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Perceptions have absorbed scholarly scrutiny within the domain of Second Language Acquisition (SLA) due to their potential to significantly impact learning behaviors. Hence, this study investigated female English as a Foreign Language (EFL) teachers’ and learners’ attitudes toward patterns of Corrective Feedback (CF) and Collaborative Writing (CW). This study involved 150 EFL female learners aged between 14 and 20 along with 40 EFL female instructors at Iran Language Institute (ILI) in Urmia, Iran. The learners filled out the adapted version of Loewen et al.’s (2009) CF scale that encompassed 24 items. Additionally, a CF questionnaire, developed by the researcher, was administered to the teachers that comprised of 14 items. Furthermore, a CW questionnaire adapted from Aghazadeh et al. (2022) involving 8 items were administered among the learners and the teachers. To supplement the quantitative data at the end of the study, semi-structured interviews were conducted with the participants. The outcomes demonstrated that both teachers and learners had a positive attitude toward CF and CW. The theoretical and practical implications of the study were accordingly discussed.

Second language (L2) researchers often rely on quantitative methods and measurement instruments like questionnaires and scales to explore latent constructs. They usually borrow sophisticated statistical techniques from disciplines like psychology and education to conduct quantitative analyses in L2 research. However, there are growing concerns about the inappropriate use and reporting practices of such statistical procedures like exploratory factor analysis (EFA). This study aimed to describe and evaluate the methodological issues in EFA research practices, examine the relationship between study features and outcomes, and improve future L2 research practices. This study presented the results of a methodological synthesis study on exploratory factor analysis use published in five universally reputable psychology-related journals since 2000. Specifically, the researchers identified 93 EFA studies and developed a coding scheme of key EFA considerations to analyze how EFA was used and reported in these articles. The article discussed the several results and provides essential recommendations for L2 researchers intending to employ EFA in their works.

This study aimed to investigate the influence of a gamification-enhanced language classroom within the context of Moodle in promoting extrinsic and intrinsic motivational attributes of language learners. A total of 220 language learners from different universities in Iran were recruited as the participants and randomly assigned to the gamification-enhanced (n= 114) and control groups (n= 106). Over the eight weeks of treatment, the experimental group members were taught using various gamified tasks and activities through the gamified Moodle LMS. A motivational orientation scale was administered before and after the intervention. The results of ANCOVAs demonstrated a significant boost in the extrinsic motivation of language learners, including external, introjected, and identified regulation. Furthermore, the study confirmed that the integration of gamification has resulted in a higher level of intrinsic motivation for the participants in the areas of knowledge, accomplishment, and stimulation. The relevant pedagogical implications and directions for future studies are discussed.

"English Language and Literature" courses are essential components of university education. They provide a significant avenue for understanding the politics, economics, and customs of English-speaking countries. These courses facilitate a mastery of English grammar, which in turn enhances students' comprehension of spoken and written English content. However, traditional modes of instruction in English Language and Literature often lack engagement and interactivity, thereby limiting the effectiveness of learning in this field. In order to boost learners' interest and efficiency in studying English, it is imperative to shift away from conventional teaching approaches. With the rapid advancement of artificial intelligence in various domains, its integration with English Language and Literature education can yield intelligent learning experiences. This study employs a combination of Convolutional Neural Networks (CNN) and Gated Recurrent Units (GRU) to reform the teaching model in English Language and Literature. The results indicate that CNN and GRU methodologies offer substantial support in realizing intelligent approaches to teaching this field. These methods exhibit a high degree of similarity and accuracy in predicting linguistic features in English Language and Literature. They excel in terms of predictive and scatter error distribution, showcasing superior performance.  

The present study aimed to investigate vowel hiatus resolution and its relation to vowel shortening in Persian and Central Kurdish within an Optimality-Theoretic framework. The results showed that both Persian and Central Kurdish ​​use glide formation through vowel shortening to resolve hiatus in certain environments. Persian has its own way to resolve vowel hiatus. The two high vowels /i/ and /u/, as a result of glide formation through vowel shortening, are changed into a short vowel and the glides /j/ and /w/, respectively. In Central Kurdish, glide formation occurs in high vowels /iː, uː/ and mid-high vowels /ēː, ōː/. In Persian, glide formation involves a quantitative reduction in the long vowel /iː/ and a quantitative and qualitative alteration in the long vowel /uː/. On the other hand, glide formation in Central Kurdish involves only a quantitative reduction in long vowels. Based on an OT analysis, the main factor in resolving vowel hiatus in both Persian and Central Kurdish is the obligatory presence of onset in the syllable structure. In contexts in which glide formation occurs through vowel shortening, the ranking of the active constraints in Persian and Central Kurdish is: ONSET, AGREE(place) >> MAX, DEP >> IDENT(µ).  

As one of the most prominent components of native-like language use, lexical bundles play a crucial role in academic texts. Considering the amount of written language produced by writers, this study explored lexical bundles in non-native and native academic reports. To that end, 100 sample reports of non-native and native writers taken from the Michigan Corpus of Upper-level Student Papers (MICUSP) were selected and analyzed to find non-native and native writers’ use of lexical bundles regarding frequency, structure, and function. Results indicated that native writers generally used a more extensive variety of lexical bundles in their reports. Regarding the structure of bundles, both non-native and native writers tended to employ more noun phrases with of-phrase fragments. In terms of the functions of bundles, both groups of writers tended to use more research-oriented bundles, followed by text-oriented and participant-oriented bundles, respectively. Findings highlight the value of fixed expressions in producing coherent academic texts by proficient writers, hence their importance in materials design and second language instruction.  

Classroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including age and gender. The participants of the study were 75 (41 females and 34 males) teachers at universities and in language institutes of Fars Province, Iran. The study enjoyed a descriptive design using two sets of instruments encompassing a Five Likert-scale questionnaire and a semi-structured interview for collecting the data. The questionnaire determined teachers' classroom management strategies and the interview collected their opinions regarding classroom management. To analyze the data, one-way ANOVA and an independent sample t-test were run. The findings indicated that teachers' age and gender had significant effects on the types of strategies that they used when they faced misbehaviour. The findings also revealed that male teachers significantly used the strategies such as verbal warning, and female teachers removing the student from the class. The age groups were different in terms of using two strategies namely reward student with free time or activities and lower students' grade. The findings could have implication for curriculum designers, EFL teachers, and policymakers because it could enhance their skills in better management of learners' misbehaviours.

This study sought to identify the challenges and needs of TOEFL iBT candidates in achieving C1 level scores in the speaking and writing sections of the exam. To this end, the researcher employed a mixed-method approach to collect data from a population of 46 students, both male and female, between the ages of 22 to 30. The participants were enrolled in two TOEFL preparation classes at Universidad Nacional de Educación. The data were collected through a survey, class observations, and TOEFL speaking and writing mock tests, and were subsequently analyzed both qualitatively and quantitatively. The findings indicated that the participants encountered challenges in discussing unfamiliar topics fluently, struggled with producing language at the C1 level while employing a variety of grammar and vocabulary, and demonstrated reduced accuracy due to influences from their first language (L1). To address these challenges, it is recommended to offer a bridging course prior to exam preparation courses wherein the primary focus is devoted to enhancing candidates’ accuracy and communicative competence in discussing unfamiliar topics through corrective feedback. The findings of this study could offer valuable insights to TOEFL iBT test preparation instructors, enabling them to better understand the challenges students face and plan strategies to address these challenges effectively within preparation courses.

The main purpose of this study is to present and evaluate a model to execute successful On the Job Training Course for Iranian EFL teachers. In order to achieve the goal of the study, 441 teachers of different language institutes in several cities of Iran were asked to complete a self-made questionnaire which was designed based on some face-to-face interviews and observation documents of 26 teachers. As factor analysis was the most crucial concern of this study, the 43 items of the questionnaire were piloted on a sample of 147 EFL teachers. Regarding this matter, the scale in this study enjoyed having a sufficient communality value greater than 0.5 for 25 questions in the questionnaire out of 43 questions. Pearson’s correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The result revealed that the research model was in the domain of acceptance. The findings of this study can provide fruitful information for English teaching and learning stakeholders, educational policy makers, supervisors, and those involved in second language teacher education as well as English language teachers in EFL contexts.

The application of comprehension skills as a general cognitive ability has long been discussed in the literature on second language reading comprehension. To trace second language reading comprehension difficulties back to the text or reader attributes, the present study investigates the optimum load of linguistic and non-linguistic components of second language reading ability. The study followed a quantitative method of research, and the data were collected on the performance of 164 Iranian foreign language learners with different educational backgrounds. A group of Teaching English as a Foreign Language (TEFL) experts provided feedback on the specifications of the sample test items based on the Comprehensive Taxonomy of Reading Sub-skills (CTRS) derived from major taxonomies in the literature. Applying exploratory factor analysis and correlational computations, the results revealed that although the items were all convergent to measure the same latent construct, items aimed at measuring general cognitive comprehension skills had more contribution to the overall test scores. Teachers at both language institutes and ministry of education, test developing organizations, and students who seek to gain more success in reading comprehension examinations can benefit from this study feedback.

Motivated by the growing significance of research on language teacher emotion regulation, the present study investigated the contributions of an online asynchronous teacher education initiative to L2 teachers’ emotion regulation. Drawing on Gross’ (1998, 2015) model of emotion regulation, the data gathered from interviews with four teachers prior to and after the course, their reflective narratives, online discussions, and class observations were qualitatively analyzed. The analyses pointed to the microgenetic development of teachers in terms of the incremental learning and application of the course content (i.e., emotion regulation) to their instructional practice. In other words, the participants incrementally drew on the learned strategies to up/down-regulate their emotions as English teachers. Additionally, the participant teachers tended to articulate their thoughts via reflective narratives by adopting the professional discourse, further implying the participant teachers’ access to their cognitions.

This research synthesized the methodological issues of studies published in English for Specific Purposes from its debut in 1980 up to 2020, from both an overall perspective and also periodically in four decades. To this aim, we examined 617 empirical articles with regard to two themes: (a) research methodology, and (b) data sources. More specifically, we probed into the methodological designs, how they were integrated and the points of departure in qualitative research. Our results brought to the fore that the majority of ESP articles were framed as combined methods studies, most frequently concurrent designs, dominated by qualitative data and data collection. As well, about half of qualitative studies did not specify their approach and the majority of quantitative works utilized descriptive statistics and combinations of different tests. Pertaining to data sources, text samples as well as an amalgamation of different data collection techniques were the most prominent ones. Based on these results and discussion, we provided empirically–grounded recommendations and suggestions for promoting methodological transparency and rigor for the prospective studies for the field of ESP and applied linguistics in general.  

La langue et la culture sont indissociables, car la culture se manifeste dans la langue et grâce à cette dernière, pourrait être fournie la base nécessaire à la manifestation de la culture. La traduction est un discours socioculturel où les sociétés humaines pourront afficher leur identité culturelle en invoquant l'autre. La problématique principale autour de laquelle s’organise cette recherche est celle de savoir comment dans la traduction, les culturèmes provoquent le déplacement des frontières sémantiques et comment l’union entre le nous et les autres, comme l’explique Y. Lotman dans la théorie de la sémiosphère, serait possible.  Cette recherche aura pour objectif de montrer que dans la traduction du roman Papillon, la transmission du sens des culturèmes dépend des situations discursives fondées sur deux systèmes sémantiques convergents et divergents. La présente étude est fondée sur l'analyse du corpus c’est-à-dire le roman Papillon d’Henry Charrier traduit par Parviz Naghibi. Ainsi les données principales de la recherche seront collectées à partir du corpus. Après avoir analysé les stratégies du traducteur, nous chercherons à apporter des solutions pour la bonne transmission du sens des culturèmes dans le processus de traduction. Enfin, nous essayerons de déterminer les typologies de traduction des culturèmes du point de vue de J. Fontanille. Les résultats de cette recherche indiquent que le traducteur n’a pas réussi à transférer le sens des culturèmes, car en adoptant des stratégies qui ne sont pas convenables pour traduire des éléments culturels d’une langue à l’autre, il n’a pas essayé de réduire les distances entre le nous et l’autre.