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Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. To address this gap, this study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners’ pragmalinguistically and sociopragmatically inappropriate production of the binary speech acts of request and refusal.Methods: Eighteen hours of online classroom interaction data were analyzed using conversation analysis and a taxonomy that classifies feedback into implicit and explicit input-providing and output-prompting CF.Results: The findings of the study showed that explicit output prompts were largely applied by teachers as the most frequent type of CF. The teachers tended to use prompting questions and metapragmatic clues to help learners better understand request and refusal speech acts, rather than directly offering input or reformulation. In addition, because of the face-threatening nature of speech acts of refusal and request, the teachers applied explicit output prompts as corrective feedback to reinforce the accuracy of learners’ production.Conclusions: It can be concluded that the online mode of instruction can impact the explicitness of pragmatic CF. This research is of great value for teachers to employ both implicit and explicit types of CF to develop learners’ competency in pragmatics in online instruction.

In the dynamic landscape of English Language Teaching (ELT), the widespread reliance on commercially-produced textbooks has spurred a critical examination of their relevance to the diverse needs and interests of learners in global contexts. Typically originating from English-speaking countries, these textbooks predominantly feature neutral and non-controversial topics such as food, shopping, ceremonies, and travel, which may not align with the varied experiences of learners. This article, through a descriptive analytical approach, contends that the malleability of English language textbooks provides an opportunity for the application of Critical Pedagogy (CP) which can turn the classroom into a place where learners stop thinking about such topics. In such a situation, by integrating ‘Environmental Education’ (EE) - as a transformative process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment - it is believed that learners can develop critical thinking and problem-solving skills along with enhancing language proficiency. Showing the possibility of implementing the proposed framework, a sample lesson about ‘water crisis’ is provided and elaborated on. To highlight the broader educational backdrop, it is argued that this shift not only broadens the limited scope of language learning but also, by establishing clear personal relevance for learners in both their present and future lives, it can foster a critical and creative environment within English language teaching programs, contributing to the development of sustainable futures for the learners.

Stance has been examined extensively in the past few decades. However, the majority of the studies have been synchronic, with the few exceptions being snapshot diachronic studies without trend-related inferential statistics. This study adopted a trend-related inferential statistical measure and a more continuous diachronic dataset to examine the changes in using stance in the research articles of English applied linguistics from 2000 to 2020. To this end, 416 articles were randomly selected from 10 applied linguistics journals indexed in the first quartile of Scopus and probed using LancsBox for normalized frequency of Hyland’s (2005b) list of stance markers. Results were then analyzed for trends using the Jonckheere-Terpstra test. The results showed significant decreases for the overall stance markers (J=37168, z= -2.85, d= -.28, p= .004)), hedges (J=37014, z= -2.96, d= -.293, p=0.003), boosters (J=36298, z= -3.47, d= -.345, p=.001), and attitude markers (J=36647, z= -3.22, d= -.32, p=0.001), while self-mention markers were found to have experienced a slight, non-significant increase (J=42527.5, z= .94, d= .096, p=0.349). The functional analysis of the selected excerpts showed that the quantitative decrease in the use of stance markers has been compensated for, with an increase in the modification range and strength of the used stance markers as the two ways we could discover. After discussing the findings, the paper ends with some suggestions for further research. 

English language education in Baluchistan, Iran, faces unique challenges due to the region's socio-economic conditions and limited access to resources. This study investigates the specific teaching and learning difficulties within secondary schools in this region. A mixed-methods approach was employed, gathering quantitative data from 80 teachers through a questionnaire and qualitative insights from 57 students via semi-structured interviews. The findings reveal that teachers encounter obstacles such as unclear course objectives, inadequate instructional methods, time constraints, and insufficient administrative support. Students, on the other hand, struggle with curriculum disengagement, a lack of authentic language practice opportunities, low motivation, and emotional barriers like anxiety and fear of judgment. Additionally, the limited integration of technological resources hampers effective language learning. These insights challenge the assumption that resource availability alone can improve language teaching, underscoring the importance of proper resource utilization and teacher training. The study advocates for a localized approach to curriculum design that aligns global language learning goals with Baluchistan’s socio-cultural context. Practical recommendations include modernizing teacher training, addressing emotional barriers, and creating a more supportive environment for teachers and students alike.

Although dyadic collaborations (DC) are sensitive to individual differences, the role of levels of equality (LoE) and gender disparity as potential mediators are largely unexplored. To address the research gap, this case study investigated whether symmetrical (equal and gender-matched) and asymmetrical (unequal and gender-mixed) peer interactions differ in terms of efficacy for morpho-syntactic development and learners’ retrospective reflections. Forty-three young learners were randomly assigned into symmetrical (equal) and asymmetrical (unequal) pairs and into dyads of various gender dispersal (matched and mixed). The learners’ behaviors and perceptions during and following the paired tasks were recorded via observation, field notes, focused-group discussion, and member-checking meetings. The results of the Mann-Whitney U-test and Friedman Test were as follows: DC was more effective than non-collaborative learning for both short-term and long-term structure and vocabulary learning. It was helpful for expert-expert and gender-matched dyads in both domains alike and for experts and novices in unequal pairs in the structure area only. It was ineffective, however, for novice-novice and cross-gender dyads. Among the recurrent themes in observation and interviews were overall preference to pair up with female partners, consensus on the advantage of DC for grammar judgment (structure) over fill-in-the-blank (vocabulary) tasks, the realization of DC as effective for promoting rapport and responsibility, experts’ willingness to pair with novices or work alone, novices’ tendency to work with experts, and role of personality traits as a substantial mediator. Based on the findings, several implications for research and practice are offered.

Kurmanji uses two morphological forms of pronouns and R-expressions: direct and oblique. The direct form of first and second pronouns (local pronouns) is fully specified for person and number. In contrast, direct third-person pronouns and R-expressions are unmarked; however, these arguments still exhibit person and number agreement with verbs and number and gender agreement with Ezafe heads. There are two approaches to deal with direct unmarked arguments. In the asymmetric approach, these arguments are assumed to be fully specified for relevant φ-features, which are deleted at PF (Phonological Form) after agreement, whereas in the symmetric approach, they are merged as underspecified for relevant features and acquire their interpretation via agreement. Given the prevalence of unmarked arguments in Kurmanji, the symmetric approach is more economical and minimalistic, requiring fewer theoretical tools and computations. The present study shows that the key distinction between local pronouns and unmarked arguments lies in the specification of relevant φ-features. Direct unmarked arguments enter the derivation underspecified for these features, establishing a relation of ‘subset control’ in agreement and acquiring their interpretation by spreading features from the agreeing head at the LF (Logical Form) interface. This study also reveals that agreement in Ezafe constructions and pro-drop sentences also involve subset control and agreement is the only possible way to license φ-features, such as gender in inanimate arguments and person in R-expressions.

Autonomous learning is a study skill that may be challenging not only to learners with a dependent learning style but also to teachers used to teacher-oriented methodology. However, the considerable shift in the teaching and learning paradigm especially after the 2020 pandemic has made autonomous learning a must-gain skill. This research aimed to explore EFL teachers' perceptions of learner autonomy (LA), their actual practices, and the challenges of LA promotion at Omani secondary schools. It also investigated possible associations between teachers' beliefs about promoting LA and their academic level, gender, and years of experience. Within a convergent mixed-method parallel design, thirty Omani EFL school teachers were selected through convenience sampling to participate in the study. The instruments included teachers’ perceptions questionnaire, classroom observation data, and interviews with teachers. Frequency counts, ordinal regression analysis, and grounded theory were used to analyze the quantitative and qualitative data. The results revealed that although EFL teachers at Omani secondary schools practice some strategies that promote learner autonomy, these practices are not intentionally and exclusively implemented for LA purposes. Moreover, the results showed some discrepancies between teachers’ beliefs and their actual practices of LA due to some constraints and challenges such as the intensive English curriculum, teachers being overloaded with numerous school tasks besides teaching, learners' limited exposure to English outside the classroom, and teachers' inadequate professional background in the concept, principles, and practices of learner autonomy. No significant association was found between the teachers' general beliefs about LA and their particulars. It may be argued that the concept of autonomous learning and strategies to promote LA should be included as a core component of teacher training programs. By the same token, more self-study and self-assessment practices may be added to the English course materials in schools to help learners develop this essential skill for their higher education.