مطالب

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.

Many researchers have explored the speech act of refusals across various genres, languages, and contexts. However, little is known about how refusals are conveyed in academic job applications by Asia-Pacific and European institutions. To address this gap, the current cross-cultural study analyzed a corpus of naturally occurring academic job rejection emails from different universities. Using Beebe et al.’s (1990) taxonomy of refusals, a total of 85 rejection letters was collected and examined. The results revealed that while both Asia-Pacific and European universities employed similar refusal strategies, the frequency differed significantly: European universities used 219 refusal strategies, compared to only 60 by Asia-Pacific institutions. Both regions primarily relied on “indirect” refusal strategies and “adjuncts” to protect the applicant’s face. Interestingly, “direct” refusal strategies, which are more face-threatening, were notably more common in European universities’ responses. The study concludes with insights and recommendations for making the academic job application process more considerate for both applicants and institutions.

The flipped classroom model has gained traction in language education; however, its application within English for Specific Purposes (ESP) remains underexplored. The present study investigates the impact of flipped classroom instruction on ESP students’ reading comprehension with a focus on their attitudes toward the model. Adopting a quasi-experimental methodology, the study utilized pretest and posttest assessments alongside a 15-item Likert-scale questionnaire to gather data. The research sample comprised 21 second-semester ESP students from Guilan University majoring in Cellular and Molecular Biology, who engaged in a 10-week intervention. Pre-class preparation included instructional videos and reading materials, while classroom activities centered on group discussions and practical problem-solving tasks. Findings demonstrated a substantial enhancement in posttest scores, validating the approach as effective for improving reading comprehension. The survey results revealed highly positive student attitudes, particularly in terms of engagement, autonomy, and collaborative learning. These findings highlight the potential of the flipped classroom model to address the unique academic requirements of ESP students by blending discipline-specific resources with interactive learning strategies.

The meticulous examination of discourse analysis, particularly the scrutiny of language application in academic writing, carries significant weight in the realm of Applied Linguistics. A critical aspect of this exploration revolves around the deployment of stance markers, which function as linguistic tools for articulating the personal viewpoints and assessments of writers concerning the assertions they proffer. The primary objective of this study was to juxtapose the overall and categorical distribution of stance markers in academic research articles authored by native (English) and non-native (Iranian) academic writers across the spheres of soft and hard sciences. The analytical framework of Hyland (2005b) on interactional metadiscourse was utilized to delineate the specific taxonomy of stance markers employed in the academic research articles written by two groups of authors. The results of the research revealed significant differences in the overall and categorical distribution of stance markers between the two sets of datasets, highlighting the potential impacts of disciplinary and cultural variations on their usage. The study advocates for an enriched understanding and integration of the rhetorical norms inherent in academic genres, including the deployment of stance markers, to enhance the creation of educational materials and elevate the language proficiency of students in linguistic studies.