درخت حوزه‌های تخصصی

This study aimed to compare the effects of Automated Writing Evaluation Feedback (AWEF) and Peer Feedback (PF) on the development of self-regulation in writing among Iranian English as a Foreign Language (EFL) learners. The participants consisted of 58 intermediate-level Persian-speaking English learners, aged 25 to 30, enrolled in two intact IELTS preparation classes at a private language institute in Tehran. The learners were assigned into two experimental groups: one group (n = 30) received peer feedback, while the other (n = 28) received automated feedback through ProWritingAid. To assess the impact of these interventions, data were collected using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ), semi-structured interviews, and classroom observations. Quantitative analysis using independent samples t-tests revealed significant improvements in self-regulation scores for both groups post-intervention, with the AWEF group showing a significantly greater increase. Qualitative analysis of interview and observation data further supported these findings, indicating that AWEF participants engaged in more structured and proactive revision practices, while PF participants developed greater reflective awareness and emotional resilience through collaborative interaction. Triangulated results confirmed that both feedback types positively influenced self-regulated writing behaviors, with AWEF demonstrating a stronger overall impact.

This quasi-experimental research investigated the comparative effects of gamified versus non-gamified flipped classrooms on the grammar proficiency of Iranian English as a Foreign Language (EFL) learners, with a focus on the acquisition of past tenses. Sixty intermediate-level EFL learners (aged 12–15) were selected non-randomly from a pool of 90 students based on their scores on the Cambridge Preliminary English Test. The participants were randomly assigned into two experimental groups: one experienced a gamified flipped classroom and the other a non-gamified flipped classroom. Both groups received instruction on English past tenses through pre-class videos and in-class activities over 12 sessions. The gamified group used game-based platforms, while the non-gamified group followed traditional methods. Grammar pre-test and post-test were administered to assess learning outcomes. Analysis using one-way ANCOVA revealed that gamified flipped classroom group significantly outperformed the non-gamified group in acquiring English past tenses. The findings suggest that integrating gamification into flipped classroom models can significantly enhance acquisition of past tenses among EFL students. These results hold implications for EFL educators, curriculum designers, and policymakers seeking to adopt engaging and effective instructional strategies.

English for Specific Purposes (ESP) education has gained prominence as a specialized field designed to address the distinct linguistic needs of learners. Although AI-enhanced instruction has been investigated within general English language learning, its implementation in ESP contexts particularly concerning vocabulary recall and retention has remained insufficiently explored. This study sought to evaluate the impact of AI-supported instruction on vocabulary recall and retention among Iranian ESP learners. Based on non-random convenience sampling, a total of 48 undergraduate students in an ESP course from a university in a southeastern province in Iran participated in the present quasi-experimental study. The participants were non-randomly assigned into two different groups: an experimental group (n=24) receiving AI-powered vocabulary instruction through Diffit, and a control group (n=24) receiving traditional print-based vocabulary instruction. Data were collected during a twelve-week intervention through AI-powered instruction of ESP vocabulary. To address the research questions, a univariate repeated measures analysis of covariate (ANCOVA) was employed. Findings revealed that AI-enhanced instruction significantly improved vocabulary recall and retention among ESP learners. The results offer robust evidence supporting the efficacy of AI-based instructional approaches in enhancing vocabulary learning outcomes within ESP settings.

This study examined the impact of auditory input enhancement on the speaking abilities of Iranian EFL learners. Given the importance of speaking in language acquisition and the challenge of limited exposure to spoken English, the study focused on auditory input enhancement—altering intonation and pitch—to improve speaking proficiency. Fifty intermediate-level female learners, aged 18-28, from an English Language institute were selected based on their Oxford Placement Test (OPT) scores. Participants were divided into an experimental group, which received auditory input enhancement, and a control group, which followed traditional methods. Speaking abilities were evaluated with pretests and posttests using the Preliminary English Test (PET). An independent samples t-test analyzed the scores to test the hypothesis. Results indicated a statistically significant improvement in the experimental group's speaking performance compared to the control group, with Cohen's d showing a large effect size. These findings support previous research on input enhancement, underscoring the role of auditory input in focusing learners' attention on linguistic features and enhancing speaking performance. The study suggests that auditory input enhancement could be a valuable tool for EFL teachers and curriculum designers to improve learners' speaking skills.

According to sociocultural theory, dynamic assessment (DA) merges instruction and assessment. This study attempted to compare the effects of interactionist versus interventionist DA on the writing fluency and complexity of adult versus young IELTS candidates in an international language school in Tehran with the age range of 15-48. One hundred and forty students (90 males and 50 females) who had enrolled in the IELTS preparation course in the spring of 2021 participated in this study. The study participants were divided into four groups namely, young interactionist, young interventionist, adult interactionist, and adult interventionist. The participants in all groups were homogenized based on the result of their performance in a standard version of Preliminary English Test (PET). During the eight-week treatment period, the interactionist groups were given writing tests followed by the instructor’s feedback and guidance, while the interventionist groups received instructions and were given writing test samples without qualitative feedback. The pre-test and post-test comparisons among the four groups by Two Way ANCOVA showed that both young and adult individuals in the interactionist groups had a significant improvement in their writing performance compared to those in the interventionist group. In addition, the study revealed the significant impact of interactionist DA vs. interventionist DA on both young and adult participants' scores in both writing fluency and complexity post-test. Likewise, the results showed no statistically significant interaction between the type of assessment and the candidates’ age. The study presents pedagogical implications for teachers, students, and IELTS preparation program designers.

Studying a foreign language in a rewarding and motivating atmosphere will create a perfect setting to enhance language proficiency. It appears that course books and class activities are crucial in this context. This experimental research aimed to find the efficacy of supplementary materials designed based on multiple intelligences on learners' attitudes towards classroom activities (enjoyment, engagement, choice, and challenge). To that end, a two-phase study was planned. First, the researchers developed tasks for each lesson of Vision series, the book taught in the high schools of Iran. Then, the experimental groups (N=60) were exposed to the designed tasks and the course book while the control group (N=60) were exposed just to the course book for four months The Babel proficiency test, along with the translated edition of the Students’ Perceptions of Classroom Activities Scale was given to the experimental and control group participants as the pretest and posttest to examine the impact of the developed tasks on their perceptions of classroom activities. The results of multivariate analysis of variance (MANOVA) indicated that the designed tasks had positive and significant effect on the students’ interests, challenge, choice, and joy.