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This study explores Iranian EFL teachers' perceptions of integrating job crafting interventions with reflective teaching to enhance their teaching practices and well-being. Using a grounded theory approach, 25 experienced EFL teachers (minimum 5 years of teaching experience) were selected through purposive sampling to participate in a multi-phased intervention based on the PERMA model. The intervention included training workshops, self-set job crafting assignments, and reflective practices. Data were collected through semi-structured and focus-group interviews and analyzed to identify recurring themes. The findings revealed three themes: 1) reflective mindset, 2) sense of belonging and engagement, and 3) reflective avoidance. Results indicate that job crafting improved teachers' self-efficacy, motivation, and resilience, though some experienced challenges in implementation. Practical implications suggest incorporating job crafting strategies into teacher training programs to foster reflective teaching and enhance teacher well-being. This research contributes to the field by bridging positive psychology and reflective practices in SLA contexts, emphasizing the value of teacher-centered interventions in professional development.

Feedback literacy as a knowledge vital for developing EFL learners’ academic writing might be associated with several factors, including learners’ second language (L2) writing engagement. Besides, variables such as learners’ proficiency levels can affect the relationship between feedback literacy and writing engagement. This study investigated the relationship between 234 elementary (n = 85), intermediate (n = 78), and advanced (n = 71) Iranian English as a Foreign Language (EFL) learners’ writing feedback literacy and writing engagement selected based on convenience sampling. After taking a placement test, they sat for a writing task adjusted to their proficiency level. Next, they answered a scenario-based L2 Writing Engagement Measure (WEM) and completed the Writing Feedback Literacy Questionnaire (WFLQ). The Spearman rank-order correlation indicated significant positive relationships between the three groups’ feedback literacy and writing engagement. However, there were no significant differences in the relationships between EFL learners’ feedback literacy and writing engagement across the three groups. The study’s findings provide insights for L2 teachers, teacher trainers, and educationalists to enhance students’ writing ability, feedback literacy, and writing engagement. Some suggestions for further research are proposed.

This study investigates Indonesian English teachers’ perceptions of local English varieties and their influence on assessment practices, a crucial area given the increasing diversity of English in global and local contexts. While existing research highlights the recognition of World Englishes and their pedagogical implications, little is known about how teachers’ perceptions shape the evaluation of diverse English forms within Indonesia’s assessment system. The study aims to explore perceptions across different teaching levels, experience, and school locations, and to understand how these attitudes impact assessment decisions. Utilizing a quantitative, cross-sectional survey design, the research sampled 42 teachers from various Indonesian provinces through purposive sampling. Data were collected via a structured questionnaire and analyzed using SPSS to identify perception patterns and differences across subgroups. Findings reveal that teachers generally acknowledge the importance of local varieties but tend to prioritize native norms in assessments, with significant variations based on teaching levels, years of experience, and school locations. The study underscores the need for inclusive evaluation strategies that embrace linguistic diversity, informing professional development and policy reforms. Practically, these insights can guide the development of assessment policies that support multilingual identities and promote equitable language teaching, thereby enhancing the authenticity and relevance of English instruction in Indonesia.

Extensive reading (ER) has been widely recognized for its impact on vocabulary acquisition, yet its role in shaping L2 learners’ affective learning experience remains underexplored. In the early 20th century, Palmer proposed ER (see Day & Bamford, 1998) to lead to enhanced reading abilities and motivate L2 learners to read. Although ER’s potential in language development has been widely studied, few empirical studies have examined this connection within the framework of L2MSS. Selecting Dörnyei’s (2005, 2009) L2 Motivational Self-system (henceforth, L2MSS) which links learners’ future self-concept to their motivation and learning behaviors as our theoretical framework, we measured offline ER’s influence on not only Iranian EFL learners’ vocabulary development but also on their L2 learning experience. In so doing, we selected an experimental group (EG) ( N =32) and a control group (CG) ( N =28) from two university-level intact classrooms who were passing their General English course. The experimental group (EG, N=32) read three proficiency-matched graded readers over an 8-week period, while the control group (CG, N=28) used only the coursebook, Select Readings: Pre-Intermediate . The graded readers were selected in such a way to match learners’ current language proficiency as determined by an Oxford and Cambridge Quick Placement Test (OCQPT). Our participants’ baseline vocabulary knowledge was assessed using a teacher-made test, while their baseline L2 learning experience was measured through Li’s (2025) L2 Learning Experience Scale measuring six subcomponents: positive emotion, negative emotion, engagement, relationship, meaning, and accomplishment. The findings showed that both groups had little knowledge of the target words before the treatment. However, post-treatment results showed that the EG significantly outperformed the CG in vocabulary knowledge and reported greater gains across multiple L2 learning experience subscales. These findings have important implications for integrating extensive reading into general English curricula to foster both lexical growth and learner motivation.

This research investigated the complex processes of identity negotiation among Iraqi undergraduate students within a multilingual context. Using a mixed-methods research design, the study combined qualitative thematic analysis and quantitative data to examine how linguistic practices, such as code-switching (CS) and code-mixing (CM), act as resources for the expression of individual and social identities. Analysing transcripts from 20 episodes of Iraqi TV talk shows and interviews with 15 undergraduates, the study uncovers distinct linguistic patterns shaped by context: Arabic dominance in discussions of cultural topics and English dominance in discussions of academic and aspirational topics. The findings revealed that linguistic choices are not arbitrary but strategic, reflecting students' efforts to balance cultural heritage with global aspirations. The emergent strategies for bridging the cultural gap, making inclusivity possible, and negotiating social dynamics are CM and CS. Such findings foreground the crucial role language plays in the construction, maintenance, and negotiation of identities in complex sociolinguistic landscapes. Results for educational frameworks involve the inclusion of these insights into school frameworks and the recognition of linguistic diversity as a resource in the construction of identities and in intercultural communication.

The representation of future pre-configuration through policy-making processes has been an in-vogue area of study in the field of discourse analysis. Equally important is the reconstruction of future pre-configuration in the institutional translations of political text and talk. The objective of this study is to investigate the conceptualization of futurity in the preemptive policy-making in the speeches of the Iranian Supreme Leader and their English institutional translations. The data for the present study comes from 20 speeches of the Iranian Supreme Leader and their translations, spanning from 2015-2020, issued by the Office of the Supreme Leader. We employed semantic-syntactic analytical tools such as mood, modality, and aspect to study the conceptualization of futurity in the policy discourse. In conclusion, the findings of the study indicate that these reconstruction of futurity in the preemptive policy-making process in the English institutional translations are to a greater extent similar to the semantic-syntactic properties of the original texts. However, modalization and mood transformation are instances of differences between original and translated versions of texts. Besides, we argued that any instance of the occurrence of similarity or differences stems from on-line dialectic relationships between micro-pragmatic and macro-pragmatic factors

The world is not a neutral or value-free reality, but each person inevitably experiences it in terms of value. So, every person in the society has a perception of reality and the translator is no exception. However, this has a lot to do with his/her social status. Understanding a symbolic system such as language as a product of culture is done through our expression of reality. Identity construction is somehow related to reality construction. So the main issue is not how the narrative is constructed as a text, but how it acts as a mental tool in constructing reality and consequently, identity. Like the controversial issue of language and thought, it is not easy to deal with narrative discourse and narrative thinking, since the reality existed in the mind, depends on the spatio-temporal framework of the culture in question. In this regard, elaborating on the concept of narrative identity, and the applicability of Goffman’s Frame Analysis in mentioned concept, this paper shows how society, as a cultural frame, forces the translator or the publisher to retell the narrative and to reconstruct the identity, and why this identity formation will be more pronounced in the paratextual elements (translatorial &authorial prefaces). Analyzing the frame of 80s, along with literature and media, it proposes a hybrid model based on Somers’ features (Paul Ricoeur’s Mimesis), and Goffman’s Framework for the concrete manifestation of renarration, and the incorporation of the core conception of identity formation, to indicate how orientalism concepts have been renarrated in translatorial and authorial prefaces of Edward Said’s Orientalism, affected by structure or agency during 80s in Iran, and how these prefaces play a crucial role in framing readers’ interpretation. Finally, it has concluded that, regarding structure/agency, and the involvement of multiple agents in translation, different author-functions and identities have developed through the presentation of the prefaces in question.

The increasing advancement of technology in the field of teaching English as a foreign language (EFL) has turned blended learning—a combination of online and in-person learning—into an innovative educational approach. Given the significance of investigating students' attitudes toward learning environments in different EFL contexts, this mixed-methods study was set to examine Iraqi university EFL students' attitudes toward blended EFL courses and investigate gender differences in this regard. Thus, 250 EFL students were selected from five public Iraqi universities via convenience sampling method and completed the questionnaire of the study. Of these participants, a random sample of 25 students was also selected for interview sessions. The questionnaire results suggested that due to serious technological and instructional drawbacks, such as lack of appropriate infrastructure and insufficient technology knowledge, Iraqi EFL students had generally negative attitudes toward EFL blended courses. Gender also played no significant role in students' attitudes. In interviews, they emphasized the importance of technology training programs to pave the way for effective blended EFL courses, mentioning some important benefits for this hybrid approach. The pedagogical implications of the findings are also discussed.

The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at Vali-e-Asr University of Rafsanjan in Iran. The students were asked to complete the WDCT and rate themselves on that test. Four raters scored the WDCT tests. According to the FACETS results, there were significant differences in students' performance between the two methods. The stable fit statistics and differing levels of difficulty measures for each test method indicated that each test had a unique way of differentiating the test taker's pragmatic ability. Based on the results, both DSAT and WDCT are acceptable measures for pragmatic ability; however, there are some fitness problems in DSAT. This shows the unpredictable pattern of ratings in the DSAT. It is recommended to have rater training to obtain more accurate results from the DSAT. Finally, the implications were discussed.

The common belief regarding the lack of interaction in online education raises some concerns about students’ psychological well-being and the satisfaction of their needs. The relations between teaching and social presences as the two major factors accounting for social-contextual conditions in online education with students' basic psychological needs satisfaction, persistence, and motivation are mostly ignored in the context of teaching English in higher education in Iraq. Therefore, the purpose of the present study was to examine the interrelationships between the perception of social and teaching presences and the satisfaction of basic psychological needs, persistence, intrinsic motivation, and negative emotions of Iraqi EFL learners in online courses. To this end, 200 intermediate Iraqi university students studying English at the English departments of several institutions of higher education were recruited to participate in the study. Then they were asked to complete self-report questionnaires on their perception of social and teaching presence, satisfaction of basic psychological needs, intention to persist, intrinsic motivation, and negative emotions. The link for questionnaires was shared among the participants via email. SEM analysis showed that the students’ perceptions of social and teaching presence had a positive relationship with their satisfaction of basic psychological needs, persistence, and intrinsic motivation. The results, however, showed that there was a negative relationship between the students’ perceptions of social and teaching presences and boredom, anxiety, and shame. The results imply that providing opportunities for students to interact effectively with their instructors and peers in online classes in a socially supportive environment can lead to positive outcomes. The implications for online teaching and learning are discussed, and suggestions for further research are proposed.

Evaluating research designs plays a pivotal role in promoting principled Mixed Methods Research (MMR). Although the quality of mixed methods designs has been among the most debated topics, scant attention has been drawn to the investigation of Applied Linguistics (AL) Islamic World Science Citation Center (ISC) journals. Informed by this gap, the present exploratory sequential mixed methods study aimed at analyzing the research designs, tools of data collection, and purposes of 303 MMR articles published in 12 leading ISC journals. This involved a qualitative content analysis using a code sheet based on established MMR typologies, followed by a quantitative frequency analysis to determine the prevalence of these coded categories. The findings indicated that sequential designs were more frequently used in the corpus. Moreover, as regards the tools of data collection, questionnaires and interviews were the most commonly utilized ones. Finally, exploration purpose was the prime purpose opted for by the researchers in the study corpus. The study highlights the importance of conducting principled MMR through the reconceptualization of designs from method to methodology level. It further argues for a systemic view of MMR in which there is a cyclic interaction among fully integrated stages of an MMR design. The implications of the findings are discussed throughout the paper.