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As an integral dimension of instruction, assessment determines whether or not the educational goals are being fulfilled. The present study was an attempt to investigate Iranian ESP instructors’ common classroom assessment practices. To this end, based on convenience sampling, eight different ESP teachers teaching BA students from a variety of departments at Rasht Islamic Azad University, Iran were selected. An observation checklist containing 31 items was used as the only data-gathering instrument of this study. The results of the descriptive statistics revealed that some assessment practices including using portfolio to assess student progress, assessing group class participation, conducting item analysis for teacher-made tests, and writing matching questions were applied less frequently in the ESP classes. However, some assessment practices such as incorporating attendance in the calculation of grades and recognizing unethical, illegal, or inappropriate uses of assessment information were more likely to be used in the observed ESP classes. The instructors were also more likely to incorporate classroom behavior in the calculation of grades, incorporate extra credit activities in the calculation of grades, recognize unethical, illegal, or inappropriate assessment methods, and inform students how grades are to be assigned. It is concluded that ESP teachers utilize both traditional testing and alternative assessment for achieving a complementary process of assessment, and they call for an integration of them due to their importance in assessing both the process and product of learning. The results of this study may hopefully be beneficial for curriculum developers, materials developers, course and syllabus designers, teachers and teacher trainers, and the other stakeholders in the fields of language teaching and learning as well.

The remarkable popularity and success of foreign feature films and television series as a source of entertainment cannot be disputed. The emergence of amateur subtitling communities has led to dramatic changes in individuals’ viewing habits and styles as fansubbers offer an ideal opportunity for people to access international audiovisual materials, especially in dubbing countries like Iran. However, empirical research on audience viewing preferences and habits in terms of audiovisual translation is scarce. To bridge the gap, over 1200 Iranian viewers filled in an online questionnaire. The results suggest the emergence of new habits and preferences as proportionately more Iranians nowadays access international films and TV series with Persian subtitles, at least among young adults. Also, a small number of the respondents prefer to watch foreign films and programs dubbed. Additionally, there was a weak interplay between viewers’ English proficiency and their tendency towards watching dubbed or subtitled programs, and national TV channels do not appear to be the primary entertainment source when it comes to international cinematic products. Understanding viewers’ preferences and viewing styles forges possible future paths for the translation industry to cater for the needs of individuals with different viewing styles and needs.

In the present study, I have briefly revisited Brown and Levinson’s (1987) universal theory which has attracted the attention of many linguists to the notion of politeness as an essential feature of communication. Although in studies on politeness Brown and Levinson’s model is more or less considered the standard model, it seems that there is not an agreed-upon consensus that the complex concept of politeness can be simply captured through this linear and static model. In addition, there is a paucity of investigations into the applicability of this model in various cultures. Therefore, I analyzed and identified the strategies found in Iranian English speakers’ requests and apologies following this theory. To this end, adopting a qualitative research approach, data was collected through a multiple-choice discourse completion test and think-aloud protocols. The results of the study revealed that Brown and Levinson’s model can account, to a large extent, for people’s choice of politeness strategies in making both requests and apologies. In particular, the findings pointed to the ubiquitous presence of three influential factors in the degree of politeness; that is, power relations, social distance, and rank of imposition in the participants’ choice of politeness strategies. However, the findings of the study indicated that there are a few shortcomings associated with Brown and Levinson’s model. The study suggests that the weight of politeness cannot be simply measured based on a linear, static basis. The findings supported that for the individuals who participated in this study, politeness was a heavily context-bound and highly dynamic concept. On this basis, I hypothesize that a systematic model of politeness can better explain the variations of individuals’ choice of politeness strategies.

Notwithstanding the growing number of research on many aspects of audiovisual translation, cross-cultural pragmatics has remained under-investigated in audiovisual translation. The purpose of this paper is to examine the translation of general extenders—such as and stuff (like that) and or something in Persian dubbing and non-professional subtitling. Positioned at the crossroads of the pragmatics of fiction and audiovisual translation, the analysis presented in this article draws upon past research on English and Persian general extenders, as well as the models for translating general extenders. In doing so, this study follows a corpus-based approach, using both qualitative and quantitative approaches to identify translation patterns of general extenders by dubbing translators and fansubbers in Iran. A corpus of twelve English films from different genres, along with their Persian dubbing and non-professional subtitling, was compiled for the investigation. Overall findings suggest that non-professional subtitlers followed a literal and sourced-oriented approach to translation, resulting in a more direct translation of general extenders. In contrast, the dubbing team (i.e., translator and dubbing director) tended to edit out these pragmatic issues in their translations; therefore, many general extenders were deleted in the translation. This was partly because the translation for dubbing has to be synchronized, resulting in some omissions and partly because the dubbing team paid less attention to these elements. Additionally, other strategies, such as substitution or explicitation were infrequently used in both dubbing and non-professional subtitling. The paper concludes by discussing limitations and offering opportunities for future research.

English as a First Language (EFL) and English as an Additional Language (The results indicated that both EFL and EAL students used a diverse array of linguistic features to express their ideas in academic prose, with the prospective categories being the most commonly used.

Known as what educational contexts do not teach, null curriculum has been considered one of the most significant types of curricula due to its absence, being left out or overlooked. This non-existent curriculum brings an important theoretical tool to the field of curriculum development for the idea that something which is not offered to students has an educational significance and effect. To follow the purpose of the study which is teachers' perspectives on the null curriculum at the BA level, 300 university instructors were selected to participate in this study. To answer the research questions various statistical methods (one-way ANOVA, independent sample t-test, Confirmatory Factor Analysis and Scheffe’s test) have been utilized. Results of this quantitative study revealed that among the sub-constructs of the 21 st century, critical thinking, collaboration skills, creativity and innovation skills, self-direction skills, technological literacy, global and local connection skills, economic and financial literacy, business and entrepreneurial literacy and media literacy should be considered as aspects of the null curriculum in TEFL curriculum in BA level in Iran, and they should be added to the present curriculum; however, communication skills are not regarded as aspects of null. In addition, Iranian EFL university instructors’ ratings on different components of 21 st -century skills as one aspect of the null curriculum significantly differed. Finally, a model was proposed to describe the relationship between the ratings of the components of 21st-century skills as one aspect of the null curriculum by Iranian EFL university instructors. The findings of the present study can help to a better understanding of the ELT curriculum, aspects of the null curriculum, and 21 st -century skills in the Iranian context.

Manipulation, one of the pivotal concepts in critical discourse analysis (CDA), is mainly considered a top-down strategy implemented by superior people on the inferior ones, who are passive recipients of power, to further their goals and benefits. However, the present paper highlights manipulative strategies exercised by a less powerful individual on the more powerful one who rather than being a passive victim, resists being manipulated by having gained counter-information to counterbalance the manipulator’s arguments. In the present paper, a critical discourse analytic approach is adopted to trace the power struggle in interpersonal relationships, taking advantage of a textual-contextual analysis to lay bare how power relations are detectable in discourse and what strategies are employed to exert or neutralize power. The selected excerpt examines the exchange between an irresponsible tour guide who is concerned with his job security and a dissatisfied tourist who threatens to disclose his incompetency as a tour-guide. To accomplish this end, several manipulative strategies are identified in the chosen excerpt, drawing on Teun A. Van Dijk, Eddo Rigotti, De Saussure & Schulz and Sandrine Sorlin’s proposed strategies.

One of the effective ways to increase the learning opportunities in language classes is provide conditions in which learners can provide feedback on one another’s performance. The results of studies have also confirmed its beneficial effects and even its superior effects compared to teacher feedback. Despite its positive effects, the results of some studies reveal that teachers are hesitant or cautious in their use of peer correction. It is not clear, however, what factors and conditions negatively influence the teachers’ willingness to embrace its potentials in learning. Accordingly, the present study was conducted to investigate the teachers’ attitudes and beliefs in this regard as well as the factors they take into account in their decision to advocate activities that involve the use of peer feedback. For this purpose, in-depth interviews were conducted with 63 Iranian EFL teachers using questions developed based on the related literature. Content analysis of the interviews revealed five major themes including effectiveness of peer corrective feedback, concern about learners’ negative emotional response to PF, the role of learners’ age in being receptive to PF, the role of learners’ proficiency level in PF effectiveness, and teachers’ perception of their learners’ preferences for and attitude toward PF. Generally, the majority teachers seemed to be doubtful in their tendency to use peer correction primarily because they thought their learners are not receptive to peer comments on their linguistic performance. The results carry significant implications for language teachers and teacher education programs.

Although reflective teaching is believed to be a significant feature of effective teachers, there is little empirical evidence to demonstrate its influence on learners’ evaluation. This study examines the relationship between EFL teachers' degree of reflection and learners’ evaluation of teacher effectiveness. Data were collected from 71 Iranian EFL teachers teaching at the private language institutes and 296 language learners. Reflective teaching inventory designed by Akbari, Behzadpour, and Dadvand (2007) was administered to the teachers and their learners’ evaluation was elicited through Murdoch’s (2000) checklist. The statistical analysis revealed significant positive relationships between reflection subscales and learners’ evaluation. It was thus assumed that understanding how reflection can change language learners’ evaluations can shed light on the role of reflection in improving teachers' performance and consequently learners’ appraisal. Hence, 10 teachers with the highest degree of reflection participated in follow-up interviews. Analysis of the interview data, indicated how reflection subscales contribute to teachers' in getting higher ratings from learners. In line with these findings, the implications for teachers, administrators and teacher education are discussed.

La mise en altérité des femmes, auteurs et autres, tout au long du XIXe siècle est l’œuvre de tous les agents d’une société aux couleurs idéologiques différentes qui trouvent pourtant un terrain d’intérêt commun quand il s’agit de la participation du sexe dit faible dans la sphère publique. Républicain, libéral, monarchiste, royaliste, anarchiste même socialiste, se servent des mêmes arguments fondés sur un discours pseudoscientifique, éthique et socio-politique pour cantonner les femmes au foyer conjugal. Face aux autrices qui, malgré les interdits, acquièrent une certaine réputation, la stratégie des hommes de lettres se diversifie : les cantonner dans la catégorie d’exception, leur assigner des genres littéraires spécifiques ou attribuer leur succès aux influences des hommes. La réception de Germaine de Staël par Sainte-Beuve, Lamartine et Barbey d’Aurevilly montre que l’enjeu principal du débat est pourtant la peur de perdre le pouvoir dans le champ littéraire qui est devenu dans ce siècle fortement politique et économique.

The present study aimed to develop and validate a model of Iranian EFL teacher classroom fairness using a sequential exploratory mixed methods design (QUAL + quan). The participants consisted of two groups. The first group consisted of 250 Iranian EFL teachers who were selected through available sampling through virtual groups in social networks. The second group of participants included 150 Iranian EFL learners at the intermediate level from different private language institutes in Iran were selected through available sampling from different virtual groups in WhatsApp or Telegram. The following instruments used for data collection in the present study: A Demographic information scale and a closed-ended questionnaire. Data analysis was conducted through thematic analysis by MAXQDA software and Structural Equation Modeling (SEM), using exploratory and confirmatory factor analysis through SPSS and AMOS 24 software. Finally, the reliability of the developed model of Iranian EFL teacher classroom fairness was estimated using Cronbach's alpha coefficient. According to the results, a model of Iranian EFL teacher classroom fairness developed in four main components, including teaching fairness, evaluation fairness, classroom management fairness, and classroom communication fairness. Finally, the proposed model of Iranian EFL teacher classroom fairness found to be valid and reliable. The findings have some implications for policymakers, teacher educators, teacher education administrators, and curriculum developers

This study investigated the bodily-kinesthetic intelligence of Iranian undergraduate students in the English language and its relationship with their grammar knowledge. For this purpose, 139 male (N=46) and female (N=93) English language students aged 22 -32 years old were randomly selected as the participants. Multiple Intelligence Questionnaire (MIQ) and a grammar TOEFL test were used to evaluate the bodily-kinesthetic intelligence of the students and measure their grammar knowledge. Bodily-kinesthetic intelligence of students and its relationship with grammar knowledge was gauged using descriptive statistics and correlation analysis. The means of males and females in grammar knowledge and bodily-kinesthetic intelligence were assessed through a one-way sample t-test. The findings revealed a statistically significant relationship between the bodily-kinesthetic intelligence of the participants and their grammar knowledge. The findings also showed no remarkable differences between males and females regarding bodily-kinesthetic intelligence and grammar knowledge. The implication of the findings is that English language teachers should utilize the same effective grammar textbooks and tasks for both male and female students.

Teacher identity has been studied from several perspectives. However, the present study makes an attempt to investigate the process of identity formation through narrative telling from the framework of complexity theory. In a case study design semi-structured interview data and teacher-produced diaries of a novice Iranian English teacher were analyzed in order to identify attractors of identity formation. As a result, four major attractors that had the strongest effect on the process of identity formation were detected. Then the mechanisms through which these attractors exerted influence on identity formation are discussed. Finally, it has been argued that narrative construction of identity requires the individual to stress different aspects of their identity at different times; and that the phase shifts that occurred when the identity system moved in the direction of another attractor were triggered by the moment-to-moment requirements of narrative formation. The findings are followed by a discussion of pedogogical and theoretical implications.

The CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education.