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Given that technology-enhanced assessment has transformed language education by providing adaptive and interactive evaluation methods, the current research aimed to examine the comparative effects of Computerized Dynamic Assessment (CDA) and Computerized Formative Assessment (CFA) on vocabulary learning and academic buoyancy among Iranian EFL learners. Employing a quasi-experimental, non-equivalent groups pre-test-post-test-control group design, the study involved 60 intermediate male EFL learners aged 15–24 recruited from two language institutes in Tabriz, Iran. Participants were assigned to CDA, CFA, and control groups. The Oxford Placement Test determined proficiency levels, while the Vocabulary Knowledge Scale and Academic Buoyancy Scale assessed vocabulary acquisition and buoyancy, respectively. The CDA group engaged in dynamic, adaptive scaffolding through Adobe Captivate software, while the CFA group used Google Forms and Quizlet for formative feedback. The control group received traditional instruction. Results from ANOVA indicated that CDA and CFA significantly enhanced academic buoyancy, with no significant difference between them. However, CDA demonstrated superior vocabulary retention compared to CFA. These findings highlight CDA's effectiveness in fostering vocabulary acquisition through tailored mediation and CFA’s role in promoting self-regulation and academic buoyancy. The study underscores the importance of integrating adaptive assessment models in EFL instruction to optimize cognitive and affective learning outcomes.

Language, as the main tool of human communication, has diverse structures and features that play an important role in the transmission of meaning and social interactions. One of the important approaches in language analysis is functional grammar or systemic functional grammar, which examines how language functions in different situations. In this framework, grammatical metaphor is considered as one of the key concepts that can play an important role in shaping and representing meanings in different texts. Halliday introduced and distinguished three types of grammatical metaphors, including ideational, interpersonal, and textual metaphors. In this study, the extent and way of using grammatical metaphors in literary and scientific texts in the Azeri language from an interpersonal perspective was investigated. For this purpose, the analytical-descriptive research method was used. In this study, for the scientific genre, the book "Dil and Dilchilik" by Ali Dashkin and for the literary genre, selected articles from the magazine "Anna Varlig" were selected as the data and analyzed. The results showed that there was no significant difference in the use of interpersonal grammatical metaphors in the two genres of science and literature. Furthermore, the examination of the components indicated a significant difference in the use of grammatical metaphors of mode and modality between the two genres; so that modality was used significantly more in science texts than in literary texts, and mode was used more in literary texts than in science texts.

The present study investigates the challenges of learning English grammar with a focus on the syntactic analysis of relative clauses (RCs) in Persian in contrast to English to identify the most common errors made by Persian learners of English. In addition, it aims to enhance L2 grammar learning and overcome challenges using AI-assisted tools such as Wordtune, Instatext, and ChatGPT in classroom activities. The quantitative data were collected through the RC tests adapted from the models used by Izumi (2003), comprising three test types: sentence combination, interpretation, and grammaticality judgment. These tests were administered before and after the implementation of AI-powered strategies. The result of the tests in intermediate learners revealed that the most recurrent interlingual error was “the use of object pronouns” instead of gaps, while the challenges in “RC reduction” were among the most common intralingual errors. The findings highlight not only the major differences in RC structures between the two languages but also present an innovative approach that uses AI to address these challenges, offering insights for teachers and instructors. Addressing such errors and utilizing technological advances can pave the way for learners and teachers to have more effective learning and teaching strategies.

The present study aims to investigate users’ responses to linguistic diversity on Persian-language social media, particularly Instagram, based on Lippi-Green’s theoretical framework of language subordination. The study employs a mixed-methods design. In the qualitative phase, the data were analyzed using the language subordination framework, which comprises seven core components: Mystification, authority, misinformation, trivialization, accommodators and non-accommodators, threat, and promise. In the quantitative phase, the frequency and proportional distribution of these components were calculated across more than 400 user comments posted on widely followed Persian-language Instagram pages between 2023 and 2026. The findings indicate that the components of misinformation and trivialization occurred most frequently and that social media platforms, contrary to common assumptions, serve as significant sites for reproducing the ideology of the standard language and marginalizing non-standard varieties. Furthermore, the results show that users’ linguistic judgments are largely influenced by entrenched monolingual standard ideologies that, consciously or unconsciously, construct the so-called Persian standard as superior while other language varieties as inferior.

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

The present mixed methods study examined the relationship of three constructs within applied linguistics, namely, shame, guilt, and grit among Iranian EFL learners. By considering the principles of positive psychology, the authors tried to determine the existence of any significant association between the variables. In this vein, 263 Iranian students aged between 13 to 18 participated in the study and filled out the questionnaires. Analyses of the data revealed strong negative relatedness between shame and the other two variables, while the learners’ guilt and grit were found to be positively correlated.  Expanding the quantitative results, the authors utilized a grounded theory approach and interviewed 30 students to further investigate the shame-inducing factors in L2 classroom and the analyses signaled that the ashamed learners suffer from internal and external shame-provokers. Attending to shame and other negative feelings would possibly reduce the learners’ shame and stress, help them progress in learning and enhance their well-being.

Augmented reality (AR) and virtual reality (VR) have emerged as transformative technologies in English as a Foreign Language (EFL) education, offering immersive, adaptive environments that enhance learner engagement, retention, and motivation. This systematic review synthesized 48 peer-reviewed studies published between 2019 and 2024 to examine AR/VR applications, implementation strategies, challenges, and learning outcomes within EFL contexts. The researchers established inclusion criteria—English language studies published from 2019 onward in Scopus-indexed language teaching and learning journals, fully accessible online, and thematically aligned with research objectives—and applied exclusion criteria to studies that were non-English, dated before 2019, restricted in access, or published in low-impact or non-verified outlets. Data from the selected articles were imported into MAXQDA 24 for qualitative coding, yielding 64 open codes that were consolidated into 12 axial codes and further synthesized into six overarching themes: learner engagement, integration strategies, implementation practices, learner perceptions, adoption challenges, and language acquisition outcomes. Findings indicate AR/VR interventions significantly bolster engagement and linguistic competence when embedded within pedagogically sound frameworks, although technical constraints, cost considerations, and teacher readiness can hinder adoption. Educators should design scalable, user-friendly experiences and invest in targeted professional development to optimize outcomes. This review advances our understanding of AR/VR’s pedagogical potential in EFL settings by highlighting evidence-based practices and persistent challenges. It offers actionable recommendations for future research.

Although peer-assisted collaborative writing has been examined extensively, the development of artificial intelligence (AI) highlights the importance of investigating how AI might affect the way students write and perceive writing. Drawing on the sociocultural theory, the present mixed-methods study examined learners’ integration of AI in their writing process. The participants included 40 TEFL students, randomly assigned to either the peer-assisted collaborative writing or AI-assisted collaborative writing groups. In the first phase of the study, a pretest and a posttest were administered to both groups. They were analyzed in terms of different measures of complexity, accuracy, and fluency features (CAF). A series of paired and independent t-tests was used to compare the two groups in each measure. Although there was no difference between the groups in terms of complexity and fluency, learners in the peer-assisted group outperformed those in the AI-assisted group in terms of accuracy measures. In the second phase of the study, the participants in both groups filled in an open-ended questionnaire on their attitudes toward their writing experiences. It was found that learners in the peer-scaffolded group were more satisfied with their writing and experienced less boredom during writing. 

This study was an endeavor to analyze how English as a foreign language (EFL) teachers at Iranian senior high schools perceive the challenges of teaching idiomatic expressions and how they address them in the classroom. To this end, the researcher conducted face-to-face semi-structured interviews with 30 Iranian male and female teachers who teach English as compulsory courses at all grades of senior high schools in Qom, selected through convenience sampling based on their availability and willingness to participate in this inquiry. Grounded theory was used to analyze the data. The results revealed that many teachers were concerned about the inadequacy of the textbooks used in senior high schools (Vision series), as they do not emphasize the teaching of English idiomatic expressions, even though such expressions have been included in the recent University Entrance Examinations. Regarding teaching strategies for idiom comprehension, on the other hand, the teachers often provided first language (L1) equivalents for L2 idioms, guided students' attention to contextual clues, and explained the meanings of idioms. Additionally, for idiom production, they had students make stories, conversations, or sentences using the target idioms and provided them with lists of frequent idioms to memorize and use as needed. These findings shed light on the challenges teachers face and their strategies when teaching idioms at school.

This study sought to empirically investigate the effects of task-based instruction on the listening comprehension and metacognitive strategy awareness of intermediate English as a Foreign Language (EFL) students in Iran. A sample of 60 male EFL learners was selected based on their performance on a proficiency test. Following a pre-test assessing their listening skills and the completion of a metacognitive awareness questionnaire, participants were assigned to either an experimental group, which received task-based instruction, or a control group that underwent traditional listening instruction. The experimental group was engaged in task-based teaching through three designated tasks: Input-driven tasks, Pedagogical-driven tasks, and Performance-based tasks, whereas the control group experienced conventional instruction methods. After the instructional intervention, all participants undertook a listening post-test alongside a metacognitive awareness questionnaire. A thorough analysis of the data, conducted using independent sample t-tests, indicated a significant positive effect of task-based instructional methods on both the listening comprehension and metacognitive strategy awareness of intermediate EFL learners in Iran.

The current research aimed to explore how teaching grammar via flipped instruction impacts the expository writing of Iranian EFL learners. For this purpose, 64 out of 75 Iranian male EFL learners were chosen as the study sample by administering the Oxford Placement Test (OPT). The intermediate-level participants who were selected were randomly divided into an experimental group and a control group. Subsequently, both groups underwent a pretest in English composition writing. The learners in the experimental group were tasked with watching and studying materials related to the target instruction through WhatsApp Messenger prior to attending class. The control group received grammatical instruction through the same textbook, supplemented by viewing relevant video clips or listening to audio recordings in class using traditional teaching methods. After 14 sessions of instruction, both groups were given a posttest. The findings from the Mann-Whitney U Test comparing the writing scores revealed a statistically significant difference between the control and experimental groups, with the experimental group performing better. Consequently, it is recommended that EFL teachers implement flipped instruction for grammar teaching, as it creates a dynamic and interactive learning environment that overcomes the constraints of time and space.

A crucial part of building vocabulary in a foreign language is to understand lexical errors. Among these mistakes, non-transfer errors are commonly found at all levels of language proficiency, while the incidence of transfer-related errors generally diminishes as proficiency improves. Besides their vital role in the comprehension of language acquisition (especially in the context of second or foreign language learning) errors have significant implications for the various communicative tasks that learners engage in and the effects their errors can have when conversing with native speakers of the target language. To grasp the characteristics of lexical errors, it is essential to utilize a thorough and structured classification system that recognizes the intricacies involved in ESL/EFL students’ word choice processes. The author of this study sought to examine the frequent lexical errors encountered by EFL learners and to offer solutions for mitigating this challenge. From the author’s viewpoint, the lexical errors made by students in EFL courses prompted an inquiry into the root causes of these errors. The outcomes of this research can guide the creation of corrective classroom activities that assist EFL learners and enable students to use vocabulary correctly in their English lessons.

The present study explored the effectiveness of Google Docs as a cloud-based technology in enhancing the complexity, accuracy, and fluency (CAF) facets of writing competence. Forty-nine Iranian EFL learners, majoring in English, from two intact classes participated in the study. The classes were randomly assigned to the Google Docs (GD) group and the Conventional Teaching group (CT) after their proficiency levels were identified. The GD group (n=25) used the Google Docs writing instruction platform, while the CT group (n=24) received traditional writing instruction. Furthermore, ten students from the Google Docs group participated in semi-structured interviews to express their perceptions of the treatment they received. A mixed-methods design, incorporating Multiple Analysis of Covariance (MANCOVA) and theme-based analysis, was employed to assess quantitative and qualitative outcomes. The findings indicated that the GD group demonstrated a significantly improved ability in CAF writing compared to the CT group. The interviews revealed several important themes, including the positive experiences associated with collaborative writing through Google Docs, the convenience and flexibility of real-time collaboration, and the effectiveness of peer support in enhancing writing competence. Additionally, the teacher’s role as a facilitator was found to be crucial. Overall, the results suggested that the interactive attribute of Google Docs, combined with peer correction and editing, noticeably supports more sophisticated and accurate writing skills.

While a growing body of research testifies to the benefits of asynchronous computer-mediated communication (ACMC) for foreign language learning, its contributions within the field of interlanguage pragmatics (ILP) have remained underexplored. To address this gap, the present study aimed to unveil the impact of mobile-assisted (text vs. voice messaging) ACMC on Iranian English as a foreign language (EFL) learners' pragmatic learning of apologies and requests. Utilizing a mixed method, pretest-posttest design, data from sixty intermediate Iranian EFL learners studying English at Shokouh Language Institute in Babolsar, Mazandaran were obtained based on the results of an Oxford Placement Test (OPT). The participants were assigned into two experimental groups (text-messaging, N = 20; voice-messaging, N = 20) and one control group (N = 20). A Written Discourse Completion Test (WDCT) and semi-structured interviews were used for data collection. The pretest and posttest analysis revealed the experimental groups’ significant gains through both text and voice messaging, with only a negligible difference between their effectiveness. The qualitative findings led to the detection of three significant themes a posteriori, namely flexibility and convenience, lower pressure, and promotion of collaborative learning and emotional engagement. The findings suggest that by incorporating multiple modes of interaction, mobile-assisted ACMC grants learners a variety of technological affordances to enrich their pragmatic learning.

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.