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Different linguistic constructions, including comparative, superlative, similative, and equative constructions, are employed to convey the concept of comparison. Equative and similative constructions exhibit the highest semantic and structural resemblance out of all the specified constructions. In such constructions, two entities -referred to as the comparee and the standard- are compared based on a specific characteristic or quality. In equative constructions the comparison is based on a gradable property, where one of the referents has the property to a higher degree, while similative constructions compare the similarity in manner. This study explored the equative constructions in the Laki language by primarily relying on classification put forth by Haspelmath (2017). The data for the present study consists of 123 equative sentences taken from spoken interviews with twelve individuals residing in Noorabad city. The findings indicate that speakers mainly use seven strategies to convey the concept of equality in Laki. Furthermore, the data show that in numerous equative constructions in Laki, there is a preference for omitting the standard marker while retaining the degree marker

Implicitly biased teaching practices or the unconscious discriminatory actions of teachers create the learning-threatening illusion of being biased in the minds of learners. This study identified the main manifestations of implicitly biased teaching practices in online EFL learning, and then, delved deeper into the factors shaping their manifestations. Participants of the study were 45 intermediate-level EFL learners attending an online course in an Iranian public educational institute. Each participant was required to report on the biased teaching practices manifested during the three-month course. In the end, focused interviews were conducted to identify the contributing factors to their perceptions. Results of the study came up through content analysis indicated that intermediate-level learners perceive implicitly biased teaching practices as micro-assault (underrating) or micro-insult (demeaning) behavior each of which could result in a different reaction and participation pattern among themselves. This study concludes that false expectations, negative comparisons, and the online nature of communication are the main factors determining what learners regarded as biased teaching practices. Moreover, this study rejects the efficacy of micro-invalidation in preventing implicit bias in online learning. This study encourages EFL teachers to address their implicit bias through considering the participation and development patterns of their learners.  

This research investigated the effects of applying standardized grading procedures and tailored constructive feedback on the development of students' productive skills, with a specific focus on writing and speaking abilities in the Deanship of Preparatory Year students at the University of Imam Abdulrahman Bin Faisal, Saudi Arabia. The study introduced two programs: a writing portfolio program and a speaking remedial program. These programs aimed to assess students' strengths and weaknesses in these skills before offering individualized feedback from teachers between two assessment points. Pre- and post-program scores were compared, and teachers' reflections were gathered. The results demonstrate that students experienced substantial improvements in their scores, with progress ranging from 29% to 66% following the implementation of these initiatives. Additionally, the study revealed that teachers also benefited from these programs, leading to a reevaluation of the quality and quantity of their feedback and an adjustment in their teaching approaches to better support their students. These findings underscore the significance of providing constructive feedback in higher education institutions. They highlight the necessity of implementing feedback systematically and methodically to cater to the needs of struggling students, enhance the learning experiences of high-achieving students, and professionalize the processes of learning, assessment, and student support.

While writing skill is extensively studied in EFL contexts, more in-depth research is needed to explore how technology can assist its pedagogy. The present study aimed to investigate the impact of using an automated writing evaluation on Iranian EFL learners’ essay writing. Learning how to reduce errors (in an EFL context) by being corrected at the moment and being exposed to different examples regarding that error in the learners’ new texts through automated writing evaluation (AWE) tends to be the significance of this study. To this end, 50 Iranian EFL learners who were studying at the University of Qom, were randomly chosen. The sample included 25 females and 25 males, whose ages ranged from 19 to 25. The participants were given a pre-test before using AWE software. They were given a topic to write about as a pre-test. After the treatment, an IELTS Task 2 was utilized as a posttest. The IELTS writing band descriptors were used to evaluate the writings. The ANCOVA results showed a remarkable improvement in the essay writing of the EFL learners using an AWE software (i.e., Grammarly). The analysis of interview data revealed that the learners were more enthusiastic about using the AWE feedback because they were corrected while they were writing their essays. Since AWE is discovered to be a helpful device to promote learners’ writing skills, students would also be inspired to become associated with such online learning environments and utilize them earnestly and productively. This research also discovered the learners who got feedback from the AWE device got more prosperous but they also started to ask their teacher to provide more feedback to have AWE feedback and traditional feedback combined. The findings have implications for language teachers, material developers, and curriculum designers.

The effects of task-based language teaching (TBLT) on reading comprehension of EAP students has not received due attention in the literature. Using a mixed-methods approach, the research examines whether TBLT improves reading comprehension more effectively compared to traditional English for academic purposes methodologies. In this study, a sample of 100 intermediate-level Iranian university students was selected through convenience sampling and randomly divided into four groups of 25 participants each (comprising two control groups and two experimental groups). The experimental groups, one in psychology and one in accounting, were instructed using TBLT, while the control groups, also in psychology and accounting, followed traditional EAP instruction as dictated by the curriculum and course instructor. Initially, all groups completed a piloted, researcher-developed reading comprehension pretest. In the experimental groups, the syllabus was co-constructed through negotiation, reflecting the students' needs and rights. In contrast, the control groups were taught using textbooks predetermined by the curriculum. Upon the completion of the treatment sessions, all participants took a posttest. Both quantitative and qualitative analyses revealed that TBLT significantly enhanced the reading comprehension skills of Iranian university students compared to traditional EAP methods. Additionally, the study found that the field of study did not influence the effectiveness of the instructional method (TBLT or EAP). These findings provide valuable insights for English for specific purposes (ESP) teachers and material developers, emphasizing the potential benefits of incorporating TBLT into EAP instruction.

The present study aimed at investigating Iranian English as a Foreign Language (EFL) teachers’ emotional experiences that could affect their professional identity. Due to the qualitative nature of the study, seven high school teachers of Mashhad and Zabol were selected through purposive sampling. Data were gathered through semi-structured interviews. Qualitative analysis of teachers’ interviews through open, axial and selective stages of coding resulted in the four components of 1) teachers’ sense of appreciation for teaching; 2) teachers’ sense of connectedness to other colleagues; 3) teachers’ sense of competence in teaching; and 4) teachers’ sense of commitment, which were found to influence their professional identity. The study's findings contributed to acknowledge the significance of teachers’ emotions as determining factor in their professional identity. On the practical side, teacher educators can gain insight into the importance of teachers’ emotions in shaping their identities in EFL classrooms. The study demonstrated that teachers’ emotional experiences can greatly influence the formation of their identities. Findings have significant implications for both teachers and students. When teachers are aware of their emotions and their effects on their professional identity, it can lead to better outcomes for learners. A teacher who is emotionally stable, confident, and motivated is more likely to inspire and engage students, resulting in increased student achievement, motivation, and engagement in the classroom. By equipping teachers with the necessary skills to navigate their emotions, teacher education programs can contribute to the overall improvement of teaching practices and ultimately enhance student learning outcomes.

 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.

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.

The documentation of test takers’ achievements has been accomplished through large-scale assessments to find general information about students’ language ability. To remove subjectivity, Cognitive Diagnostic Assessment (CDA) has recently played a crucial role in perceiving candidates’ latent attribute patterns to find multi-diagnostic information rather than single proficiency classification. However, there are some gaps in the literature about in detail investigation of test takers’ listening comprehension language ability in responding to placement test items of a public English language center. The present study aims to validate an English placement test at a language center through a retrofitting process. In an exploratory mixed-method design, 449 participants from the same language center, including 274 females and 175 males, were selected. The performance of randomly selected participants in a language center placement test was analyzed by applying the GDINA model from R-studio packages, to detect Differential Item Functioning (DIF). Results of the study revealed DIF in some items since there is some bias in test items. The implication of this study is to provide meaningful interpretations of respondents’ attributes and improve teaching and learning by finding the strengths and weaknesses of candidates. For this purpose, the findings derived from the result of the study can raise the awareness of test developers in preparing unbiased items for the placement test, and at the same time, assist test-takers to become more critical of their English language achievements. It is also helpful for materials developers to become aware of developing materials free from bias.

Abstract Formative assessment has been often encouraged recently as a pivot component in the methodology of evaluation but the student's view of how this affects the improvement of language learning in some countries is disregarded in a way. Therefore, the following study investigates the experiences of students (pre-service teachers) in formative assessment and the tools used for its implementation. Teaching and evaluation are based on learning outcomes and students' approach to the activities that students are liable to convey in the course of English for teachers in the Department of Education. The study analyzed students' perceptions and their approach to formative assessment utilization. The Formative Assessment appears as a dignified way to raise the quality of learning, and as a result, the students achieve their goal to pass the exam successfully and get high grades. To acquaint their perspectives, 85 students as study respondents took part in the research in which both quantitative and qualitative methods were used. The quantitative research data from the questionnaire were analyzed through the SPSS platform, while the qualitative research data extracted from the focus group are presented through descriptive analysis, in the form of quotations. The findings of the questionnaires evinced the students' views on formative assessment and further, data from focus group discussions validated the reasonableness of what the students perceived in the questionnaire. Implications recommended that in addition to the tiresome work of continuously preparing during the teaching, EFL teachers are able to meet the individual needs of the students depending on the differences they have among themselves.

English cartoons have become increasingly popular as a resource for language learners worldwide. While the literature has primarily focused on their impact on English language skills and sub-skills in EFL education, less attention has been given to their influence on cognitive and affective aspects such as emotion regulation and self-efficacy. This study employed a mixed-methods approach with a pre-test/post-test quasi-experimental design to explore the impact of watching English cartoons on the emotion regulation and self-efficacy of adolescent Iranian EFL learners. 120 Iranian learners, aged 12 to 18, were recruited from English institutes in Tehran and randomly assigned to either the experimental or control group. The experimental group watched two 30-minute episodes of selected American-produced animated cartoons per week for eight weeks, totaling 16 episodes, while the control group did not. The MANCOVA analysis revealed significant differences in self-efficacy and emotion regulation between the experimental and control groups, indicating that exposure to English cartoons positively influences learners' emotional responses and self-efficacy. Thematic analysis of the interview data highlighted positive evaluations of the experience, identifying five themes: enhancement of language skills, positive emotions leading to increased motivation, the prominence of comedy, contribution to sustained learning, and varying effects on self-efficacy. These findings hold valuable theoretical and practical implications for the field.