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Research on relative clause (RC) ambiguity resolution in first and second-language contexts has produced conflicting results, with some studies indicating a preference for high attachment, others favoring low attachment, and some reporting no clear preference. In conjunction with other variables, these mixed results may be due to variations in the methodological features employed across studies. Therefore, there is a pressing need for a systematic review of the methodological features of relevant offline tasks to evaluate how these differences may lead to conflicting results critically. To address this issue, a systematic methodological review was conducted analyzing 108 features of offline tasks, including identification, context, materials, design, administration, data analysis, open science practices, and transparency. The results revealed significant methodological variation in the literature and a moderate mean transparency score of 59.77. These findings emphasize the need for methodological standardization and greater transparency in future research to ensure reliable and comparable RC ambiguity resolution research results.

Although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (SEN) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how English as a foreign language (EFL) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. To fill this void, this study reports on a narrative inquiry scrutinizing how Indonesian inclusive EFL teachers construct their identity in teaching 15 students with SEN. Drawing upon Johnston's framework of teacher identity, this study showcases how inclusive EFL teachers cultivated a positive rapport with students with SEN through the utilization of a personal approach and the incorporation of humor in teacher-student relation. Regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with SEN, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. In light of teachers’ religious beliefs in English language teaching (ELT), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in English classrooms. The implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive EFL teachers and differentiated assessment for students with SEN.

Because of their objective measurement and unambiguous correspondences, syntactic parameters are used as comparanda for deep comparison and relatedness of language varieties. The Parametric Comparison Method (Longobardi & Guardiano, 2009) is based on the hypothesis that syntactic parameters are appropriate traits to use as comparanda for contrastive analysis and distance measurement of language pairs and then to provide language taxonomy. This article addresses the syntactic distance and genealogical taxonomy of language varieties that are closely related genealogically, geographically, and culturally. To analyze relatedness and genealogical issues of Kurdish language varieties and the Persian language, abstract grammatical rules, modeled as syntactic parameters which are applied in the domain of determiner phrase (DP), are used as comparanda. The results show that Laki and Lori are at a close distance from Sorani, and on the other hand, Kurmanji and Kɪrdki are also close syntactically. According to the tree achieved from the syntactic distances, Kurmanji is at one end of the spectrum and Persian is at the other end. Thus, it can be concluded that some preliminary deductions regarding the phylogenetic taxonomy of the Iranian languages and dialects, with a focus on Kurdish language varieties and other related dialects, can be proposed.

With the growing adoption of digital technologies in education, digital literacy (DL) is essential for both novice and experienced educators. Farhangian University, Iran’s leading teacher education institution, plays a key role in fostering DL and technology integration through internship programs where mentor teachers model instructional practices. Despite its significance, the DL competencies of EFL (English as a Foreign Language) teaching mentees of Farhangian University and their mentor teachers remain underexplored. Grounded in the Technological Pedagogical Content Knowledge (TPACK) and Teacher Digital Competency (TDC) frameworks, this descriptive study examined self-perceptions and cross-evaluations of DL and technology use among EFL mentor teachers and teaching mentees at Farhangian University. Purposive sampling was used to distribute two parallel Likert-scale questionnaires to 62 female EFL teaching mentees, enrolled in practicum course three, and 53 female EFL mentor teachers in Isfahan. Self‑perceptions revealed that both mentors and mentees rated themselves most proficient in basic digital tools; mentees reported broader confidence across collaborative and content‑specific technologies, while mentors rated themselves lower across specialized applications. Cross‑evaluations showed that mentors viewed mentees as digitally capable but only moderately effective in classroom integration, whereas mentees perceived their mentors as less digitally literate and infrequent technology users. Both mentors and mentees rated their own competencies higher than those of their counterparts, indicating a self‑enhancement bias and underscoring intergenerational differences in DL perceptions. These findings highlight the need for reciprocal DL development, stronger mentor modeling, and structured digital training within teacher education programs to address intergenerational gaps.

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.

This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.

One effective method for improving EFL learners' foreign language communication skills is to learn L2 words and use them in speaking. For this reason, researchers aim to assist learners in acquiring vocabulary to the greatest extent possible. The present study investigated the impact of EFL teacher code-switching (CS) and English-only (EO) instructions on vocabulary acquisition in EFL learners aged 10 to 13. Fifty-six early adolescent learners participated in storytelling activities under the CS or EO conditions. The key difference between the two was that, in the CS group, the teacher used the learners' L1 for teaching vocabulary. In contrast, instruction was conducted solely in English in the EO condition. Results indicated that switching to learners' L1 enhanced vocabulary acquisition more effectively than English-only instruction, and this effect persisted in a delayed post-test two weeks later. Therefore, it can be concluded that teaching new vocabulary via teacher’s resorting to the learners’ L1 through storytelling activities brought about significant gains in remembering the target words in CS condition; hence, for more effective mastery of the new vocabulary among early adolescent learners, it is suggested to present the words in learners’ first language instead of presenting them in lengthy English explanations. The study has practical implications not only for early adolescent EFL learners’ classrooms but also for other learners of different age groups to maximize their vocabulary learning and performance through teachers’ justified amount of L1 use.

Language Assessment Literacy has emerged as a pivotal competence for EFL teacher trainers in guiding the transition from traditional summative testing toward formative, learner-centered assessment practices. This qualitative study investigates how teacher trainers conceptualize and enact assessment in their classrooms, focusing on the role of LAL in enabling pedagogical change. Semi-structured interviews with fourteen EFL teacher trainers were analyzed inductively using MAXQDA, yielding 114 codes categorized into themes related to prior assessment experiences, influential contextual factors, and perceptions of ideal assessment quality. Findings reveal that trainers’ current practices are strongly shaped by their own histories as learners, institutional resources, and commitments to meeting students’ affective and cognitive needs. While summative methods remain common due to systemic and workload constraints, trainers identify formative and diagnostic assessment as essential for fostering learning, student motivation, and self-concept. Recommendations highlight the need for flexible institutional policies, collaborative professional development workshops, and integration of technology to support formative approaches. This study concludes that strengthening LAL among teacher trainers is critical not only for refining assessment tools and processes but also for driving the broader transformation of EFL assessment culture toward equitable, and pedagogically aligned practices.

Learning English for Specific Purposes (ESP) aims to equip its learners to communicate in the multicultural work domain. The new emphases in learning ESP at the university level include the evolution of ESP itself over the last 50 years, and the challenges that ESP students face in speaking English. Conversely, the prevalence of World Englishes (WEs) in university contexts has made it relevant to TEIL. Because ESP aims to equip learners with practical communication skills, English Language Teaching (ELT) programmers must consider alternative approaches to address ESP students' speaking problems. This study explores the effectiveness of WEs conceptualization on ESP students' speaking achievements. It involved 11 teachers and 155 ESP learners from universities. They completed the WEs conceptualization questionnaires and a Preliminary Speaking Sample test. The study selected male and female samples with high mid and low conceptualization. Two-way ANOVA analysis confirms a statistically significant interaction of WEs conceptualization and gender on ESP students speaking, which reinforces the applicability of WEs in ESP classes. Knowledge about WEs develops teachers'/students' conceptualization of sociolinguistic truths and enhances speaking. The knowledge of WES has made it an applicable multicultural solution. Its sociolinguistic and pedagogical outcomes benefit ESP students, curriculum developers, and in-service teachers.

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.