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Attitude plays a pivotal role in language learning as it influences learners’ motivation, engagement, and, ultimately, their proficiency. Recognizing the significance of attitude in language learning and toward language teaching methodologies, particularly Communicative Language Teaching (CLT), this study aimed to develop and validate a scale tailored to Iranian learners’ attitudes toward CLT, termed the CLTQ (Communicative Language Teaching Questionnaire). Using a correlational study, we constructed the CLTQ and checked its psychometric properties to ensure the CLTQ’s accuracy and appropriateness in an EFL context. The developed questionnaire was administered among a sample of 295 EFL learners and validated by means of principal component analysis (PCA) and structural equation modeling (SEM). Results obtained revealed a 6-factor CLTQ with 31 items. The statistical findings also showed that the CLTQ enjoys acceptable psychometric properties in terms of reliability and validity. The research outcomes underscore the importance of locally relevant instruments such as the CLTQ in assessing attitudes toward CLT among Iranian learners, offering valuable insights for educators, policymakers, and researchers aiming to enhance language teaching practices in Iran.

Acknowledging the critical role of working memory in language acquisition, this study examines the effects of multimodal input enhancement on working memory capacity (WMC) and collocation learning in adolescent and adult EFL learners. A cohort of 117 participants was randomly assigned to either experimental groups, receiving enhanced textual and auditory inputs, or control groups, experiencing standard inputs. Assessments included the Preliminary English Test, n-back test, and immediate and delayed collocation posttests. The results indicated that multimodal input significantly improved WMC and the recall and retention of collocations for all learners. Adolescents, in particular, excelled in both immediate and delayed tests and adapted their WMC more effectively in a multimodal context than adults. Additionally, an interaction between age and WMC was noted, affecting collocation recall and retention. These findings affirm the benefits of multimodal materials in enhancing cognitive functions and memory resources, thus improving language learning. The study offers practical insights for educational practices, advocating for the use of varied modalities in teaching materials to cater to different learning styles and cognitive needs. It also highlights the significance of designing age-appropriate materials and managing cognitive load in curriculum development, providing a tailored approach to language education for diverse learner populations.

Learners’ self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners’ self-regulation.  To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning self-regulation. The comparisons showed that all three instructional methods were equally effective in improving the participants’ online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners’ self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners’ self-regulation.

This study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, justice, humanity, temperance, wisdom, and transcendence) and learners' general L2 proficiency. The study involved 300 Iranian EFL learners enrolled in five language institutes in Isfahan, Iran. The participants' proficiency level was assessed using an Oxford Quick Placement Test (OQPT). Language proficiency was evaluated through the International English Language Testing System (IELTS) and a questionnaire was used to measure VIA characteristics. The data were analyzed using Pearson correlation. The findings showed a significant positive relationship between various subcategories of VIA characteristics and general L2 proficiency. These subcategories included wisdom, creativity, curiosity, judgment, love of learning, courage, perseverance, honesty, humanity, love, kindness, social intelligence, justice, fairness, leadership, temperance, forgiveness, humility, prudence, self-regulation, transcendence, appreciation, gratitude, hope, humor, spirituality, and L2 proficiency. These results have implications for educational practitioners, such as school counselors, instructors, educational policymakers, and researchers, as they highlight the importance of VIA character strengths in promoting language learning achievement.

The present study was an attempt to examine the relationship between EFL students' sense of self-efficacy and their pedagogical success. For this purpose, 150 female EFL students studying English in two institutes in Ardabil city were selected according to convenient sampling method. The selected learners were given a standard version of Oxford Quick Placement Test (OPT) which showed that the 150 participants were at the lower intermediate (n=47), upper intermediate (n=56), and advanced levels (n=47). The participants were also asked to complete the “Students' Sense of Efficacy Scale”. Then, the collected data were analyzed through SPSS version 25 and Pearson correlations and linear regressions were run to answer the research questions. The results revealed significant relationships between sense of self-efficacy and pedagogical success of the EFL learners at lower intermediate, upper intermediate, and advanced levels. Likewise, the results indicated that sense of self-efficacy predicted a significant amount of pedagogical success at lower intermediate, upper intermediate, and advanced levels of L2 achievement. The findings can have implications for the EFL classroom and can pave the way for further studies focusing on the relationship between other personality traits and EFL learners’ pedagogical success.

Self-reflection as a crucial human activity involves assessing experiences and developing strategies to tackle challenges in language instruction and acquisition. It can be pursued through several methods. This study seeks to implement scenario-based assessment (SBA) model and dialogue journal writing (DJW) in an entire process to examine their impact on enhancing the writing self-reflection strategies of Iranian EFL learners. To achieve this objective, 60 EFL learners were selected through convenience sampling. These participants were then randomly divided into two experimental groups and one control group. The first experimental group underwent treatment using a SBA model, while the second experimental group followed the requirements of treatment through a DJW model. The control group, on the other hand, received instruction using a traditional teacher-centered method. Both the experimental groups and the control group underwent pre-test and post-test assessments to evaluate their writing performance. The gathered data were analyzed using MANCOVA and the findings revealed that the SBA group outperformed the DJW and control groups in terms of improving their writing self-reflection strategies.This study's results offer more evidence to show the positive impact of using a SBA design on the writing self-reflection skills of Iranian EFL learners as a whole. The study showed that the SBA approach had a greater impact on improving engagement in self-reflection and insight. The findings of this study suggest that SBA can generate higher levels of assistance and function to create a successful pedagogical tool as well as an assessment device for classroom teachers, experts, and parties involved.

Corpus linguistics has developed a new avenue of research in the field of language teaching. One important aspect of corpora is concordancing. Drawing on the concept of concordance, this study aimed to explore whether concordancing can effectively improve the vocabulary learning and retention of Persian EFL learners. To this end, 50 homogenous learners were randomly assigned to experimental and control groups. Vocabulary pre-test and post-test, and interviews were employed to collect the data. The results of this mixed method study revealed a statistically significant difference between the control and experimental groups on post-test scores; furthermore, the experimental group’s retention of these items was weaker in the delayed post-test. Finally, the results of interviews showed that this approach increased learners' enjoyment and interest in learning, led to a greater appreciation of particular uses of words in various contexts, enhanced learners' command of the target language's linguistic rules and patterns, facilitated the development of autonomy, and improved learners' language awareness.

Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (Cho & Cho, 2017) and the Online Learning Self-Efficacy Scale (Zimmerman & Kulikovich, 2016). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (β = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (β = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements.

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.

With the significant increase in academic publications and the growing emphasis on academic writing in recent years, the exploration of writers' authorial voice has become essential in the academic community. Therefore, the present study examined language learners’ preferences for the use of metadiscoursal elements of voice and the effectiveness of instruction in promoting the expression of authorial voice in academic writing among Iranian EFL learners. The participants were 143 intermediate English major university learners at Najaf Abad University of Isfahan who were randomly divided into a control group and two treatment groups. One group received explicit instruction and the other group received implicit instruction on the use of voice elements based on Hyland's (2005) interactional framework in the academic context. The control group did not receive any instruction on discourse markers. After an eight-session treatment, participants’ writings in the three groups were analyzed. The findings revealed that the treatment groups demonstrated a more significant improvement in their ability to express authorial voice compared to the control group. The group receiving explicit instruction utilized more stance markers compared to the group receiving implicit instruction. The findings highlight the importance of consciousness-raising in improving the use of discourse markers in academic writing.