درخت حوزه‌های تخصصی

Progress in International Reading Literacy Study (PIRLS) is an international assessment that measures the reading literacy of fourth-grade students (aged 9-10 years old). PIRLS aims to evaluate and compare the reading abilities of students across different countries. It assesses how well students can understand and interpret written texts, which is fundamental to their overall educational development. In this study, psychometric analyses were run on a portion of the multiple-choice items of PIRLS 2016 taken by 4th graders in the USA. The 3PL item response theory model was utilized to examine the test. Discrimination, difficulty, and guessing parameters were estimated along with the fit values, reliability, item characteristic curves, and item-person map. M2, CFI, TLI, and RMSE statistics showed that the test is reliable and the model, overall, fits the data. Item fit statistics outfit and infit showed that most of the items fit the 3PL model. Findings showed that while all the items have acceptable discrimination values, two items have unacceptable guessing parameters. Examination of the ICCs showed that graphical displays are important, in addition to numerical values, for examining item quality. Item-person map showed that items do not target the whole ability scale.

Phonological awareness is the recognition of the sound structure of words, and it is an important and reliable predictor of reading ability. Furthermore, it has been identified as a skill related to the development of mathematics skills for children. The present study aimed to explore the effect of phonological awareness on the mathematical performance of Persian female students. This research employed a quasi-experimental study, which included a pre- and post-test design with the control group. The population included 140 female second-grade students divided into a control and an experimental group. The experimental group underwent phonological awareness training for ten weeks, each session lasting 30-35 minutes, whereas the control group did not receive any intervention. The findings revealed that instructing phonemic awareness techniques in mathematics had a considerable effect on the operation area of the second-grade female students in elementary school. Phonological processing acts as a prerequisite for retrieving mathematical data and a facilitator for mathematical operations, and people with good phonological skills perform better in mathematics.

The present study aimed to examine the intersection of perceived Teacher Enthusiasm (TE) and Learner Engagement (LE) in the context of second-language classrooms. To this goal, 92 Iranian advanced English as a Foreign Language (EFL) learners completed a self-report questionnaire on the effectiveness of teaching and learners’ engagement. Two focus-group interviews were conducted, and a correlational analysis was performed. The results indicated a significant correlation between the two variables. Additionally, the analysis revealed three main themes testifying that perceived TE led to higher excitement and enjoyment for L2 learners, feelings of security and confidence, and a positive appraisal of teacher quality. It was also found that self-set goals and personal vision are significant antecedents of engagement, which may even outdo perceived TE. Emotional consequences were identified as the dominant links between the two variables. The results also revealed that perceived TE influences LE through stimulation and emotional arousal. The findings of this study recommend that ELT teachers’ performance, enthusiasm, and behavior have a significant impact on EFL learners’ evaluation of the quality of instruction.

The effects of dynamic assessment (DA) principles on enhancing academic vocabulary learning of Iranian dentistry PhD applicants through Telegram were investigated in this study. The Oxford Quick Placement Test (OQPT) was conducted to evaluate 60 Iranian dentistry PhD applicants' general English knowledge. Then, 30 intermediate applicants were chosen, divided and assigned into three equal groups of control (CG), DA without using Telegram (DWTG), and DA using Telegram (DUTG). Initially, a pretest was taken to assess the participants’ previous academic knowledge of vocabulary in the field of dentistry. The research was conducted in 10 sessions of two hours and 25 words, in each session, were presented to the three groups of the study utilizing narrow reading techniques involving repeated readings from thematically relevant short texts. After completing the treatment, they were tested to assess their vocabulary improvement. Then, they were tested again after two weeks to assess their vocabulary retention. The findings indicated that the participants in the experimental groups demonstrated significantly better performance, and the participants who learned vocabulary by Telegram significantly exceeded the ones who learned without telegram on the posttest. The same findings were also obtained for the delayed posttest.

The current project was an attempt to explore processes of critical peer feedback using patterns of pair interaction in order to improve both the quality of peer feedback and the quality of English writing, and to summarize the model of critical peer feedback. A 16-week qualitative case study was conducted with a group of 12 Iranian EFL students for one semester at Poldokhtar University. The Revised Bloom’s Taxonomy Model was introduced to the participants in the workshop. Collaborative learning through peer interaction was used in workshops to teach the model of critical thinking. Three kinds of data, including semi-structured interview transcripts, six writing assignments, and artifacts of critical peer feedback, were analyzed by QSR NVivo 8.0 with the thematic analyses. The codes were quoted in descriptions, and the nodes and models were illustrated with visualization in the findings. The findings revealed that critical peer feedback improves both the quality of peer feedback and the quality of English writing. This study may be significant for the knowledge of higher-order peer feedback to improve the quality of higher-level writing.

Simultaneous interpreting often involves omission, traditionally viewed as an error but increasingly recognized as a strategic choice to optimize fluency. This study examined interpreters’ self-awareness regarding omission, investigating whether it stems from conscious strategy or cognitive overload. A structured questionnaire administered to 42 professional interpreters with diverse language combinations and experience levels revealed that omission is common, with 76% considering it intentional condensation rather than a mistake. Interpreters employed strategies like simplification (55%), pausing (43%), and replacing specific terms with general alternatives (59%), yet omission remained the primary coping mechanism, particularly under high cognitive demand. The findings align with Gile’s (1999) Effort Models and Tightrope Hypothesis as well as Pym’s (2008) risk-based distinction, emphasizing the role of contextual awareness in interpreters’ decision-making. While experienced interpreters showed greater strategic awareness, many struggled to assess omission’s impact. The study underscores omission as an unavoidable yet double-edged strategy, suggesting interpreter training curricula should emphasize the development of situational judgment, cognitive monitoring, and evaluative reflection, enabling practitioners to navigate deliberate omissions with both efficacy and ethical awareness. Future research should seek to synthesize theoretical inquiry, empirical research, and pedagogical innovation within interpreting studies.

Lexical cohesion (LC) is an important index that could make a text scholarly and publishable. Despite the recognition of LC as a vital component of scholarly writing, the extent to which authors’ linguistic background might influence LC use has been rarely addressed. This paper was a novel attempt considering the effects of four linguistic backgrounds on LC negotiation in thesis literature reviews crafted by bilingual and multilingual graduate students in applied linguistics. The study selected 70 theses developed by multilingual Kurdish and Turkish and bilingual Farsi and Arabic MA and PhD students in applied linguistics. Two types of LC, namely local and global, each consisting of three indices of lemmas, synonyms, and content words, were considered for our thematic analysis. The corpus analysis showed that synonym congruity was the most commonly employed LC index, followed by lemmas and content words. The findings also revealed that multilingual Kurdish students used a higher number of LC indices, particularly in terms of global LC. The second group that ranked at the top involved multilingual Turkish writers who mainly relied on local LC. On the other hand, bilingual Farsi and Arabic students used a lower number of LC indicators compared to the other two. The study offers helpful insights for academic writing research and pedagogy.

This research examined whether using a language model called ChatGPT could help Iranian learners of English improve their speaking abilities, particularly by teaching them commonly used phrases and conversation techniques. The study involved 55 intermediate-level students, aged 20-32, divided into two regular conversation classes. After a pre-test, both groups learned the same English course material. However, the group using ChatGPT received additional support from the model in understanding and practicing fixed expressions and conversational strategies. The instructor also explained the purpose and importance of these phrases. After the intervention, the group that used ChatGPT showed significantly better speaking skills compared to the pre-test. This suggests that incorporating ChatGPT into language learning can be effective for teaching specific expressions and conversation strategies, ultimately improving students' speaking abilities. The study highlights the potential of utilizing AI-powered language models like ChatGPT to provide learners with immediate feedback, comprehension support, and additional examples, which can significantly benefit their learning journey. It also encourages educators and curriculum developers to explore new ways of integrating such models into language teaching methods.

The integration of technology into second and foreign language education has facilitated the adoption of e-portfolios as an alternative assessment method, particularly within the Communicative Language Teaching framework. An e-portfolio serves as a digital repository for storing, organizing, and providing feedback on students' coursework and assignments throughout a course, offering a comprehensive view of their proficiency in various language skills. By compiling information on an individual's learning journey, both educators and students can gain a clearer understanding of academic progress, identify strengths and weaknesses and assess development over time. Furthermore, e-portfolios enhance interaction between teachers and students, as well as among peers, making them especially effective in classrooms with learners of different proficiency levels. This study aimed to investigate the perspectives of Iranian English instructors on e-portfolio-based assessment. Using both descriptive and inferential research methods, data were collected through a survey completed by 41 language instructors across Iran and analyzed with SPSS 16.0. The findings revealed that although most instructors are only somewhat familiar with e-portfolios, they generally have a positive view of their use in assessment. Instructors believe that e-portfolio-based assessment boosts learner motivation and supports academic progress. Additionally, the results indicated that factors such as teaching experience and gender do not significantly affect instructors' attitudes. The study underscores the importance of institutional support in establishing the necessary infrastructure for the successful implementation of this assessment method.

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 aimed at investigating the differential effects of three types of mediational artifacts (EMW, EDW, and EMDW) through the CBI approach on EFL learners’ expository writing and learning transfer of rhetorical genre. Therefore, 57 advanced students were randomly assigned into one of three mediational groups, namely EMW, EDW, and EMDW. Participants in the EMDW group were provided with all mediational mechanisms, including instructors’ oral deductive explanation of concepts, SCOBAs material, students’ demonstration of their understanding, and writing practices. However, in the EMW group, students received instructors’ explanations of concepts along with SCOBAs material and writing practices, while the EDW group was provided with students’ demonstrations of their understanding instead of SCOBAs material. After assuring homogeneity of the participants in three groups at the outset of the study with regard to their pre-task scores, the CBI was held over a course of three weeks on expository rhetorical structure. Data for the first research question was gathered through a post-task on expository writing after the treatment. Learners’ opinions were also reflected through a semi-structured interview after the post-task. To testify transferability of rhetorical structure, a delayed post-task was administered after one week. The obtained results indicated that three mediational conditions led to differential expository writing performance. Further improvement was determined in the EMDW group, followed by the EMW group. Furthermore, rhetorical transfer to a new writing task was significantly different among the groups, as the EMDW group could outperform the other groups. Finally, the satisfaction of participants toward CBI was reflected.

AI-enabled solutions and systems, including AI chatbots, are revolutionizing teaching and learning processes in language education programs and language classrooms, profoundly changing traditional methodology and pedagogy. This study aimed to compare the effectiveness of implementing and utilizing three AI chatbots, Claude, Chat GPT, and Google Gemini, with traditional instruction in an academic writing course at Ilam University, Iran. To this end, of 39 TEFL MA students enrolling in an academic writing course, four homogeneous classes of nine students were organized. In three classes, the three AI chatbots were used for providing feedback, correction, revision guidance, and tips for outlining, moves, and paragraph organization. A class with traditional teacher-centered instruction was also organized. At the end of the course, students in all four classes were tasked with writing two essays. A team of three raters was asked to rate the essays based on a common rubric. The rating results showed that students who received AI-enhanced instruction through the use of Claude achieved the highest scores, followed by those who received instruction with ChatGPT and Google Gemini, respectively. The participants in all three AI-enabled classes outperformed the participants in the class with traditional instruction. The rating results confirmed the effectiveness of AI-enhanced writing instruction, highlighting Claude as the most effective AI tool, and ChatGPT and Google Gemini in the second and third ranks, respectively. Based on the course outcomes, AI-enabled writing instruction is more effective than traditional instruction.

This study investigates the way international environmental news is framed in Iran, specifically evaluating the role of translation in promoting public perceptions of global ecological issues. By analyzing articles from the Iranian Environmental News Agency (IENA), the study employs ecolinguistic framework to reveal underlying frames of reconstructing and adapting environmental narratives for Iranian audiences. The depiction of nature includes prominent frames such as crisis, economics, conservation, and the human dimension, with key metaphors such as viewing nature as a victim, climate change as a war, and nature as a resource. However, the frames and metaphors also highlight an intricate balance between human-centered and nature-centered approaches, fostering a matter of urgency in addressing environmental issues and taking the lead toward convening ways toward sustainable practices. Findings reveal that though crisis stories or war metaphors communicate the desperate state of environmental challenges, they may not effectively inspire constructive, non-destructive action, and create a sense of helplessness or fatalism on the part of the readers. In contrast, conservational and human responsibility frames evoke a sense of agency and optimism. The research underscores the importance of translation in mediating global environmental discourse, advocating for more inclusive and ecocentric narratives that connect international and local contexts. Finally, this paper renders its contribution toward a detailed understanding of environmental communication in Iran, enhances global ecological awareness, and promotes sustainability.

This study aimed to critically examine the representation of Iranian Islamic culture in English language textbooks, specifically the Vision series used in high schools, within Iran's socio-political context. Employing a mixed-methods approach, data were collected from 60 EFL teachers through questionnaires and semi-structured interviews. Analysis of textbook content revealed that while the series includes references to various Iranian ethnicities, there is a notable emphasis on regional representation, particularly in Vision 2. Quantitative findings indicated that teachers acknowledged the importance of integrating artistic and cultural elements of Iranian identity, supported by a statistically significant mean score reflecting their appreciation for such content. Qualitative insights highlighted diverse attitudes among teachers; some expressed satisfaction with cultural representation, whereas others emphasized the need for more Islamic elements. This variation corresponded with the educators' experience levels and familiarity with the curriculum. Overall, the study underscores that a balanced approach to English language instruction can enhance linguistic proficiency while fostering cultural identity, advocating for the development of educational materials that respect local cultural contexts and contribute to a meaningful language learning experience for Iranian students.

As AI-driven tools gain prominence in informal language assessment, high-stakes proficiency exams such as the International English Language Testing System (IELTS) continue to depend on trained human raters to ensure fairness, genre sensitivity, and construct validity. This study examines how raters’ linguistic backgrounds—specifically English L1 and Persian L1—affect holistic scoring across writing genres within the IELTS framework. Some experienced EFL teachers (11 English L1, 11 Persian L1), all trained in writing assessment and familiar with IELTS rating procedures, evaluated 150 argumentative and descriptive essays produced by advanced Iranian learners under time-controlled conditions. Scoring was based on the publicly available IELTS Task 2 band descriptors, ensuring standardization and alignment with institutional criteria set by Cambridge Assessment. Findings revealed that while both groups demonstrated overall scoring consistency, English L1 raters applied stricter standards to organization in argumentative writing, whereas Persian L1 raters were more sensitive to grammatical accuracy across both genres. The results underscore the critical role of human raters in detecting discourse-level features not fully captured by AI-based scoring systems. Implications are offered for rater training, assessment fairness, and genre-specific writing instruction in standardized testing contexts.