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The 5E Learning Cycle Model (Bybee, 1990) is an instructional design model which has roots in inquiry-based learning and constructivism and has received much support in non-EFL-related literature as a way to improve 21st-century skills, such as critical thinking and creativity, among students and to prepare them for an amazing occupational future. However, little work has been done on the model concerning English language students; hence, this study dealt with the effect of 5E-based online activities on English language students’ critical thinking and creativity. The study utilized a mixed method grounded theory method approach. A sample of 60 adult English language students studying in a pre-IELTS class at a private language academy took part in the study during a 12-session semester, in addition to an extra session at the beginning of the semester, in which they received instruction with regard to the platforms to be used, namely Easyclass and Nearpod. Student interviews and self-reflections, teacher interviews, self-reflections, and field notes were applied to extract qualitative data, and student self-assessment checklists were used to gain quantitative data. The analysis of the quantitative and qualitative data via an independent sample t-test, inductive thematic analysis, and grounded theory demonstrated that the employment of 5E-based online activities culminated in the improvement of EFL learners’ critical thinking and creativity. The findings have theoretical and practical implications not only for 21st-century language practitioners’ education and competencies but also for curriculum development.

Motivation and affect as two salient variables in L2 development are no longer seen as the stable individual difference factors they were once believed to be. Influenced by process-oriented approaches and by increasing understanding of how the complex dynamic system theory (CDST) works, researchers have been emphasizing the holistic, non-modular, dynamic and changeable nature of motivation and affect to-date. Accordingly, this study utilized the principles underlying the CDST perspective to examine the interrelationships between Iranian EFL learners’ motivational and affective factors mediated by working memory and gender over an academic semester. To this end, 445 pre-intermediate male and female students completed the motivation questionnaire and L2 Enjoyment Scale four times with one-month intervals during an academic semester and Working Memory Scale once in the beginning of the term. Relationships that emerged indicated both motivational and affective stability and fluctuation over a semester of instruction at one month intervals. The findings also illustrated how these factors are inseparable from students’ learning context. Implications of study and directions for further research were also discussed.

In today’s innovative world, it is not right to consider learners as passive receivers of information since they are more possibly qualified to advance. They are certainly more actively involved, interested, self-directed, and autonomous. Likewise, a flipped classroom helps students to be more active participants in an interactive learning environment. Thus, the current study aimed to describe the benefits of implementing online flipped classrooms on EFL female students’ grammar achievement. The study was conducted as a pretest-posttest quasi-experimental research design at one of the Iranian high schools. Fifty EFL female students who were studying humanistic in grade 12th were requested to take part in this study. After analyzing the data using an independent-samples t-test, the findings indicated that the experimental group had better performance than the control group. Additionally, the results of the open-ended question showed that the majority of students had a positive perception of implementing online flipped classrooms. The implications of the study for EFL students and teachers are discussed.

 Juxtaposing the ubiquitous facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & Cogo, 2016; Schmitt & Schmitt, 2020) , besides the importance of considering learners’ attributes and needs (Taghizadeh, 2019) while developing a mobile vocabulary application (app), necessitates analyzing the relationship and impact of all these elements in a single structural model. To tackle the issue, first, via a mixed-methods design, the researcher developed a bespoke mobile application using the task model and the principles of agile methodology. and then investigated the impact of using the app on a sample of 62 Iranian EFL university students’ vocabulary recognition and recall, the results of which were published in two other articles. In this study, the researcher integrated the obtained data within a proposed structural model and assessed the model's fitness to investigate the interaction and interrelationship among the latent variables mentioned above. The results obtained from SEM-PLS analyses revealed that within the unified structural model, the learners’ preferences and needs were favorably influenced by their learning style orientation and technology savviness. Similarly, the findings verified the positive impact of considering learners’ preferences and needs during the agile app development lifecycle on the target participants’ vocabulary knowledge, encompassing vocabulary recognition and recall. Finally, the fitness of the proposed structural model was verified based on the criteria for model assessment mentioned by Sparks and Alamer (2022) . The SEM-PLS data analyses and the implications of the study are presented and discussed.

The book Practical Language Testing, authored by Glenn Fulcher (2010), is an epitome of comprehensive and detailed documentation on the relevance of the appropriate techniques, knowledge, and conceptual frameworks required to interpret and develop language assessments. It is also a systematic, helpful reference for researchers and educators that address assessment selection and design concerns, offering instructors guidance on picking the proper test for a particular educational setting and assisting in interpreting the scores generated by such tests. The book lays the groundwork for instructors to establish a thoughtful awareness of test scenarios to furnish the most efficient language assessment for their learners. The book's language is highly lucid and user-friendly to both experts and novices. The book finds an appropriate amalgamation between practical applications and theoretical underpinnings to empower practitioners in comprehending the objectives of effective assessment and its function in facilitating good learning and teaching. On account of the fact that the referenced book has the potential to make a substantial contribution and have significant implications for teachers, test designers, and other stakeholders, the current article attempts to provide a review of the book and emphasize the critical concepts in each chapter.

In the increasingly interconnected world, English proficiency has become essential for developing technical skills and opening up global career opportunities. However, Iranian technical and vocational education (TVE) suffers from adequate attention to the English language for students’ specific fields of study and occupations. Accordingly, the present study aimed to bridge the existing gap in Iranian TVE through a comprehensive needs analysis and the development of a blended TBLT-based ESP course tailored to second-year vocational school students specializing in photography. Initially, needs analysis was conducted through interviews with TVE administrators at the Ministry of Education in Iran, experienced photography teachers, and photography students to develop the course. After the accurate investigation of fundamental course components, the course was implemented and its effectiveness and possible challenges were evaluated. The findings showed that photography students found the blended course effective in terms of learning photography terminology and tools in English, practicing photography and editing techniques, using multimedia and interactive games, and enhancing motivation and self-confidence. However, the students also encountered some linguistic and technological challenges. Ultimately, by contributing to the ongoing discourse on ESP course development, this study emphasizes the need for ESP courses and the preparation of students for future careers.

This study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 females) who were divided into four groups: 30 students as the direct-immediate feedback group, 30 students as the direct-delayed feedback, 30 students as the indirect-immediate feedback, and 30 students as the indirect-delayed feedback. Different instruments were utilized to collect the required data, including the Oxford Placement Test (OPT), the WTC scale (McCroskey, 1992), and a set of two-way exchange tasks. After homogenizing the participants, based on the OPT test, the participants took the WTC scale as a pretest. As the treatment, the indirect immediate feedback group participants reformulated the errors into the correct form as soon as they committed errors. In the indirect delayed feedback group, the teacher noted the errors and the student’s name to provide feedback for that specific student. In the direct metalinguistic immediate feedback group, the participants were provided with both explanations and examples of the correct form of errors they committed. In the metalinguistic delayed group, the teacher wrote notes on the error types and the students’ names to provide explanations andcorrect examples for specific students. The WTC scale was readministered in the post-test and the scores were recorded. Two-way ANOVA was used to analyze the pre-and post-test data. The result of the data analysis showed there was an interaction between the timing and the type of feedback regarding their effect on Iranian intermediate EFL learners’ WTC.

This study investigated the interplay of working memory capacity and language proficiency in the context of vocabulary acquisition through word-focused tasks. The involvement load hypothesis served as a theoretical framework, positing that the degree of cognitive engagement influences lexical learning outcomes. A total of 100 EFL learners participated in this study. They were divided into distinct groups based on varying levels of working memory capacity, language proficiency, and aspects of working memory (phonological short-term memory and executive working memory). The participants engaged in receptive and productive vocabulary tasks under different experimental conditions, including reading-only, reading plus blank-fill, and reading-plus production. The results revealed intricate relationships between working memory capacity, language proficiency, and vocabulary acquisition. While the efficacy of the hypothesis varied across conditions, its predictions were influenced by the nuances of individual cognitive capabilities and language competence. Learners with higher proficiency levels acquired more lexical items, both receptively and productively.  Although the difference with the phonological short-term memory was not significant, executive working memory was more facilitative of lexical gain. Additionally, the role of input modality in shaping vocabulary learning outcomes was highlighted. That is, reading plus production and blank-fill tasks resulted in more lexical gain than reading-only tasks.  The study contributes to the theoretical understanding of vocabulary acquisition by underscoring the complex interplay of cognitive processes and language factors. These insights hold implications for foreign language pedagogy, guiding educators in crafting more effective interventions for enhancing both receptive and productive lexical knowledge.

In education, the terms “assessment” and “motivation” seem paradoxical. However, a closer examination of the two terms leads to the understanding that the two terms can conceptually be aligned. Assessment for Learning (AfL) and teachers’ Motivational Strategy (MotS) can be synergized using AfL pedagogical principles that purportedly foster students’ motivation. The dearth of studies juxtaposing both constructs prompted us to examine the AfL practices of seven higher-education teachers in Indonesia, with the aim of providing empirical data on the convergence between AfL and MotS. Set against the backdrop of a low-motivation context, namely the emergency remote learning and teaching English as a Foreign Language (EFL) writing, the teachers were interviewed regarding their AfL practices, and the data was examined using principally deductive qualitative analysis. The results showed that the greatest alignment occurred in the “maintain” stage of MotS, where teachers provided a supportive classroom environment where mistakes are a natural part of learning and involved students in self and peer assessment. On the other hand, the constrained context resulted in divergent conceptions in the teachers of what they perceived as motivating for the students. This implies the need for EFL writing teachers to integrate AfL and various stages of motivational strategies to lead to more engagement and help students improve their writing achievement.  

This research has been done to investigate the relationship between verb comprehension and verb production of Persian learners in Persian language writing as a second language, based on the processes of ideational metafunction in Halliday’s systemic functional grammar. The statistical population was the Persian learners of the international center of teaching Persian to non-Persian speakers in Ferdowsi University of Mashhad. The data collection method was based on field study and random sampling method. The data were gathered through tests, interviews and essays which were divided into two parts: verb comprehension and verb production. The results of the tests were analyzed for verb comprehension, while the outputs of compositions were used in verb production. The collected data then were analyzed by SPSS. The results indicated that there was a positive correlation between comprehension and verb production of mental process at elementary levels. On the other hand, no correlation was found between Persian learners’ verb comprehension and verb production at intermediate level. Furthermore, there was a negative correlation between comprehension and production of the behavioral process at intermediate level and the comprehension and production of the material process at the advanced level. This showed the effect of three factors on creating a positive and negative correlation between processes in foreign Persian learners: 1) the objectivity and subjectivity of processes, 2) the versatility of processes, 3) Persian learners’ language level.

It is assumed that web-based dynamic assessment will continue to thrive and have a profound role in pedagogy. In this regard, explanatory sequential mixed-methods design was selected to consider the effect of web-based dynamic assessment on learners' autonomy. To this end, a sample of 60 male EFL learners at high school were chosen at non-random and categorized into two groups of web-based dynamic assessment and the control group based on the convenience sampling method. the learners’ autonomy questionnaire was used as a data gathering tool for pretest and posttest in autonomy. The high school students exposed to web-based DA via a designed web based on the level and requirements of the students in grammar, however, the learners in the control group learned the grammar by the traditional or conventional method of instruction. Based on the results of Mann-Whitney U test, the learners’ autonomy means scores in web-based DA increased in comparison to those of the control group. The platform and methods employed in this study produce results that are encouraging for the field of language instruction and could produce motivational outcomes in the future. The pedagogical implications of the study

A bulk of research has revealed that emotions play a crucial role in different aspects of second/foreign language (L2) education. However, the emotions that English as a foreign language (EFL) students experience during assessment have been neglected, so far. Against this backdrop, this qualitative study intended to unveil the typologies, antecedents, and outcomes of assessment-related emotions of 24 Iranian EFL undergraduate students studying applied linguistics. To this end, a semi-structured interview and a narrative frame were employed. The results of the thematic analysis demonstrated that undergraduate EFL students experienced different positive and negative emotions before, during, and after assessment practices at the university. Furthermore, it was found that “teacher”, “tasks”, and “textbook” were the most frequent causes of the participants’ perceived emotions in assessment. Concerning the outcomes of assessment-induced emotions, the results demonstrated that “burnout”, “frustration”, “demotivation”, “stress”, and “self-doubt” were the most frequent negative outcomes, while “motivation”, “learning”, “pride”, and “excitement” were repeatedly posited as positive outcomes. Finally, the study enumerates some implications for L2 educators and researchers concerning the role of emotions in assessment processes and practices.

PhD examination is a unique type of assessment with examiners playing a key role in it. Despite extensive research on various modes of academic genre, research on the examiners’ language representing oral review genre is yet underrepresented. One important way to identify this genre is to unpack the metadiscursive features that constitute this type of academic discourse. Using a metadiscourse framework, developed by Hyland (2005), this study investigates the metadiscursive markers that constitute Iranian and International examiners’ language of PhD dissertation evaluation. The data include the transcriptions of Iranian and International examiners’ evaluative discourse in eight PhD dissertation defenses, taken place in Iran and the US (MICASE corpus), representing English for Academic Purposes. The results indicate that the examiners use a variety of interactional as well as interactive metadiscourse markers to convey the effective and appropriate evaluation of the PhD dissertations at hand. Further breakdown of the metadiscourse devices and the comparison of the two sets of data are provided. The results unpack an aspect of oral academic review as a specific genre with implications for both EAP-user examiners and PhD candidates to become aware of the discursive features of the examiners language.

L2 Motivational Self System (Dörnyei, 2005, 2009) holds a remarkable potency in explaining the long-term routes to L2 acquisition. Meanwhile, due to the prevalence of dynamic systems perspective, the theory has been awaited to account for the affective and cognitive aspects of L2 learning. The present study attempted to test an integrated model to examine the correlations between components of the revised L2MSS, L2 emotions of Enjoyment and Boredom, Intended Learning Effort, Vigilant and Eager L2 Use, and L2 Proficiency utilizing structural equation modeling. The data was obtained from 350 TOEFL test takers in ETS official centers in Iran. The results demonstrated the strongest prediction of Intended Learning Effort by Ought L2 Self/Own, coming next to the Ideal L2 Self/Own and Ideal L2 Self/Other. Ideal L2 Self/Own and L2 Learning Experience were positive predictors of L2 Enjoyment, whereas Ought L2 Self/Other and L2 Learning Experience had a positive and negative impact on L2 Boredom, respectively; L2 Enjoyment predicted Intended Learning Effort and Eager L2 Use positively, whereas L2 Intended Learning Effort Vigilant L2 Use were predicted negatively and positively by Boredom, respectively. Moreover, Eager L2 Use and Intended Learning Effort were positive predictors of L2 Proficiency; however, Vigilant L2 Use was conversely related to L2 Proficiency. Overall, the findings illustrate the superiority of a promotion orientation to L2 learning and the equal importance of quality and quantity of the Motivated Learning Behavior, which has significant pedagogical implications in terms of motivational and self-regulatory learning strategies in designing and managing L2 classroom tasks.