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This study was done to investigate the relationship between technological pedagogical content knowledge and reflective teaching of Iranian ESP teachers in online classrooms. To meet the goals, 254 ESP teachers from different universities in Iran were selected to take part in the study. The technological pedagogical content knowledge and teachers’ reflective teaching questionnaires were used as the main instruments of the study. Pearson correlation and multiple regression were calculated to analyze the data gathered from the questionnaires. The findings showed that the relationship between Iranian ESP teachers' technological pedagogical content knowledge and their reflective teaching in online classrooms was significant and the components of TPCK significantly predicted the Iranian ESP teachers’ reflective teaching. The findings of the study assist ESP teachers to employ technological pedagogical content knowledge to enhance their reflective teaching in the teaching process.

This research explores the verbs used in aphasic spoken data by using Hallidayan systemic functional linguistic framework and compares them with the type of verbs used by healthy subjects. Persian aphasia test was used to recruit eight right-handed aphasic patients (mean age of 57.5 years) based on convenient sampling, and there was also another control group of six healthy participants (mean age of 52.2±2.04 years). They were interviewed orally and the process types in each group were determined and compared. These processes were compared to each other by using descriptive statistics characteristics such as the mean and standard deviations of the processes. In order to study descriptive results more precisely, statistical inference was used and ‘test for comparing two binominal populations’ was implemented to analyze differences of the process proportions between two groups. Results showed that aphasics significantly used more material processes than normal individuals (p=0.021); on the other hand, aphasics significantly used less relational (p=0.012) and behavioral (p=0.018) processes than normal individuals. There could be seen no significant differences for the use of mental, verbal, and existential processes between the two groups (p>0.05). Relying more on some processes and less on some others in aphasics implies the linguistic areas where they have more problems with and suggests where they base their speech in the process of recovering linguistic abilities. These findings has implications for both linguists and language pathologists.

This study aimed to compare the use of the apology speech act and other semantic formulas among Iranian EFL learners, American native speakers of English, and Iranians living in America for four years. We conducted a transcultural investigation on the use of apology strategies in the two cultures, and then assessed the effects of living in the target language context. The data were collected using a Discourse Completion Test (DCT), and then coded based on the Cohen and Olshtain’s (1981), and Istifçi (2009) classification of apology speech act. The results showed significant differences between the use of apology strategies by Iranian EFL learners and American speakers in apology verbs. Also, we found that the Iranians who had lived in America were successful in reaching the target language’s cultural norms. This improvement was mainly because of living in the target language context and learning through interaction. We also found that the act of flattery among Persian users which is a subcategory of a cultural habit called ta’arof is a strategy to amend their mistakes. The results of this study might be useful for sociolinguists, transcultural researchers, and foreign language teachers.

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.

Online teaching ultimately encourages language teaching to use established and best practices to provide this teaching modality in empirically validated ways. The use of the media in classrooms leads students to learn about the subject more creatively and objectively.  The study investigated the relationship between teachers' media literacy and their attitude toward online teaching. Three hundred eighty-three males and females EFL teachers participated in the present study. All participants had a Master of Arts in TEFL. The participations were selected through convenience sampling. Then, the researcher used the Pearson correlation to investigate the correlation between teachers’ media literacy and their attitude toward online teaching. The results showed that there was a positive significant relationship between teachers’ media literacy and their attitude towards online teaching.