 persons each, according to the proficiency levels: pre-intermediate, intermediate, and advanced. Data were collected via a Learning Experience Questionnaire and semi-structured interviews. The experimental group received instruction in TEPLL through Speechling for speaking practice and through Moodle for writing practice. The results generally indicated a positive stance towards TEPLL; the learners reported high scores regarding perceived effectiveness, ease of integration, autonomy, engagement, and satisfaction. They also demonstrated more motivation concerning the development of L2 speaking and writing. On the other hand, it established the challenges of technical problems, inadequate content, and poor preparation. Interviews with students showed that TEPLL is an excellent tool for practicing speaking and pronunciation but also brought to the surface the demand for better audio-visual quality, more content volume, and individual support. The findings suggest that while potentially very effective in bettering the language learning of Iranian EFL learners, TEPLL has to be administered with caution, and its administration kept under constant review to reduce the potential challenges. Keywords: Self-determination Theory (SDT), Stance, Technology-Enhanced Personalized Language Learning (TEPLL)