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This study explored how much of the time Iranian EFL teachers partake in constant expert turn of events (CPD) activities and how powerful these activities were in improving their instructing techniques. The current review is meant to investigate the view of Iranian EFL instructors about CPD, additionally, various kinds of CPD activities for example CELTA/DELTA courses that they liked, and explored how frequently Iranian EFL educators partake in the accompanying CPD activities. The members were 55 EFL instructors educating at various language establishments in Tehran and Karaj city. The information was gathered utilizing a three-segment online overview. The survey had been arranged in light of a 5 point-Likert scale and had shipped off members by email. To address the review's exploration questions, enlightening and inferential insights were used. For quantitative investigation, the information was at first placed into the Statistical Package for the Social Sciences (SPSS). Then, at that point, utilizing enlightening measurable methodologies, different insights for the information were registered and summed up. The discoveries of this quantitative review uncovered that English educators take part in an assortment of CPD activities. The discoveries of the review have suggestions for explicit activities that might be impetuses in building uplifting perspectives towards other CPD activities for EFL educators.

Individual characteristics and differences, namely strategy-use behavior have been gaining much attention among researchers due to influences that they may have on test takers’ performance on reading tests. From a language testing perspective, however, further experimental studies are needed in this regard. This study investigated the relationship between test-takers’ strategy-use behavior and their reading test performance. Five hundred and twenty Iranian English as a Foreign Language (EFL) learners (both male and female) participated in this study. They were assigned to high- and the low-reading ability groups based on their scores on a teacher-made reading comprehension test. They were also required to sit for a teacher-made TOEFL-based reading comprehension test and answer the adapted version of Phakiti’s (2008) Cognitive and Metacognitive Strategy Questionnaire with 30 items immediately after the test. The reliability of both instruments was approved through Cronbach alpha and the validity was assured through content and construct evidences of validity. Confirmatory Factor Analysis (CFA) on the questionnaire indicated that three factors were identified as cognitive (comprehension, retrieval, memory) and three as metacognitive strategies (planning, monitoring, evaluation) for both ability groups. Moreover, Structural Equation Modeling (SEM) analysis showed that metacognitive strategies had a regulating function on cognitive strategies in both groups. Furthermore, the results showed that in the high ability group Comprehension (COM) and Memory (MEM) strategies and in the low-ability group, Retrieval (RET) strategies were the best predictors of reading test performance. Finally, some implications and suggestions for further research are presented.

This study was designed to highlight the potential effects of different types of Explicit Syntactic Markers (ESMs) on the sentence comprehension of EFL learners of different age-range and proficiency levels. Consequently, two hundred and forty beginners, intermediate, and advanced Iranian EFL learners were selectedfrom an initial pool of six hundred and sixty learners. They were selected based on their McMillan Placement Test (MPT) performance. Subsequently, they were categorized into two age groups teenagers and adults. An online software application (Com-Chron) was utilized to provide learners with a set of ESM and non-ESM English sentences on the screen to measure the accurate comprehension and the elapsed time needed for the perception of the presented sentences. Data analyses revealed that participants had a significantly superior performance for comprehending the ESM items (though they were longer sentences than non-ESM items). Furthermore, it was revealed that proficiency level, unlike age, caused a statistically significant difference in comprehending the ESM sentences. It was also concluded that different types of explicit syntactic markers imposed different degrees of comprehension difficulty both in terms of accuracy and the needed time for the participants’ comprehension; sentences with punctuation marks and conjunctions were the easiest for the participants, while those including determiners and link breaks were the most challenging. Results also indicated that all the ESMs (except for the link breaks) can significantly account for English sentence comprehension and can be assumed as comprehension predictors to various degrees .

This study endeavored to discuss certain aspects of Emotional Intelligence (EI) that are related to foreign language (FL) teaching and learning in two different contexts (Iraq and the Czech Republic). It outlined the areas that could be important for FL teachers and may be useful in FL learning. The countries of Iraq and the Czech Republic are culturally different, but in both of them, English is considered as the foreign language. This cross-cultural study attempted to unravel the current status and extent of the presence of EI in English as foreign language university classes of these two countries. Two samples, each including 20 EFL university teachers, were chosen as the participants. The participants responded to a close-ended questionnaire and participated in an interview. Textual data were content analyzed manually, and frequency and percentage were also reported. The findings revealed that there were dissimilarities in how EI was applied in the two geographical contexts. While the majority of Iraqi teachers considered EI an important element of online teaching and class management, the majority of Czech teachers did not regard it as important and necessary for effective learning and teaching. In addition, both samples agreed that teachers and students face more challenges in online EFL classes compared to traditional face-to-face classes. Moreover, many teachers from both groups, notably from the Iraqi sample, reported to be using a variety of EI tactics in their classes, whether intentionally or unintentionally.

The present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were selected randomly from a few language institutes in Shiraz. Two questionnaires and a proficiency test were used: Chametzky’s Online World Language Anxiety Scale, Rotter’s Locus of control questionnaire, and The Examination for the Certificate of Proficiency in English. Pearson-product-moment correlation, multiple regression analysis, and independent-samples t-test were run to answer the research questions. The results of the study revealed a strong negative correlation between locus of control and language proficiency, meaning that those who had higher scores on the proficiency test were internal. In addition, a strong negative correlation was found between language anxiety and language proficiency, indicating that anxiety has adverse effects on language proficiency. Thirdly, both locus of control and language anxiety could predict language proficiency, but the former was a better predictor. This means that the effect of locus of control is much higher than anxiety on the language proficiency of Iranian EFL learners in online classes. This research can help students and teachers to recognize individual differences better.

Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teachers and students based on Benesch (1993). To do so, 40 EAP teachers and 150 EAP students were selected based on convenience sampling. The study drew on both qualitative and quantitative approaches as the participants completed a researcher-made questionnaire and attended an interview. The quantitative and qualitative data were analyzed through descriptive statistics and independent-samples t -tests and inductive content analysis respectively. The quantitative results indicated that Iranian EAP classes (from both teachers and students’ views) suffered low levels of criticality and that there was a significant difference between teachers’ and students’ perspectives on the existence of criticality in EAP classes. The qualitative findings also confirmed EAP teachers’ low familiarity with criticality in EAP courses. The inhibitors and facilitators in the journey towards criticality were finally identified based on the teachers’ perspectives. 

This study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral interview in the second phase was designed and implemented. Forty adult Iranian EFL learners took part in the quantitative study and were randomly assigned to experimental and control groups. The authors developed and delivered the AR-infused materials through the Zappar application, an AR platform. The treatment involved the conventional language teaching method for the control and the AR-integrated one for the experimental group for 20 sessions. The anxiety level of learners in both groups was assessed before and after the treatment to check for any effects. Data on participants’ FLA has been gathered through Horwitz’s (1986) Foreign Language Classroom Anxiety Survey (FLCAS) questionnaire and analyzed via ANCOVA in SPSS. Also, the participants in the experimental group were interviewed at the end of the experiment to provide feedback on their AR-integrated language learning experience. Results revealed that AR did not affect learners’ foreign language anxiety levels. Also, some learners found it not very relaxing and easy to use. This could be attributed to the novelty of the experience and the cognitive load imposed on learners. The study’s outcomes were in contrast to several previous research findings; however, since research in this area is still in its infancy, more research should be done on the impact of AR on language education.

The present study sought to find the most frequent lexical bundles, particularly the token of the bundles, in the introduction and discussion sections of Civil Engineering research articles. It also aimed to examine the forms or types of lexical bundles found in the introduction and discussion sections of the articles. To this end, a quantitative analysis was performed on the use of two-to-five-word lexical bundles, followed by a qualitative analysis of their functions and structures based on the structural taxonomy of lexical bundles proposed by Biber, Conrad, and Cortes (2004). AntConc, as a corpus analysis tool, was employed for the extraction of lexical bundles as well as the examination of their types and tokens. Likewise, concordancers and word and keyword frequency generators were used for the analysis of word clusters and lexical bundles.   A total of 790 lexical bundles in the introduction section and 279 lexical bundles in the discussion section were analyzed based on a set of pre-established criteria (e.g., the frequency cut-off of 20 per million words) . The findings revealed that the lexical bundles consisted largely of two-word strings, and the five-word strings were the fewest. Regarding the structural classification of bundles, phrasals were the most frequent ones, whereas clausal on es were the least frequent ones. The study carries important implications, especially for materials developers and course designers who may hopefully benefit from the results in designing EAP materials finely tailored to the linguistic needs of Civil Engineering students.

Abstract This study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran.            

Les relations franco-iraniennes ont atteint leur apogée sous la dynastie qâdjâre sur tous les plans, y compris celui de la culture caractérisée par une certaine gallomanie qui déferla aussi sur une grande partie de l’Europe. Cette gallomanie culturelle se manifesta, entre autres, par une vague de traductions qu’on qualifia plus tard de Mouvement de la Traduction, mais aussi par le développement sans précédent de la Langue Française et des Ecoles françaises à travers les grandes villes du pays. La traduction à l’époque qâdjâre est connue pour être adaptatrice et iranisante, ou bien pour utiliser un terme bermanien, ethnocentrique. L’Adaptation comme le discours traductif dominant cherchant à amortir le choc culturel semble être une stratégie qui sans se fermer à l’Autre, permet de le contrôler et de filtrer ses discours pouvant ébranler une société hautement conservatrice, attachée au Même. Ainsi l’adaptation devient-elle un support pour une cette gallomanie linguistique et culturelle qui s’empare de la Cour et de la personne même du roi Nasserdine.Notre propos, dans cet article est de savoir comment la gallomanie et la traduction, comme deux formes de transfert culturel et littéraire, parfois antagonistes, peuvent se réconcilier sous un régime qui craint fort l’Autre, tout en voulant s’ouvrir à Lui. Selon toute vraisemblance, la traduction ethnocentrique est le discours traductif dominant sous les Qâdjârs, et pourtant, notre expérience de lecture de la littérature traduite française nous dit que le discours d’adaptation est parfois contrarié par un discours de la traduction qui prône la fidélité au texte original.