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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.

The global education landscape is witnessing a rise in teacher accountability, where educators bear a heightened responsibility for demonstrably achieving student learning outcomes. In response, teachers are engaged in a continuous quest to enhance their pedagogical effectiveness, seeking strategies and methodologies to optimize their classroom practice. The present study investigates the relationship between Continuous Professional Development (CPD) practices and teacher success in the Iranian context. A sample of 364 EFL teachers from junior and senior high schools self-reported on their CPD engagement, while 422 of their students provided their perceptions of teacher success. Findings revealed the substantial potential of CPD to elevate teacher success through interconnected processes of knowledge updating, reflective practice, collaborative learning, and refined decision-making skills. Notably, updating knowledge strongly influenced both collaboration and reflection, while reflection moderately stimulated collaboration, and collaboration exerted a robust influence on effective decision-making. However, the study unexpectedly uncovered a negative direct association between teacher decision-making and professional success within the specific Iranian context. Additionally, no significant gender-based differences in teacher success were observed. The negative association between teacher decision-making and professional success in the Iranian context warrants further investigation. This suggests that factors specific to the Iranian educational system or cultural context might influence the relationship between these two variables. Understanding these factors is crucial for developing contextually relevant CPD programs.

Teachers play a pivotal role in the instruction-assessment process. Knowing EFL teachers’ conceptualizations of the role of assessment as well as their own role in the implementation of assessment is very critical. Accordingly, the current study aimed to compare Iranian EFL public high school teachers’ literacy and perceptions of dynamic assessment with those of English language institute teachers. In so doing, 45 (23 high school, 22 institute) English teachers, teaching in Lahijan, Iran were selected according to convenience sampling method. The teachers were invited to cooperate and participate in the study and fill out the questionnaire sent via social network like WhatsApp and Telegram. In addition, nine teachers (five high school, four institute teachers) were selected through purposive sampling to participate in a semi-structured interview with five questions posed through the above-mentioned social networks. A researcher-adapted questionnaire with 23 items in a Likert-type scale was utilized to collect data. The validity and reliability of the questionnaire were achieved through experts’ opinion and Cronbach Alpha, respectively. Having collected the data, descriptive and inferential statistics of the findings showed that although both groups of teachers had a realistic view about the application of dynamic assessment due to its practicality and social acceptance, the teachers in two different contexts of teaching had different rates of literacy and perceptions of dynamic assessment. Furthermore, the difference in the two groups of teachers’ perceptions of dynamic assessment practicality was significantly different. The institute teachers enjoyed a higher average of both literacy and perceptions of dynamic assessment practicality in their classrooms. This study echoes the teachers’ voices, and as in the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to be agents of change that would hopefully encourage change at the discipline and in the institutional level.

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.

Adverse Conditions in the Professional Lives of English Instructors: Recommendations to Ameliorate Teacher Resilience Abstract The present qualitative study strived to examine Iranian English instructors’ experiences of adverse conditions in their teaching environments. To yield this purpose, 30 novice language institute English instructors in Tabriz (Iran) were selected as the participants. To triangulate the data, we utilized interview and narrative data collection techniques. Adapting inductive, bottom-up approach to analyzing the themes, three main themes were generated: teacher factors, contextual factors, and student factors. The findings of the study were ascribed to the participants’ resilience in their academic settings. The findings can provide the teacher educators and educational psychologists with certain guiding principles regarding teacher resilience. The results of the study has a number of implications for pedagogy and teaching practice as well as the educational psychology and teacher education . Keywords: adverse conditions, emotional regulation, psychological wellbeing, teacher education, teacher resilience

This research paper delved into the critical issue of applying English as a Lingua Franca (ELF) assessment principles in local English language tests used for non-native English speakers in Iranian language institutes. A qualitative content analysis was made on 60 local tests, dissecting them into domains, dimensions, and rating rubrics to scrutinize their alignment with ELF assessment principles. The study unveiled that despite some alignment with ELF assessment principles, key aspects like local communicative context, intercultural competence, and linguistic diversity are often overlooked. In particular, writing and reading tests failed to fully reflect these principles, and listening and speaking assessments showed biases towards native English varieties. The study provides crucial insights for test developers to foster a more nuanced and accurate assessment of non-native English speakers' abilities. Moreover, it highlights the need to embed ELF principles into test construction, argues for broader assessment scopes and a focus on locally relevant tasks, and contributes to more equitable and contextually relevant English language proficiency tests by emphasizing linguistic diversity in assessment frameworks.

 On the Elaboration of Contexts of Situation with Special Reference toRequesting Strategies in BaliI Made Netra  , I Made Suastra  , & I Putu SutamaAbstractOver the last two decades, the study of meaning has been done utilizing context of situation. It has been practiced in determining the speaker’s meanings in languages around the world. However, this research attempts to develop an elaborated form of context of situation in a culture-specific Balinese language and to explicate the speaker’s meaning bound by the elaborated context. To this end, an approach of participatory observation was applied which  was qualitative and  descriptive in nature. The data were collected from respondents and informants of Buleleng and Gianyar regencies,considering that although they share the same language, their understanding on requesting strategies, however, might be different. Requesting strategies in Balinese is contextually bound by a given and elaborated context of situation, which is referred to as Desa Kala Patra functioning both as a context of situation and an adjustment for language effectiveness.  The elaborated context is immensely applicable to different requests. The requests are articulated based on the Balinese cultural scripts. Again, as an elaborated context of situation, Desa Kala Patra can bind the requesting strategies.  As an adjustment for language effectiveness, Desa Kala Patra can mostly shift the direct strategies into indirect ones. Indirect requests can be expressed by asking, tag-questioning, giving information, giving advice, providing alternative points, offering, complaining, greeting, and inviting. The practices of requesting are configured by low-level scripts using exponents of philosophical aspects, Desa Kala Patra itself, “ if/then” condition, mechanism, results, and concluding statement.