Journal of English Language Pedagogy and Practice - پژوهش های آموزشی و کاربردی زبان انگلیسی (زبانشناسی کاربردی سابق)

This study aimed to investigate the foreign language learning needs of undergraduate engineering students enrolled in the faculties of architecture and electrical in Iran. A total of 133 undergraduate students aged between 20-25 years, along with 30 subject-specific instructors from Azad and State universities of Yazd, Iran, participated in the study. The study was conducted using a qualitative-quantitative survey design, which involved questionnaires and interviews. Qualitative data was collected through interviews with 20 subject-specific instructors and ten undergraduate students in their eighth semesters. The analysis of qualitative and statistical data revealed that most students needed to master the English language before they attended their specialized courses. Over one-third of the students expressed dissatisfaction with the teaching methodology, evaluation methods, amount of foreign culture taught in class, and content of the textbook. The subject-specific instructors also expressed dissatisfaction with their students’ language skills. It can be concluded that in Iran, the English for Specific Purpose (ESP) course does not fully prepare the students to embark on their studies, as it does not sufficiently take into account their learning needs, present level of foreign language proficiency, objectives of the course, resources available in terms of staff, materials, equipment, finances, and time constraint, as well as the skill of the teachers and the teacher’s knowledge of the specific area.

Critical discourse analysis was developed by three outstanding linguists such as Fariclough, Van Dijk and Wodak, who offered rather similar approaches towards discourse analysis. Their common point is that CDA should take a critical orientation to discourse and investigate the aspects of ideology and power hidden in the discourse. The salient purpose of CDA which differs from other related approaches is that it tends to explore the implicit underlined ideological and power patterns in the written and spoken discourses. As a whole, CDA tends to uncover the implicit ideological prejudice in the discourse which brings about a dominance, hegemony, inequality and racism, and discrimination. These scholars basically give an ideological perspective to their approaches by the inspiration from Halliday's systematic functional linguistics. Halliday's systematic functional linguistics (SFL) is one of influential frameworks which has been extensively applied for the textual analysis of a number of domains such as critical discourse analysis. This study intends to discover how it is possible to find out the ideological dimension of discourse by exploring the linguistic elements particularly the transitive verbs. It is hoped that it provides insightful guidelines for the CDA researchers to analyze a discourse with its ideological perspective. It concludes that the transitive verbs are most significant in transferring the ideological attitude of writer or speaker. These types of verbs are deliberately used within a textual discourse in which each textual element is interrelated to each other and has an influential impact of the signification of these verbs.

Adhering to Hyland’s (2019) Interpersonal Model of Metadiscourse, this paper examines the distribution of interactive metadiscourse markers across various topics in popular science commentaries. The corpus comprises 300 popular science commentaries, including 150 magazine articles and 150 newspaper articles, spanning nine years from 2015 to 2024. This period saw increased public debates due to significant scientific discoveries, making the analysis of such engaging content particularly relevant. A corpus of 346,825 running words was analyzed using Antconc software, identifying 24,492 instances of interactive markers. The study shows that subcategories of interactive metadiscourse are frequently used in both popular science magazine and newspaper articles. However, interactive markers appear more frequently in magazine articles than in newspaper articles, indicating that the former has more structured content. Chi-square test results for subcategories of interactive metadiscourse reveal significant differences in the distribution of transition markers, endophoric markers, evidentials, and code glosses between the two corpora. This suggests that ESP and EAP material developers should create more explicit learning resources. Such resources could help language instructors and novice researchers, especially those whose first language is not English, understand how the rhetorical functions of interactive markers influence writing styles across different genres and facilitate successful reader interaction.

This research investigated the immediate and delayed impacts of two types of input instruction, structured input instruction(SII) and consciousness-raising instruction (CRI), on the pragmatic performance of EFL learners in terms of accuracy. For this purpose, 90 intermediate-level students of a language center in Karaj, Iran were selected based on convenience sampling and their performance on Oxford Placement Test (OPT). The participants were then randomly assigned into three groups. Next, after administering a written discourse completion test (WDCT) as their pretest, the participants in the two experimental groups (structured input and consciousness-raising) had eight sessions of treatment. This was followed by an immediate WDCT posttest, and after a two-week time interval by a delayed WDCT posttest to assess their pragmatic accuracy. Two raters scored the participants` pragmatic accuracy on the pre-test, immediate post-test, and delayed post-test. Three repeated-measures two-way ANOVAs were used to analyze the data. The results showed that the participants of the experimental groups performed significantly better on immediate and delayed post-tests regarding pragmatic accuracy. However, no significant difference was found between the structured input instruction and consciousness-raising instruction on improving the EFL learners’ pragmatic accuracy. Discussion of the findings, implications of the results and suggestions for further studies have all been presented at the end of the work.

This study delved into the interplay between Iranian EFL teachers' emotional intelligence and their classroom management styles. The study employed the Emotional Quotient Inventory (EQ-i) and the Competency and Behavior Management Survey (CBMS) to assess emotional intelligence and management styles of 110 EFL instructors from The Iran Language Institute. The findings revealed a statistically significant positive association between teachers' emotional intelligence and their preference for proactive classroom management strategies. Conversely, a significant negative correlation emerged between teachers' emotional intelligence and their inclination towards reactive management styles. Furthermore, the study identified a positive association between teachers' experience and both their emotional intelligence and their preference for proactive management. Additionally, teachers with master's degrees exhibited higher emotional intelligence levels, a stronger affinity for proactive strategies, and a weaker tendency for reactive approaches. These results hold significant implications for educators and teacher training programs. The study suggests a link between teachers' emotional intelligence and their successful implementation of classroom management strategies. This underscores the potential value of incorporating emotional intelligence development into teacher training programs, potentially enhancing future educators' ability to effectively manage their classrooms.

Self-regulation is crucial in foreign language acquisition, requiring learners to set clear goals, choose effective strategies, and manage their learning. However, many face challenges in applying these strategies, indicating a need for educator support. This study examined the impact of Self-Regulated Learning (SRL) strategies on word knowledge and speaking competence among Iranian EFL learners. Data was collected from 200 pre-intermediate and intermediate students using the Vocabulary Levels Test (VLT), Self-Regulating Strategy in Vocabulary Learning Scale (SRCvoc), and Key English Test (KET), along with semi-structured interviews with 30 learners in Urmia, Iran. Analysis included descriptive statistics, multiple regression, ANOVA, and thematic analysis. Results showed that learners utilized SRL strategies for vocabulary learning above average, with specific subscales positively affecting acquisition. Commitment control emerged as the most significant factor influencing speaking proficiency, explaining 58.6% of the variance, while satiation control had minimal impact at 15.8%. Challenges in time management, motivation, and anxiety were also identified. The research advocates for targeted interventions to enhance commitment and motivation, contributing valuable insights for educators to improve learning outcomes through tailored instructional strategies that integrate self-regulation training into language curricula.

The purpose of this study was to compare the effects of massed, clumped, and spaced distribution of an Augmented Reality-Assisted Language (ARAL) application on young English as a Foreign Language (EFL) learners' vocabulary learning. Forty-eight native Persian speakers, ages 5 to 10, who attended a private international school in Istanbul, Turkey, participated in the research. To teach vocabulary items, the researchers used a researchers-made augmented reality smartphone application based on a phonics book. Using the ARAL application, three groups of primary school students were assigned to receive instruction: massed learning (one lesson per day for four days in a row), clumped learning (two lessons twice a week with a brief break), and spaced learning (one lesson per day for four days in a row). The impact of the ARAL application was assessed using a pre-test–post-test approach. The ANCOVA results demonstrated that the learning environment had an impact on the students' vocabulary development. The greatest post-test scores were obtained in the massed condition. Therefore, the results demonstrate the value of incorporating massed learning methodologies into EFL teaching practices and validate the efficacy of massed learning using ARAL for Persian-speaking EFL learners. The results have consequences for curriculum writers, administrators, and EFL teachers who want to use the massed dissemination method of ARAL application.

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.

This study investigated the impact of Google Meet instruction on learner autonomy in EFL learners, considering the potential moderating role of learner motivation. A quasi-experimental design with two groups involving 40 intermediate EFL learners was employed. Learner proficiency was assessed using the Oxford Placement Test (OPT). Learner motivation and autonomy were measured by the English Learning Motivation Questionnaire (ELMQ) and the Learner Autonomy Questionnaire (LAQ) before and after the intervention period. The results revealed a statistically significant increase in learner autonomy scores in the experimental group who received instruction through Google Meet, while the control group receiving traditional face-to-face instruction did not experience a significant change. Further analysis explored the interaction effect between learner motivation and Google Meet use. A two-way ANOVA revealed that learners with high motivation scored higher in both groups compared to those with low motivation. However, the experimental group consistently scored higher than the control group regardless of motivation level. Notably, learners with high motivation in the Google Meet group achieved the highest scores, while learners with low motivation in the control group scored the lowest. The results also confirmed that both learner motivation and Google Meet instruction, along with their interaction, significantly affect learner autonomy development. These findings contribute to the understanding of technology-assisted language learning environments and their potential to foster learner autonomy, while highlighting the important role of learner motivation in this process.

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.

This quasi-experimental study, grounded in cognitive theory, examined the impact of written corrective feedback (WCF) on specific components of writing: grammar, vocabulary, and mechanics. The research aimed to determine the effectiveness of targeted WCF on A2-level English language learners' writing proficiency. Participants comprised 110 students enrolled in online English classes at a secondary school, delivered via the SHAD application over a nine-month period. Students were randomly assigned to three treatment groups, each receiving WCF focused on either grammar (n=46), vocabulary (n=32), or mechanics (n=32). To measure writing improvement, all participants completed the A2 Key examination as both a pre-test and a post-test. Analysis of gain scores indicated that technology-mediated WCF was generally effective in enhancing writing skills across all three categories. Specifically, improvements were observed in grammar (4.32), vocabulary (4.84), and mechanics (3.81) following the intervention. However, statistical analysis revealed no statistically significant difference in the effectiveness of WCF across the three error categories (F (1,107) = 1.92, ρ = .151). This suggests that while WCF improved writing performance in all areas, the degree of improvement did not vary significantly depending on whether the feedback focused on grammar, vocabulary, or mechanics. These findings offer valuable insights for educators, students, teacher training programs, and curriculum developers, informing the design and implementation of targeted feedback strategies in online language learning environments.

This study focused on Iranian EFL learners’ learning styles and their willingness to communicate (WTC) in the classroom as two critical factors causing individual differences in language learners. A sample of 175 Iranian EFL learners studying at elementary, intermediate, and advanced levels at the University of Tehran Language Center participated in this study. The participants were asked to fill out two Likert-type questionnaires of the Willingness to Communicate and the Perceptual Learning Style Preference Questionnaire (PLSPQ). The findings of this study demonstrated that Iranian EFL learners prefer kinesthetic learning style above all others. Moreover, the findings indicated that there is a significant, albeit low, relationship between Iranian EFL learners’ learning styles and their willingness to communicate in the classroom. Furthermore, it was revealed that while Iranian EFL learners’ learning styles are not significantly different across different levels of language proficiency, there is a significant difference in their levels of willingness to communicate in the classroom.