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This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based lens for evaluating Iranian EFL teachers’ programs. To this end, two current EFL teacher-education programs (i.e., State and Islamic Azad universities on the one hand and Farhnagian Teacher Education University on the other), each with its specific approach to developing EFL teachers’ PCK, were selected. Along with administering a glocally developed and validated PCK questionnaire among 263 student-teachers, this study ran a one-on-one semi-structured interview with 80 student-teachers to capture a crystal-clear evaluation of the outcomes the programs were to cultivate. The results of running qualitative and MANOVA analysis methods showed the student-teachers trained in the program with a more finely-tuned PCK instruction, which was accompanied by four continuous courses of teaching internship, were more cognizant of the role of PCK in their professional development and enjoyed a statistically significant index of developed PCK. Although there existed some similarities between these programs in terms of reviewing high school English course books, evaluation and assessment, and applying technology in teaching English, student-teachers in both programs were not completely aware of different components of PCK, including curriculum design and materials development, language teachers’ technological knowledge, and professional development. The results imply that content knowledge, PCK, and internship should be fettered together. The findings suggest that EFL teachers’ PCK can be applied as an effective lens for delving deeply into teacher training programs.

Given the unquestionable significance of academic discourse in knowledge sharing, the present study investigates research articles published in high-ranked journals in two disciplines of Applied Linguistics and Medical Sciences. Considering the fact that abstract sections in a research article are factual representations of the details of the paper, they are of great importance. Moreover, academic writers attempt to publish more valued and engaging articles using numerous writing norms, a well-known way of which is Nominalization. The study follows genre analysis design and includes a corpus of 30 research articles in Applied Linguistics and 30 articles in medical sciences, half by natives and half by non-natives published between 2015 and 2024. Meticulous analysis and article-to-article comparison indicated higher frequency of verbal nominalization in all sets of articles and no statistically significant difference between native and non-native academic writers in both fields. However, there was a considerable difference between the deployment of nominalization between the academic writers in applied linguistics and medical sciences, the former outperforming the latter group. It is believed that the results of this study will help English for Specific- and for Academic Purposes practitioners in the inclusion of more writing instruction practices in their curriculum.

As teaching approaches have advanced, the role of technology and tools in learning has increased. Moreover, pupils’ Satisfaction with the implementation of these tools and technology should be considered too. To this end, the purpose of this inquiry was to examine the Iranian EFL learners’ Retention of Grammar knowledge and their Course Satisfaction based on Flipped classroom strategies. This quasi-experimental research had been carried out in the twelfth grade of Alvand private school in Tabriz city, East Azerbaijan, Iran. Forty high school learners were chosen as participants, and the homogeneity of the classes was checked through Oxford Quick Placement Test. Subsequently, participants were divided to groups in a random manner either the experimental group (n = 20) and the control group (n = 20). The pre-, post- and delayed post-tests of this research were from the Grammar in Use book, to check the initial knowledge, possible gained knowledge, and retention of acquired knowledge, as well as a questionnaire to investigate the level of their Satisfaction with their course. The independent-samples t-test revealed that the experimental group illustrated considerably higher proficiency than the control group in both post-test and ANCOVA scores. Moreover, the result of the questionnaire's descriptive statistics showed a high level of Satisfaction among learners. The study presents practical implications for teachers, researchers, and learners.

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.

Le présent article se penche sur le concept d’équivalence en traduction dont le corpus constitue les extraits d’un roman autochtone canadien Kukum et leurs traductions en persan. L’auteur de l’ouvrage raconte la vie de son arrière-grand-mère. Dans cette biographie ayant comme toile de fond la description de la nature vierge, on a brossé un beau tableau des scènes où se déroulent différentes tranches de la vie des personnages. Certes, ce genre d’écriture exige l’emploi d’un langage rhétorique dans lequel la comparaison, la métaphore et la personnification prennent une place prépondérante. Afin de transférer ces figures de style, nous nous sommes interrogées sur les modalités de rendre ce registre littéraire aussi fidèlement que possible et de la sauvegarde de l’étrangeté du récit non sans présenter un texte compréhensible et agréable à lire pour le public persanophone. Lors de la traduction de l’ouvrage, nous avons été à cheval entre deux approches sourcière et cibliste en nous appuyant sur le concept d’équivalence tantôt formelle, tantôt dynamique, avancé par Eugen Nida, pour ainsi refléter le vouloir-dire de l’auteur sur tous les plans. Quant à la méthodologie, il s’agit d’une étude descriptive et analytique.

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.

The pluricentricity of English language has led to the appearance of new trends in English language education. This is especially important in Expanding Circle (EC) countries to develop intercultural communication among learners. The current study attempted to investigate the views of Iranian Englishteachers towards the relevancy of English as an international language (EIL) to their practice of English language teaching and the influence of teacher education on shaping their attitudes. To this end, a mixed method sequential research design was used to collect data, sing a questionnaire delivered to115 EC teachers who, at the time, were taking an online teacher education workshop held in a Language Institute in Tehran regarding EIL and varieties of English. Subsequently, semi-structured interviews were carried out with 34 teachers who had expressed their agreement to be interviewed. The analysis of the data showed that although the EC teachers had mostly expressed positive perceptions about EIL and varieties of English, their perceptions misaligned with their practices in ELT classes. The mismatch between teachers’ conception of EIL and its relevance to their context of teaching seemed to have undermined their self-confidence in applying this concept to practice. They seemed to have taken it for granted that American English is the sole variety to be practiced in Iran, as it is considered the most desirable target language variety. Implications of the results for educators and policy-makers on bridging the gap between theory and practice in ELT classes are presented.

What we know about the vision of an ideal Young Learners of English (YLE) classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their careers. This gap prompted the researchers of this study to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal YLE classroom environment. To this end, an item pool was developed based on an extensive literature review, expert opinion, and interviews with 60 YLE teachers. Next, the first version of the questionnaire was administered to 366 YLE teachers from different cities of Iran. Confirmatory factor analyses through structural equation modeling procedures were applied to the data obtained to test the validity of the hypothetical model. Rounds of statistical analyses and the follow-up remodeling led to a final measurement model of a questionnaire with 23 items tapping into five factors of learner characteristics, attitudes toward the course, teacher characteristics, classroom environment, and organizational impact. The results of this study empirically support the multidimensionality of YLE teachers’ vision of an ideal classroom environment and yield a relatively concrete measure of the construct.

There are more and more neologisms to the vocabulary of human language due to the progress of globalization, development in social life, and advancement of new technology. The object of this study is to survey the applicability of the conceptual blending theory in the analysis of neologisms in the Harry Potter series and will answer the question of which type of blended networks can be used in the new translation of neologisms. The theoretical part of this study described conceptual blending theory, and its networks and described making the meaning process based on these networks. This theory is a developing area of research in cognitive linguistics. So, those who work in the field of literary or translation analysis must be familiar with its basic operations and networks. The nature of this study is descriptive and content analysis. Data analysis will involve quantitative analysis. To address the objectives of the present study, the researcher selected 83 translated neologisms in the series of the novel. The paper mainly studies the process of conceptual blending theory (CBT) when translating those English neologisms whose Persian counterparts cannot be found. In the network of this theory, English takes up one input space and Persian takes up another. From both inputs, frameworks, and elements plan out the blend, where they are dynamically integrated. Then, the planned framework and elements construct a novel structure (translation).

This study investigated the effect of CAALL on Iranian EFL learners’ self-efficacy and reading skill development. A convenience sampling was run for the selection of the participants. A sample of 220 advanced EFL learners from four private English language institutes in Iran, participated in this study. Three instruments were used including quick placement test, self-efficacy questionnaire, and reading test. The learners’ self-efficacy questionnaire and reading test were administered to all the participants. CAAL practice was implemented by autonomous and non-autonomous teachers separately for 110 participants (an experimental group and a control group). The experimental group members received CAALL in virtual mode. They were trained by two teachers on how to be autonomous in their reading performance. For the control group members, the reading practice was executed virtually. But they did not receive the practice of CAALL. They have followed the conventional teaching of reading. The practice was presented through WhatsApp Messenger. The treatment of the study was followed for 16 ninety-minute sessions. After the instructional phase, learners’ self-efficacy questionnaire and reading test were administered to all the participants again. This study has some pedagogical contributions for EFL teachers, learners, Language teaching syllabus designers, and language teaching curriculum developers.

The current study adopted a mixed-method design approach to investigate the effect of the integration of the TPS strategy instruction into reading lessons on EFL students’ motivation to read. One hundred twenty Iranian intermediate EFL students (60 male and 60 female), studying English in a language institute in Iran, were selected and randomly assigned to an experimental group (N = 60) and a control group (N = 60). The experimental group received ten sessions of reading instruction based on the TPS-integrated reading strategy proposed by Baker and Westrup (2000) whereas the control groups received the same amount of instruction on the same materials based on the traditional direct instruction method. Then, the students’ reading motivations were measured using the revised version of the Motivation for Reading Questionnaire (MRQ) (Wigfield & Guthrie, 1997). Besides, the students’ attitudes toward the TPS-integrated reading strategy instruction were examined by conducting a semi-structured interview. The analysis of the quantitative data showed no significant difference between the experimental and control groups in terms of reading motivation. It was also revealed that the integration of the TPS strategy in the reading lessons affected neither the students’ intrinsic motivation nor their extrinsic motivation. However, the findings of the interview concluded that the majority of the participants had developed positive attitudes toward the TPS. Regarding the motivation for reading, however, the findings of the interview were mixed. Finally, the study suggested some practical implications for EFL classrooms.