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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.

Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling (SEM) to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise a scale for measuring students' anglo-emotionality (a blend of native speakers' characteristics and emotionality) using SEM, while also scrutinizing the relationships between sapio-emotionality (intelligence entwined with emotionality), angloemotionality, and sensory motivation. Data was collected from 292 EFL students (156 males and 136 females) across both social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, anglo-emotionality, and sensory motivation scales. The SEM analysis indicated that the anglo-emotionality scale has robust psychometric properties. Furthermore, it facilitated the revelation that sapio-emotionality is positively correlated with sensory motivation. However, no significant statistical correlations were discerned between anglo-emotionality and sensory motivation via SEM. Intriguingly, when mediated by angloemotionality, SEM revealed that sapio-emotionality cannot predict sensory motivation and English Language Acquisition (ELA). Also, none of the dependent variables emerged as predictors of ELA. The study concludes with a discussion of the results and their implications for future research, underscoring the utility of SEM in elucidating these intricate relationships.

Teachers’ self-regulation (SR), which improves teaching practices, has not received due attention from EFL researchers. This mixed-methods study aimed to examine the SR strategies and teaching effectiveness of English language teachers in Iranian universities and institutes located in three Iranian cities. The first sample of this study comprised 172 EFL teachers (128 males and 44 females) from different socioeconomic backgrounds. Their ages ranged from 23 to 55 years old. The majority of them majored in the different branches of English—English literature (5 BAs, 30 MAs, 10 PhDs), English teaching (10 BAs, 50 MAs,16 PhDs), and English translation (7 BAs, 28 MAs, 16 PhDs). On the other hand, the second sample comprised 153 EFL learners, who were the students of the participating teachers (49 males and 104 females). The age range varied from 14 to 35, and they came from different socioeconomic backgrounds. A study was conducted Teachers completed a Teacher Self-Regulation Scale (TSRS) questionnaire to declare the types and frequency of SR strategies they used while the participating students completed the Characteristic of Successful Iranian EFL Teachers (CSIET) questionnaire, which included ten questionnaire items. According to the quantitative data analysis, SR strategies and teaching effectiveness were negatively correlated. Moreover, 20 EFL teachers were interviewed to determine their awareness of their teaching effectiveness. The study indicates that teachers were not familiar with SR strategies, which can negatively impact their teaching effectiveness. The findings of the study may have insights for teacher educators, administrators, and university teachers, highlighting the role of SR in EFL teaching effectiveness.

Translation has played a crucial role in easing communication between human beings at all times throughout history, so without translation, the complex, interwoven social structures in human life might never have been achieved. It has also made accessing texts of high significance easy and comfortable. The purpose of this study is to ascertain the methods translators used in translating certain cultural contents from the Holy Quran, as well as the degree to which they applied the concepts of domestication and foreignization to their translations of these cultural aspects. The theoretical framework for this research is Baker's method (1992), which offers strategies that translators use when dealing with concepts that lack equivalents at the vocabulary level or higher counterparts. The majority of the Qur’an-specific cultural items have been translated using the first strategy of "translation by a more general word," with a total percentage of 48.85. The second most common strategy is "translation by paraphrase using a related word" (21. 71%).Given that the majority of strategies employed by all translators fall under the category of domestication strategies, it can be concluded that the translators adopted a target-oriented approach rather than a source-oriented approach when translating Qur’an-specific cultural items.

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.

L’interprétation est une activité complexe comportant des processus cognitifs dans le cerveau de l’interprète ou plus précisément dans sa mémoire de travail, responsable du stockage temporaire et du traitement des informations lors des activités cognitives. La performance d’un interprète est liée au fonctionnement de sa mémoire de travail et ses composantes. Du fait que l’administrateur central est le système principal de la coordination des systèmes auxiliaires et du contrôle attentionnel dans le modèle le plus influent de la mémoire de travail présentée par Baddeley, nous cherchons plus précisément, dans cet article, à examiner son rôle en interprétation et sur la performance de l’interprète tout en s’appuyant sur la Théorie du sens de Seleskovitch et Lederer en vue d’aborder l’interprétation du point de vue traductologique. Pour ce faire, nous avons choisi dix étudiants en traduction dans les universités iraniennes passant des cours d’interprétation. Après un test de mémoire de travail, nous avons fait, d’abord, un test d’interprétation en vue d’examiner la performance des étudiants dans les conditions normales d’interprétation. Ensuite, les étudiants ont passé un autre test d’interprétation, mais cette fois-ci, avant de commencer l’interprétation, nous avons imposé une charge cognitive supplémentaire sur son administrateur central au moyen d’une tâche cognitive afin de le saturer. Les résultats ont éclairci que la surcharge cognitive sur l’administrateur central a significativement baissé la performance des étudiants. Ils illustrent bien combien la performance de l’interprète est tributaire du fonctionnement de l’administrateur central et que son rôle est donc crucial en interprétation.

This research examines the ideological underpinnings of the coup speech delivered on January 15, 1966, by Major Kaduna Nzeogwu. Employing Jeffries' (2010) Critical Stylistics theory as a methodological framework, the study conducts a linguistic analysis to uncover the political viewpoints and intentions of the coup plotters. The analysis reveals how specific linguistic choices and patterns were employed to communicate the plotters' intentions to the public, suppress dissent, and advocate for the establishment of military rule instead of democratic governance. The speech underscores the plotters' portrayal of their actions as necessary for national salvation, while framing democratic processes as ineffective. Additionally, the use of emotive language and authoritative tones served to bolster legitimacy and rally public support for the coup. The analysis further elucidates how the adopted linguistic strategies functioned to justify the overthrow of the existing government and the suspension of democratic institutions in Nigeria’s First Republic. This Critical Stylistic study highlights the intricate power dynamics that underpinned the military intervention and emphasizes the role of language as a tool for ideological persuasion. By revealing the linguistic resources employed by the coup plotters, this research contributes to a deeper understanding of how language can shape political realities and influence public perception during times of upheaval.

This study explores the complexities and variations in translating Mohsin Hamid’s novels – Exit West , The Reluctant Fundamentalist , and How to Get Filthy Rich in Rising Asia – from English into Persian within a hybridized space. Using Mollanazar and Parham’s (2009) analytical framework, the research examines the attributes of hybrid texts in translations by Hossein Hassani, Maryam Ahmadi, and Ahmad Al-Ahmad. Through micro- and macro-level analysis, the study addresses key questions: How do translations adhering to Mollanazar and Parham’s model (2009) reflect the first level of hybridity? Are the findings consistent with existing hybrid perspectives in translation studies? The results indicate that contemporary translations, influenced by factors such as censorship and cultural invasion, alter the narrative’s interpretation. This conclusion contributes to translation studies by highlighting the challenges of translating hybrid texts and their broader implications.

Audio description (AD) is a key tool for improving audiovisual accessibility, originally developed to support the blind and partially sighted community. However, its benefits extend far beyond its initial target audience, with users now including individuals with cognitive disabilities, older adults, language learners, and even sighted individuals in specific contexts. This article analyzes the inclusive potential of AD, tracing the historical evolution of AD from its initial beginnings in the 1980s to the current day as a recognized form of audiovisual translation. AD translates visual information into verbal description, enabling BPS audiences to access visual media on an equal basis as sighted viewers. Apart from accessibility, AD has increasingly been appreciated as a pedagogical tool to facilitate language learning, listening skills, and vocabulary acquisition. AD is also advantageous for individuals with cognitive disabilities since it provides clear, concise descriptions of visual objects, helping to focus attention and reduce cognitive overload. It can also improve the experience for sighted users where visual access is limited, such as while driving or multitasking. This study invites further investigation of the broader applications of AD, encouraging its use in different environments, including education, virtual reality, and interactive narratives. Seen in this light, the current study highlights AD’s potential to facilitate inclusivity and accessibility across society, for a wide variety of users beyond its current target ones.

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.

Although there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Corrective Feedback (FWCF) in EFL settings. Using a mixed-method approach, this interpretive exploratory study sought to understand the attitudes of Iranian EFL teachers toward FWCF. The analyses were based on quantitative data from a 13-item anonymous bespoke online survey, qualitative data from semi-structured interviews, and an open-ended question at the end of the survey. EFL teachers (n =137) responded to the online survey, and 7 participants participated in semi-structured interviews. The findings indicated that female teachers' favorable opinions about the effectiveness of WCF for improving EFL learners' writing performance resulted from their belief that the learners' capacity to use more formal and courteous language in their writing assignments was positively impacted by using these formulaic sequences. Moreover, the findings demonstrated that EFL teachers preferred direct WCF methods over indirect tactics. The most essential component that affected teachers' practices in the classroom was training designed to change their perspective of the valuelessness of WCF. The teachers' lack of satisfactory understanding of formulaic sequences stemmed from their lack of information. In addition, teachers' hesitancy to use them in the lower proficiency levels emanated from their misconceptions of their uselessness in the language learners' writing tasks.

While many English language learning textbooks provide exercises on the difference between present simple and present progressive tenses, they often lack meticulous explanations regarding their meaning and contextual usage. Having been inspired by cognitive linguistic studies on English present tense and the theory of Cognitive Grammar, an empirical study was devised to incorporate the elements of cognitive linguistics analysis of English present progressive tense into EFL grammar teaching material. This quasi-experimental study included 53 adult EFL learners being homogenized in terms of their English proficiency based on their scores on Quick Oxford Placement Test, and randomly assigned to three groups. The course of instruction lasted for three weeks during which the groups met 6 times. The cognitive group (N = 18) received cognitive linguistic explanations followed by examples indicating inherited epistemic contingency in English present progressive tense (including, current ongoingness, historical present progressive, future present progressive, temporary validity, duration, iteration, repetition, and modality) and structural construal indicated by present simple. The task-based group (N = 16) received conscious-raising tasks lacking cognitive linguistic explanations. The control group (N = 19) did not receive any explicit instruction. Pretest and posttest scores were used to measure the effectiveness of the types of instruction. The results of paired samples t-test and one-way ANOVA revealed that the cognitive group outperformed the task-based group and the control group showing a higher level of construing usage context of present simple and present progressive tense. 

Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically captures their interrelationship remains in its infancy. The current study explored the interplay between L2 learners’ motivational selves and their sociopragmatic and pragmalinguistic competence using structural equation modeling (SEM). It sought to elucidate the mechanisms within the theoretical framework of the L2 Motivational Self-System that underpin this relationship. A cohort of 260 participants learning English-as-a-foreign-language (EFL) from three public universities in Iran was assessed using an online L2 motivation questionnaire and an oral discourse completion test (ODCT) to evaluate their L2 motivational selves as well as sociopragmatic and pragmalinguistic knowledge. The SEM analysis indicated that the learners’ sociopragmatics and pragmalinguistics were associated with some motivational subcomponents. Specifically, the students’ Ideal L2 Self exhibited significant positive predictive power in relation to their sociopragmatics. Their L2 Learning Experience contributed significantly to their pragmalinguistic knowledge. However, the participants’ Ought-to L2 Self appeared to predict their sociopragmatics negatively. Overall, those students who possessed a more robust Ideal L2 Self and an enriched L2 Learning Experience exhibited greater sensitivity to sociopragmatic and pragmalinguistic aspects and demonstrated better pragmatic production. Conversely, their Ought-to L2 Self which is inundated with obligations had a preventative function. These findings underscore the significance of integrating motivational constructs into L2 language pedagogy to enhance the learners’ Ideal L2 Self and their L2 Learning Experience, thereby optimizing their performance pragmatically.