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Despite its recognized importance in preparing prospective teachers for the realities of the classroom, the practicum in Iranian TEFL programs faces several challenges that can significantly impact its effectiveness and hinder the development of competent and confident TEFL teachers in the country. This study, characterized as a comprehensive nationwide triangulated project, aimed at exploring and comparing the perception of the Iranian TEFL Preservice Teachers (PSTs) and the corresponding stakeholders on major issues, problems and challenges of the practicum program at Farhangian University. To these ends, a researcher-made practicum evaluation questionnaire was distributed among the participants (including 230 PSTs and 215 stakeholders) whose answers were analyzed through factor analysis. Based on factor loadings, nine major extracted factors in the two participant groups were compared through Independent Samples t-tests. The results showed that PSTs and stakeholders shared common perceptions on six factors while they held different perceptions only on three other factors. A semi-structured interview was additionally designed and conducted with 15 PSTs and 15 stakeholders. Finally, 10 practicum courses were observed to obtain an accurate understanding of the current situation of ELT PSTs’ internship education in Iran. The findings uncovered major issues and challenges with regard to ELT practicum including (a) limited adaptability and innovation in instructional approaches, resources, and materials utilized by the cooperating teachers who served as a role model for PSTs, (b) insufficient collaboration between educational institutions and universities, (c) lack of proper supervision by university advisors, d) insufficiency of time allotted to PSTs for teaching,  and e) huge gap between theoretical concepts related to the practicum principles studied in university courses with the practical realities faced by PSTs in the school environment, to name a few. The findings of the study might firstly give some insight to universities and schools in developing and implementing high-quality practicum programs that might contribute to the advancement of ELT teacher education programs. Moreover, the study can contribute to our understanding of the extent to which PSTs can integrate theoretical knowledge into their teaching practices.

Exploring L2 affective variables requires innovative research analytic approaches that can adequately address the complexity and dynamicity of the variables. Not always can the normality of distribution and linearity of relationships be assumed. Neither can the homogeneity of variance be always met. Latent profile analysis (LPA) is suggested to deal with the heterogeneity of data and non-linear relationships. It allows for hypothesis testing and model testing to tackle the ergodicity issue in second language acquisition (SLA) research from a person-centered approach. LPA, which primarily serves to classify a population or sample into several sub-groups, can be effectively employed in SLA research to classify L2 teachers or learners in terms of the different positive and negative emotions (e.g., enjoyment, boredom, anxiety, etc.) they experience while learning a foreign or second language. A classroom-based L2 learning experience occurs interactively with several personal and contextual variables involved. The relationship between any single affective variable can hardly be conceived as linear. Thus, LPA holds promises for dealing with these non-linear relations and provides insightful information about the profiles of learners or teachers concerning a particular affective variable. The purpose of this conceptual analysis is to provide a review of the basic tenets of LPA and to explain how it can contribute to the exploration of emotional variables in SLA. By identifying distinct emotional profiles, the study offers guidance on tailoring instructional strategies to address the specific emotional needs of language learners, thereby enhancing the effectiveness of language acquisition interventions.

The present study, adopting a sequential mixed-methods design, chiefly aimed to determine the strongest predictors of EFL learners’ involvement in the components of motivational self-regulatory strategies (MSRSs). In so doing, 154 English-major university students joined in the quantitative phase, and a pool of seven students was selected to participate in the qualitative phase of the study. A number of validated instruments were utilized to gather the relevant data. The Pearson moment-to-moment correlation, SEM, multiple regression, and a semi-structured interview method were used to analyze the data. The results showed a positive relationship between the components of MSRSs and involvement in writing skills. Among MSRSs components, performance self-talk, mastery self-talk, and environmental control made significant contributions to the prediction of involvement in writing skills. More specifically, the strongest predictor of involvement in writing skills in MSRSs components was performance self-talk. Following the inter-coder reliability, the responses elicited from the interviews regarding EFL learners’ opinions about the role of MSRSs in increasing their involvement in writing skills delineated eight themes, including quiet talk, consistent working, interest, coping with distractions, class environment, motivating peers, regulating emotions, and teachers’ help. In the end, the interplay between MSRSs components and involvement factors was discussed and several practical implications were proposed.

 Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because they did not provide learners with corrective feedback (CF). This study aimed to address this gap by examining the combined effects of TS and CF on writing complexity, accuracy, and fluency (CAF). To do so, 113 upper-intermediate EFL learners were selected and divided into two groups. Participants took a pretest at the beginning of the study. Each group performed two three-task sets in simple-to-complex(S-C) or complex-to-simple(C-S) order. In each group, the errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to revise their texts based on the provided CF and take a posttest at the end of the study. Multivariate analysis of variance (MANOVA) was run to analyze the pretest and posttest data. The results showed that the group performing tasks in S-C order and receiving ECs outperformed the others. Findings supported the SSARC (Stabilize, Simplify, Automatize, Reconstruct, Complexify) model. The study has implications for material development.

This research aims to develop a questionnaire that measures students’ attitudes toward collaborative course design and identifies any barriers that might hinder student participation in course design. The questionnaire was developed in four phases. First, an item pool was created based on experts’ opinions, relevant literature, and the researchers’ experience. Second, the items were classified into two main sections: “attitudes” and “barriers”, with the latter further divided into five subcategories (social and cultural, educational and institutional, individual, practical, and attitudinal). The content validity of the questionnaire was assessed, with all items and subcategories achieving CVR>0.59 and CVI>0.79, thus surpassing the minimum required threshold. Third, the questionnaire was piloted with 330 students. The construct validity of the Collaborative Course Design Questionnaire (CCDQ) was confirmed through exploratory factor analysis (EFA) using Principal Component Analysis (PCA) as the extraction method, along with Varimax rotation, which identified six factors explaining 71.536% of the variance in the data. Finally, Cronbach’s alpha was calculated, yielding reliability indices ranging from 0.971 to 0.627, indicating internal consistency and reliability of the items within each construct. The findings suggest that the Collaborative Course Design Questionnaire is a valid and reliable instrument suitable for use with senior high school students.

This study examined the impact of AI-driven feedback on the writing complexity of Iranian intermediate EFL learners using a quasi-experimental design. Through convenience sampling, 100 participants (male and female, aged 18-25) from two language institutes in Tehran were divided into four groups: two experimental groups receiving direct and indirect feedback from AI ChatGPT, and two control groups receiving the same feedback types from their teacher. Participants completed a pre-test, ten writing tasks over 14 weeks, and a post-test. Results, analyzed via descriptive statistics and one-way ANOVA, indicated notable improvements in writing complexity across all groups. The AI direct feedback group showed the highest improvement, with a mean difference of 5.24 (p < 0.05), followed by the teacher direct feedback group, which also demonstrated significant gains. The AI indirect feedback group exhibited moderate progress, while the teacher indirect feedback group showed the least improvement. Analysis of syntactic measures revealed that AI feedback, particularly direct feedback, effectively enhanced sentence structures and encouraged the use of more sophisticated vocabulary. These findings highlight AI-driven feedback’s potential to enhance EFL learners’ writing complexity, with direct feedback yielding the greatest benefits.

This meta-analysis provides a comprehensive evaluation of research studies on computerized dynamic assessment (C-DA) in English language teaching and learning, addressing the need for a systematic overview in light of recent technological advancements. A systematic search across three databases (ERIC, Web of Science, and Scopus) initially identified 2807 articles, with 22 C-DA studies meeting the inclusion criteria after screening. Findings reveal that C-DA significantly enhances language learning outcomes, particularly in reading and listening and writing skills, with large effect sizes reported across multiple studies. Interventionist approaches and quasi-experimental designs were most commonly used, reinforcing the strong impact of mediation on bridging learners' actual and potential performance. While C-DA demonstrated substantial improvements in skill-based outcomes, its effects on affective factors like anxiety and intrinsic motivation were more modest. These findings highlight C-DA’s potential as a transformative tool in language assessment and instruction, particularly when mediation is tailored to learners' needs. However, integrating C-DA with complementary strategies may be necessary to address psychological and motivational factors. 

Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.

This study aims to analyze the factors associated with motivation and attitude towards English learning through the application of structural equation modeling (SEM). A quantitative, ex post fact, cross-sectional and explanatory study was carried out on 1202 university students. Eight motivational factors were examined, namely: Motivational Intensity (MI), Attitude towards Learning English (ATLL), Integrative Orientation (IntO), Instrumental Orientation (InsO), Interest Towards Foreign Languages (ITFL), Evaluation of English Teaching (EET), Desire to Learn English (DLE), Evaluation of the English Course (EEC). The multiple regressions showed that EET, DLE, InsO, and EEC are predictors of the MI. It was found that DLE, InsO, and EEC are predictors of ATLL. The SEM showed a weak positive influence of InsO on DLE, ITFL, EET, EEC, MI and ATLL. IntO had a weak positive impact on DLE, EET, EEC, and ITFL. There was a weak positive impact of DLE on ITFL, ATLL and MI, and it had a strong effect on EEC. Finally, EET had a weak positive effect on MI, whereas EEC had a weak positive impact on ATTL and MI. This research provided information that serves to understand the factors affecting the intensity of motivation and attitude in L2 learning

While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy

Le présent article se penche sur l’étude descriptive et analytique des noms composés dans une approche contrastive (français-persan et vice versa). Un corpus thématique dans le domaine de « faune et flore » a rassemblé ces noms en deux langues dont les exemples sont présentés dans les tableaux, parallèlement à leurs équivalents dans l’autre langue. Pour être plus systématiques, nous avons fait une taxinomie de cette thématique qui se répartit en quatre groupes « fruits et légumes », « arbres et fleurs », « plantes aromatiques et médicinales » et « animaux ». Les structures grammatico-syntaxiques ainsi que la situation de leur noyau sémantique, à savoir indocentrique et exocentrique, sont passées au crible. Selon les résultats de notre recherche, cette catégorie de nom partage plus ou moins les mêmes structures et traits caractéristiques dans les deux langues étudiées, sans oublier quelques points importants et intéressants qui les distinguent d’une langue à l’autre, notamment sur le plan orthographique.