Journal of New Trends in English Language Learning (JNTELL)
Journal of New Trends in English Language Learning (JNTELL), ISSN 2821-2290, is an online, open-access, double-blind, and peer-reviewed academic journal publishes Quarterly. Journal DOI: 10.57647/jntell Journal Abbriviation: J New Trends Eng. Lang. Learn. Journal Title Acronym: JNTELL Journal Owner: Islamic Azad University Publisher: Islamic Azad University, Co-publishing, OICC Press, UK Keywords: Applied Linguistics, TEFL/TESL, Literary Studies, Psycholinguistics, Sociolinguistics, Linguistics, Language & Literature, Translation Studies, Educational Studies Director-in-Charge: Neda Fatehi Rad, PhD 0000-0003-1295-9078 Editor-in-chief: Ali Asghar Rostami Abousaidi 0000-0001-8423-7272 Latest News: We would like to inform all authors and contributors that, effective 1st October 2025, an Article Processing Charge (APC) will apply to all manuscripts submitted on or after this date that are accepted for publication in the Journal of New Trends in English Language Learning (JNTELL).
Iranian EFL Learners’ Perceptions of Guided Critical Reflection Tasks for Listening Comprehension and Associated Gains: A Self-Determination Theory Perspective
This study investigated Iranian EFL learners’ perceptions of guided critical reflection tasks based on the Review, Connect, Extend, Apply (RCEA) framework for developing listening comprehension. Using Self-Determination Theory (SDT) as the theoretical lens, the study also examined the relationship between these perceptions and long-term retention of listening gains. Forty intermediate EFL learners completed a 12-week intervention involving weekly RCEA-based listening tasks. Two weeks after the delayed posttest, participants completed a Learning Experience Questionnaire (LEQ) measuring perceived usefulness, engagement, and difficulty, and ten participated in semi-structured interviews. Quantitative results indicated that learners perceived the tasks as highly useful (M = 4.12) and engaging (M = 3.94), with moderate difficulty (M = 3.45). Perceived usefulness (r = 0.52) and engagement (r = 0.48) were positively correlated with retention gain, while perceived difficulty showed a weak negative correlation (r = -0.31). Qualitative findings revealed that the ‘Connect’ and ‘Apply’ stages were particularly valued for creating personal relevance and deep processing, whereas the ‘Extend’ stage was the most challenging. Learners reported that the ‘Apply’ stage created durable memory traces, while superficial engagement due to time pressure hindered retention. The findings support the integration of the RCEA framework into listening instruction and confirm the applicability of SDT to critical reflection task design.
Copyright (c) 2026 Mohammad Jafari, Hossein Heidari Tabrizi, Aziseh Chalak (Author) https://creativecommons.org/licenses/by/4.0
An Investigation of the Use of Artificial Intelligence (AI) in English Language Teaching: Iranian EFL Learners’ Perceptions and Opportunities in Focus
Various domains of education including English language education have been influenced in various degrees by the rapid advancement of artificial intelligence (AI) technologies. Emergence of AI-driven language models such as ChatGPT, Wordvice, Quillbot, and Duolingo is considered clear evidence for this claim. This study aimed to touch Iranian EFL learners’ perceptions of the use of AI (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching and explore the opportunities of using AI-powered tools (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching from Iranian EFL learners’ point of view. To this end, a qualitative thematic analysis design was used. The study recruited 30 learners studying English in different settings including universities and language schools, purposively selected from learners working with AI for research and learning purposes. This study used a semi-structured individual interview and written reflective journal to collect the data. The data collected from the interviews and reflective journals was thematically analyzed using open, axial and selective coding procedures. Concerning the first research question on EFL learners’ perceptions of the use of AI (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching, the following themes were extracted: Enhancement of learners’ relationship with classmates, Decreasing learners’ willingness to ask questions, Time saving, Clarification of complex concepts, Creative teaching with individualized feedback, Probability of inaccurate information, Manipulating the learning process, Reducing learner efforts, Revolutionizing assessment methods, and Emergence of new research paradigms. With regard to the second research question on the opportunities of using AI-powered tools (e.g., Wordvice, Quillbot, and Duolingo) in English language teaching from Iranian EFL learners’ point of view, the following themes were identified: Making learners and teachers familiar with technology, Learner-oriented teaching, Keeping teachers and learners up-to-date, Making learning inquiry-based, Empowering teachers, and Enactment of new institutional ‎policies and responsibilities. This study’s implications extend to top policy makers, EFL teachers and learners.
Copyright (c) 2026 Fatemeh Sharifzadeh, Fatemeh Behjat, Leila Akbarpour (Author) https://creativecommons.org/licenses/by/4.0
Personal Growth Initiative among EFL Teachers with Different Kinds of Multiple Intelligences
The present study was an attempt to investigate the existence of any significant difference among the personal growth initiative (PGI) of EFL teachers with different kinds of multiple intelligences (MI). To this end, a total of 160 male and female EFL teachers aged 20-56 participated in this study. They were selected through nonrandom convenience sampling based on their inclination to take part in the study. Two questionnaires were administered: the PGI scale (PGIS) and the Multiple Intelligence Development Assessment Scales (MIDAS). The researchers conducted both descriptive and inferential statistical analyses with the findings indicating that there was a significant difference among EFL teachers’ PGI with different kinds of MI. Teachers who were more intrapersonally intelligent had the highest level of PGI followed by those with interpersonal intelligence. Teachers with logical-mathematical, verbal-linguistic, and musical intelligence held the third, fourth, and fifth ranks while those with higher levels of bodily-kinesthetic, naturalistic, and visual-spatial intelligence had lower PGI ratings. The implications of this study both for EFL teachers and teacher education institutions are discussed in this study.
Copyright (c) 2026 Hamid Marashi, Narges Alimohamadi (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Reading and Vocabulary Intervention within the Test Validity on Depth and Breadth of Vocabulary Knowledge among Iranian EFL Learners
Because intervention within the test validity as a dynamic assessment (DA)-laden procedure has been newly proposed by scholars in the field, research scarcity is there with respect to this procedure within EFL studies. This study examines the effect of vocabulary and reading intervention within the test validity on depth and breadth of vocabulary knowledge among EFL learners through a quasi-experimental pre-test post-test control group design. Three intact groups of intermediate female EFL learners, each composed of 30 learners, participated in this investigation from a private language institution in Tehran through convenience sampling. Data were gathered through the administration of the Quick Placement Test (QPT), the Vocabulary Levels Test (VLT), and the Depth of Vocabulary Knowledge Test (DVKT). To analyze the data, ANOVA was used. It was shown that reading and vocabulary intervention within the test validity had a significant impact on Iranian EFL learners’ depth and breadth of vocabulary knowledge. Moreover, there was a significant difference between the effectiveness of reading and vocabulary intervention within the test validity on depth and breadth of vocabulary knowledge in favor of the vocabulary intervention within the test validity. The findings carry implications for EFL instructors, learners, and curriculum developers.
Reading intervention within the test validity
Vocabulary intervention within the test validity
Depth and Breadth of Vocabulary Knowledge
Copyright (c) 2026 Narges Alimohammadi, Neda Fatehi Rad, Mohammad Iman Askari (Author) https://creativecommons.org/licenses/by/4.0
The Impact of LOA-Based Revision Strategies on WritingCAF of Iranian EFL learners: Gender in Focus
The present study investigates the impacts of Learning-Oriented Assessment (LOA)-based feedback on the writing performance of Iranian English as a Foreign Language (EFL) learners, with a specific focus on the role of gender. 120 intermediate-level male and female learners were divided into experimental and control groups using a quasi-experimental design. The experimental groups received LOA-based peer assessment, self-assessment, and teacher feedback, over 12 weeks, while the control group received traditional teacher-centered feedback. Pre-test and post-test analyses of writing samples, measured for complexity, accuracy, and fluency (CAF), revealed that compared with the control group, learners' writing performance was significantly improved by all three LOA-based interventions, with peer evaluation producing the greatest improvement. Furthermore, the interaction between treatment and gender is not significant, meaning that writing performance assessment methods did not affect male and female learners differently. The findings suggest that the study shows that feedback is not just evaluative but also transformative. The results of the present study have some pedagogical implications.
Copyright (c) 2026 Mehri Zarrabi Rad, Fatemeh Mirzapour, Aliasghar Yousefi Azarfam (Author) https://creativecommons.org/licenses/by/4.0
Application of Social Media Platforms in Language Practice: Impact on Iranian EFL Learners' Language Skills
The intersection of social media and language education has introduced new paradigms for English as a Foreign Language (EFL) instruction, particularly in contexts like Iran where access to authentic English interaction is limited. This mixed-methods study investigates the impact of social media platforms on the development of Iranian EFL learners’ language skills. Grounded in Sociocultural Theory (Vygotsky, 1978) and Connectivism (Siemens, 2005), the study examines how tools like Instagram, Telegram, YouTube, and WhatsApp facilitate skill integration, learner autonomy, and communicative competence. A sample of 120 intermediate Iranian EFL learners was divided into control and experimental groups across three institutes in Tehran and Isfahan. Over a 12-week period, the experimental group engaged in curriculum-aligned social media tasks, while the control group followed traditional instruction. Data were collected through standardized language tests, questionnaires, interviews, social media usage logs, and focus groups. Quantitative data were analyzed using paired-sample t-tests and ANCOVA; qualitative data underwent thematic analysis using MAXQDA. Findings reveal significant improvements in integrated language skills among the experimental group, alongside heightened learner motivation, autonomy, and digital literacy. This paper offers pedagogical implications for curriculum designers, teacher training, and technology-enhanced language learning in EFL contexts.
Social Media, Language Practice, Iranian EFL Learners, Language Skills
Copyright (c) 2026 Sahar Khademi, Hossein Vahid Dastjerdi, mohamadreza Talebinejad, Omid Tabatabaei (Author) https://creativecommons.org/licenses/by/4.0
Critical Discourse Analysis of Iranian Media Framing of the COVID-19 Pandemic through Fairclough’s Three-Dimensional Model
This mixed-methods study investigates how Iranian news media discursively framed the COVID-19 pandemic between 2019 and 2021, with the aim of uncovering the interplay between linguistic representation, discursive practice, and ideological reproduction. Grounded in Norman Fairclough’s three-dimensional model of Critical Discourse Analysis (CDA) and augmented by Halliday’s Systemic Functional Linguistics (SFL), the research analyzes a corpus of 100 news reports, headlines, and editorials from six major Iranian outlets: Kayhan, IRNA, Tasnim, Shargh, Etemad, and ISNA. The study adopts a sequential explanatory design: first, a qualitative inductive analysis identifies dominant discursive strategies (e.g., war/religious metaphors, passive constructions, intertextual appeals to authority); second, a quantitative coding scheme operationalizes these strategies to test three hypotheses regarding ideological convergence across outlet types. Results indicate statistically significant alignment in the use of unifying national-religious framing—particularly in modality distribution, metaphor frequency, and agency suppression—even across reformist and conservative platforms. The findings suggest that pandemic discourse in Iran functioned less as an arena of contestation and more as a coordinated apparatus of national meaning-making, legitimizing state authority through the naturalization of collective resilience. This study contributes to CDA literature by demonstrating how crisis discourse in ideologically saturated contexts can achieve discursive hegemony not through overt censorship, but through shared linguistic repertoires and recontextualized historical–religious narratives.
Critical Discourse Analysis; Fairclough; Systemic Functional Linguistics; media framing
Copyright (c) 2026 Sara Shafiei Berenjkani, Bahram Hadian, Ahmadreza Lotfi (Author) https://creativecommons.org/licenses/by/4.0
Ideology and Power in an Iranian High School English Textbook (Prospect 1):A Critical Discourse Analysis
The present study aims to examine the representation of ideology and power in the texts of the English language book for the first year of secondary school (Prospect 1). In this study, the theoretical framework is based on Van Dijk's socio-cognitive approach to critical discourse analysis; an approach which emphasizes the role of language in reproducing social and ideological structures. The data consists of a seventh-grade textbook that has been analyzed using a descriptive-analytical method at three levels: micro, macro, and linguistic. Data were collected through direct observation, selecting the desired text in the research, taking notes of the desired texts, and images in the English textbook. The discourse of the mentioned textbook is an ideological discourse that encompasses the authors' goals, which include providing national, cultural, and religious knowledge. Also, the representation of the Islamic system and religious attitude can be explained in such a way that the lifestyle, individual and social culture of individuals in an Islamic society, and their cultural patterns are represented in this book. Based on the results, the texts of Prospect 1 contain themes that reflect the cultural, moral, and religious values ​​of Iranian society, and avoid direct representation of Western culture. In linguistic analysis, the high frequency of words such as "family," "respect," "duty," and "God," as well as the widespread presence of the plural pronouns "we" and the modal verbs "must," "obligate," indicate a moral-oriented and identity-oriented discourse. The findings reveal that English language teaching in the Iranian educational system has been redesigned not to transmit global culture but to strengthen local and religious identity. This research can take steps towards advancing future community studies and improving textbook writing. Moreover, educational administrators, curriculum designers, content authors, and teachers can convey desirable ideologies to students through knowledge of critical analysis methods.
Critical Discourse Analysis, Van Dijk Model, Ideology, Textbook, Prospect, Power, Gender
Copyright (c) 2026 Shideh Khazaeli, Masoud Asadi, Shaban Barimani Varandi (Author) https://creativecommons.org/licenses/by/4.0
An Investigation into the Potential and Pitfalls of Blended Learning among Iranian Higher Education Students Learning English as a Foreign Language
Blended Learning (BL) has emerged as a transformative pedagogical approach that integrates computer-assisted instruction with traditional face-to-face (F2F) classes, offering a more engaging and flexible learning environment. This study investigates the overall tendency of Iranian EFL learners towards the BL process and evaluates its potential and pitfalls over a six-week intervention. Thirty students aged 18 to 25 from various academic disciplines participated in the study. Data were collected using the Web-Based Learning Environment Instrument (WEBLEI) and semi-structured interviews following the BL intervention. Results from descriptive analyses reveal a generally positive reception of BL: while 55% of participants expressed enjoyment of the learning approach, a significant proportion (31%) remained neutral, and a minority (14%) expressed dissatisfaction. Qualitative data highlighted an appreciation for flexibility and self-paced learning, juxtaposed with challenges such as technical issues, varying levels of self-discipline, and a strong preference for traditional teacher-led instruction among some students. The study concludes that while BL offers promising pedagogical enhancements for Iranian EFL contexts, its success is contingent on robust technological infrastructure, targeted teacher and student training, and a balanced instructional design that harmonizes digital and human interaction.
Computer-Assisted Language Learning (CALL),
Copyright (c) 2026 Mehdi Jowkar, Mohammad Javad Riasati, Fatemeh Bahjat (Author) https://creativecommons.org/licenses/by/4.0
Predicting EFL Learners’ Self-Regulated Learning in Online English Courses: Evidence from Foreign Language Enjoyment and L2 Grit in Sustainable Educational Practice
With the rapid expansion of digital learning, recognizing the factors that promote effective engagement in online English as a Foreign Language education has become crucial (Grammarly, n.d.). Elements such as self-regulation, motivation, and emotional experiences are central to persistence and achievement. Grit is essential in education; it is characterized by perseverance and a passion for long-term goals, enabling learners to sustain their efforts over time. Conversely, foreign language enjoyment (FLE) encourages motivation and enhances learning outcomes. Building on these insights, this study examined whether online self-regulated learning (OSRL) predicts EFL learners' e-learning acceptance (ELA) within the Technology Acceptance Model (TAM) and whether FLE and L2 grit serve as mediators in this relationship. This study selected a random sample of 300 participants using a cluster sampling from various branches of Azad universities and private English-language institutes offering online English courses. The study obtained its data using four validated measurement tools: The Foreign Language Enjoyment Scale (Dewaele & MacIntyer, 2014), the L2 Grit Scale (Teimouriet al.,2020), the Online Self-Regulated Learning Scale (Su et al., 2018), and the E-learning Acceptance Scale (Zhao et al.,2020). Using Structural Equation Modeling (SEM), the study assessed the proposed relationships. The results revealed that OSRL, whether mediated by FLE or L2 grit, did not improve.
Foreign Language Enjoyment, L2 Grit, Consistency of Interest, Persistence of Effort, Online Self-Regulated Learning.
Copyright (c) 2026 Zahra Tabandeh Hashemi, Dr. Hamed Barjesteh, Dr. Amir Marzban (Author) https://creativecommons.org/licenses/by/4.0
A Review of Assessment System in EFL Education in Iran
The problems of Iranian assessment system at pre-university level can be traced in both theoretical bases and the practical levels. This study aimed at offering a critical review of Iranian assessment/testing system at the pre-university level based on post-structural theories of Jean François Lyotard, Jacques Derrida and Michel Foucault. To this end, first, an introduction to the paper was presented followed by explanation of education in modernism and post-modernism. Then, a section was provided called postmodernism and Iranian pre-university assessment/testing system. Next, a section was devoted to beyond post-testism: towards post-post-test era. Finally, probable scenarios for Iranian pre-university assessment/testing system were presented.
Copyright (c) 2025 Negin Naderi (Author) https://creativecommons.org/licenses/by/4.0
Enhancing Pragmatic Competence in Iranian EFL Learners: The Impact of Conversation Tasks Across Gender Using a Clinical Elicitation Approach
This quasi-experimental study investigated the effects of conversation task-based instruction on the pragmatic competence of Iranian upper-intermediate EFL learners, with attention to gender differences. Fifty-eight learners were assigned to experimental (task-based instruction) and control (conventional instruction) groups. Pragmatic competence was measured via discourse completion tasks across appropriateness, politeness, and fluency. ANCOVA analyses showed that the experimental group achieved significantly greater gains in all dimensions of pragmatic competence compared to the control group, after controlling for pretest scores. A two-way ANOVA revealed that female learners consistently reached higher adjusted posttest scores than males; however, conversation task-based instruction was equally effective across genders, with no significant interaction effect. These findings confirm the robust, gender-neutral impact of conversation tasks on developing pragmatic competence in EFL contexts, supporting their integration into language teaching curricula for sustained sociopragmatic growth.
Copyright (c) 2025 Shabnam Pasban, Ramin Rahimy, Valeh Valipour (Author) https://creativecommons.org/licenses/by/4.0
Iranian EFL Teachers’ and Learners’ Perceptions of Web-Based Dynamic Assessment (WDA) for Writing Skill
Web-based dynamic assessment (WDA) is a new approach for writing assessment that merges the elements of dynamic assessment with the potentials of web-based technologies. But, in spite of increasing popularity of technology use in writing education worldwide, having a glance at Iranian educational system shows that still traditional teaching methods and techniques are prevalent in teaching writing in many educational settings. This qualitative study aimed to explore Iranian EFL teachers’ and learners’ perceptions of WDA for writing skill using Grounded Theory Method (GTM). The participants included two groups of Iranian EFL teachers and learners who were selected through convenience sampling. The required data was collected through a semi-structured interview and an open-ended questionnaire. Data analysis was conducted through thematic analysis. According to the results, the following themes were extracted for Iranian EFL teachers’ perceptions of web-based dynamic assessment (WDA) for writing skill: Using E-Mail to Teach and Assess Students’ Writing Skill, Using Write & Improve to Teach and Assess Students’ Writing Skill, Using Word Vice to Teach and Assess Students’ Writing Skill, Using Google Docs to Teach and Assess Students’ Writing Skill, etc. Moreover, the following themes were extracted for Iranian EFL learners’ perceptions: Using Word Wall to Teach and Assess Students’ Writing Skill, Using Quill Bot to Teach and Assess Students’ Writing Skill, Using Social Networks Like Instagram, Eitaa, WhatsApp and Telegram to Teach and Assess Students’ Writing Skill, Using Screen Casting to Teach and Assess Students’ Writing Skill, etc. The results have some implications for EFL teachers, learners and curriculum planners.
Copyright (c) 2025 Elham Taghipour Ahangar, Shaban Najafi Karimi, Amir Marzban (Author) https://creativecommons.org/licenses/by/4.0
Implementing the Rasch Rating Scale Model for Assessing Writing Performance
Rater-mediated assessments require raters to make complex judgments, often expressed through ordinal rating scale categories, about test-takers’ performances. When the focus is on the quality of these judgments, it becomes essential to evaluate the ratings for their psychometric soundness, including validity, reliability, and fairness. In applied linguistics and second-language assessment research, the Many-Facet Rasch Model (MFRM; Linacre, 1989) has been widely used to investigate rater performance. However, the MFRM’s complexity, combined with the limited accessibility of user-friendly software, presents challenges for researchers and practitioners. In this study, the researchers propose using the Rating Scale Model (RSM), a more straightforward and widely recognized framework, as an alternative for analyzing judged performance. To explore its utility, the RSM was applied to scores assigned by five raters to 156 compositions written by English as a Foreign Language Learners (EFL). The findings indicate that the RSM can successfully convert ordinal ratings into interval-level measures for both test-takers and tasks, while also allowing examination of item fit, person fit, rating scale functioning, and dimensionality. Moreover, the model proved capable of investigating interaction effects, such as the influence of rater and examinee gender, as well as the interplay between raters and specific items. Overall, this study demonstrates that the RSM, while more limited than the MFRM, offers a practical and accessible tool for evaluating the quality of assessor judgments in performance assessment. We also highlight both the promise and the constraints of relying on RSM in this context, with implications for future inquiry and implementation.
Copyright (c) 2025 Sareh Sahebalam, Purya Baghaei, Mojgan Rashtchi (Author) https://creativecommons.org/licenses/by/4.0
The Fragmented Self: Posthuman Subjectivity in Cory Doctorow’s Walkaway
In an era where digital consciousness and post-scarcity economies challenge the foundations of human identity, Cory Doctorow’s Walkaway (2017) offers a radical exploration of posthuman subjectivity. This paper argues that the novel reconfigures the self through mind uploading, digital replication, and decentralized existence, presenting subjectivity as fluid, networked, and plural rather than singular and stable. Unlike traditional cyberpunk narratives that portray fragmented identity as a dystopian crisis, Walkaway depicts the dissolution of selfhood as an act of liberation from capitalist structures that commodify labor and mortality. Drawing on posthuman theory (Haraway, Hayles, Braidotti), the analysis examines Doctorow’s representation of consciousness duplication, the erosion of individualism, and the socio-political stakes of posthuman futures. Ultimately, Walkaway functions as a utopian counter-narrative to cyberpunk’s prevailing anxieties, redefining identity in the age of digital transcendence while raising urgent ethical and philosophical questions about the politics of posthumanism.
cyberpunk, posthumanism, fragmented identity, mind uploading, utopia, Walkaway
Copyright (c) 2026 Faeze Mohammadian Roshan, Roya Yaghoubi (Author) https://creativecommons.org/licenses/by/4.0
Characterizing the Online EFL Classroom: An Observational Study in the Iranian Context
This study investigates discourse and interactional patterns in Iranian online EFL classrooms, with a focus on how technological affordances and constraints shape participation and engagement. Drawing on four observed General English sessions, data were collected through synchronous classroom observations, audio recordings, annotated transcripts, and field notes. A hybrid coding framework was developed by integrating established models of classroom discourse – FLINT (Moskowitz, 1971), Sinclair and Coulthard’s IRF model (1975), the COLT scheme (Allen et al., 1984), and CET/Teach Observer adaptations (USC Center for Excellence in Teaching, 2021) – to capture both traditional interactional features and online-specific behaviors such as chat-based checks, file sharing, and troubleshooting. Findings reveal a predominantly teacher-led instructional style characterized by frequent Initiation–Response–Feedback sequences, concise student contributions, and strategic scaffolding. Online affordances, including chat confirmations, screen sharing, and attendance checks, supported classroom management and joint attention, while persistent constraints such as connectivity disruptions and absenteeism limited learner participation. Student talk was largely brief and reactive, with limited extended interaction unless explicitly scaffolded. The results highlight both continuities with traditional Iranian EFL classroom discourse and the distinctive dynamics of the online medium. The study underscores the need for targeted teacher training in online discourse strategies and the integration of more student-centered tasks to foster engagement and autonomy in virtual EFL environments.
Copyright (c) 2025 Sevda Hadi, Ali Asghar Yousefi Azarfam, Ali Amirghassemi (Author) https://creativecommons.org/licenses/by/4.0
Effects of Motivational, Metacognitive, and Technology-Based Scaffolding on Listening Ability of Iranian ESP Students
This research seeks to scrutinize how different scaffolding techniques affect the listening skills of Iranian students enrolled in English. These students often struggle with developing their listening skills, which are vital for effective communication in academic and professional environments. This investigation implemented a quasi-experimental framework and comprised 80 intermediate Iranian ESP students who were randomly divided into four experimental groups (motivational, metacognitive, technology-based) and a control group. The participants' listening skills were assessed through pre-tests and post-tests, and the treatment involved the use of scaffolding techniques, including a software program that incorporated text, graphics, and audio elements. The program presented materials through various modalities, such as vocabulary sections, stories, exercises, and games. The outcome revealed all three types of scaffolding led to significant improvements in the listening abilities of the ESP learners. The experimental groups performed better than the control group, with the technology-based group showing weaker performance compared to the motivational and metacognitive groups. The results carry significant relevance for English education in Iran, as they can support a basis for enhancing pedagogical strategies to upgrade listening skills in academic and professional contexts.
Copyright (c) 2025 Elham Fallahian, Omid Tabatabaei, Hadi Salehi, Hossein Vahid Dastjerdi (Author) https://creativecommons.org/licenses/by/4.0
Linguistic Practices and Their Functions: Analyzing Code-Mixing and CodeSwitching Among Iraqi Students
This study examines the sociolinguistic phenomena of code-mixing (CM) and code-switching (CS) among Iraqi undergraduate students. Focusing on Research Questions 1, 2, and 3, the research investigates the types of CM and CS employed and their communicative functions. Drawing upon data collected from 20 episodes of Iraqi TV talk shows and prior empirical studies, the findings reveal patterns that highlight the strategic and social implications of these practices. The results contribute to understanding how bilingual students navigate multilingual contexts, offering insights for educational and sociolinguistic applications.
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0
A Microgenetic Mixed Methods Study of the Effects of Different Types of Interactionist Dynamic Assessment on EFL Learners’ Speaking Ability
Within the context of EFL/ESL education, there has been growing interest in how Dynamic Assessment (DA) can shape the development of speaking ability through interactive, scaffolded mediation. The present mixed-methods study set out to examine the microgenetic effects of three types of interactionist DA, individual, peer, and concurrent group, on Iranian upper-intermediate EFL learners’ speaking ability. Forty-six participants engaged in the DA sessions where the mediations were delivered according to a graduated regulatory scale, progressing from implicit to explicit prompts as required during the used communicative speaking tasks. The microgenetic analysis of classroom interactions focused on Language-Related Episodes (LREs) and captured the moment-to-moment developmental trajectories of the learners. The results demonstrated that both individual and group DA fostered more substantial shifts from other-regulation to self-regulation in speaking performance, particularly in the refinement of grammatical accuracy and discourse management, whereas peer mediation yielded more incremental progress. The observed fluctuations across the sessions reflected the dynamic and non-linear nature of L2 oral development in the course of DA interventions. The findings underscore the value of detailed microgenetic examination of LREs in understanding and supporting oral proficiency and point to the importance of responsive, dialogic mediation in EFL speaking pedagogy.
Copyright (c) 2026 Ehsan Zolfaghari Younesi, Roya Khoii, Masoud Zoghi (Author) https://creativecommons.org/licenses/by/4.0
Negotiating Turns in Conversation: A Cross-Cultural Analysis of Linguistic Strategies in Iraqi Arabic and American English
The present study attempts to find the linguistic strategies followed by speakers in negotiating a turn in Iraqi Arabic and American English, looking at how far age and gender will contribute in bringing about the variation in linguistic strategies. This study used a mixed-methods design, combining quantitative and qualitative methods in the analysis of conversational data from two corpora: the Iraqi Arabic Dataset, which contains recordings collected from Iraqi talk shows and university discussions, and the American English Dataset, a collection of recording sessions from TV shows that are broadcast through a national platform and casual conversations at universities. In general, this paper uncovers considerable cross-cultural differences regarding linguistic strategies. Iraqi Arabic speakers show a preference for indirect and mitigating forms, such as hedging (45%) and politeness markers (38%), reflecting a cultural emphasis on relational harmony and face-saving. American English speakers, on the other hand, prefer to use direct and assertive strategies, for instance, direct assertions, which make up 48%, and interruptions, which are 30%, reflecting a focus on clarity and efficiency. The study also investigates how gender and age influence conversational dynamics. The use of deferential strategies is distributed differently in Iraqi Arabic: much more frequently by younger speakers when addressing elders, while American English shows little variation due to age. The implications of such findings reflect a more hierarchical structure of Iraqi society, as opposed to an egalitarian approach to conversational participation in America. The paper contributes to the understanding of how cultural norms and social hierarchies shape linguistic behavior in conversation. It also provides practical implications for the intercultural communication training programs regarding the training on the differences in the strategy of cultural politeness, directness, and turn-taking. The findings strongly signal the inclusion of the factors of gender and age in studies pertaining to cross-cultural communication. There is a further evident need to extend the number of non-Western languages, such as Iraqi Arabic studied on conversational dynamics.
Power of Persuasion: Analysis of U.S. Presidents' and European Leaders’ Discourse
The paper critically explores the persuasive strategies applied by U.S. Presidents and European leaders in their public speeches, with a focus on internal and external affairs. Through corpus-based discourse analysis of speeches delivered over the course of two decades, this study undertakes a close examination of convergence and divergence of the rhetorical styles, guided by a synthesized framework consisting of Aristotle's Three Appeals—ethos, pathos, logos—the Elaboration Likelihood Model (ELM), and Fairclough's Three-Dimensional model. Its findings shed light on striking differences in how U.S. presidents and European leaders approach persuasion, reflecting cultural, political, and historical influences unique to each context. While U.S. presidents tend to focus on a balance of ethos, pathos, and logos in their speeches, leaders from Europe tend to focus more on consensus building and collective identity, guided by their commitment to multilateralism and institutional cooperation. This study has also brought to light the ways in which each of these groups have their rhetorical strategies moderated, influenced, or otherwise constrained by domestic pressures, international diplomacy, and historical legacies. The comparative approach gives insight into the role of political discourse in the formation of public opinion, policy guidance, and international relations management.
A Comparative Corpus-driven Study of Lexical Bundles in Applied Linguistics Research Articles between Native (English) and Non-native (Iranian) Authors
This study examined the use of structures and functions of lexical bundles in scientific research articles written by native English writers and non-native English writers. To this end, three-, four--, and five-word lexical bundles were contrastively investigated in the corpora, which contained 954,615 words. The RAs were then examined structurally by Biber et al. (1999) and functionally by Hyland’s model (2008). Based on the results, native authors used more lexical bundles regarding structural classification than non-native authors. Furthermore, based on the detailed analysis, the authors, no difference in whether they were native or non-native, used noun phrases with of-phrase fragments with high frequency and high rate. Regarding LBs’ functions, the results indicated that the highest concentration of native and non-native corpus is on research-oriented bundles. In general, there was no significant difference in the frequency of using lexical bundles in terms of functional classification between native and non-native researchers of soft science. Regarding LBs’ functions, the highest concentration of native and non-native corpus is on text-oriented bundles.
The Combined Effect of Task Complexity and Task Condition through Collaborative Activities on EFL Learners’ Vocabulary Learning: A Focus on L2 Proficiency
The present study probed into the combined effect of task complexity and task condition through collaborative activities on EFL learners’ vocabulary learning with a focus on the role of L2 proficiency. To this end, 121 female Iranian EFL learners from Safir Institute in Babol were initially given Oxford Placement Tests (OPTs) to select homogeneous participants in terms of language proficiency. Then, 80 female pre-intermediate and intermediate Iranian EFL learners were selected and randomly divided into four groups: two experimental groups and two control groups. Each group consisted of 20 learners. There were a vocabulary pretest and a posttest. The experimental groups benefited from two complexity tasks, namely a ''fill-in task'' and a ''sentence writing'' task with different derivatives of the words. The two experimental groups were required to perform the tasks collaboratively. However, the control groups were not exposed to any complexity tasks and followed their conventional vocabulary learning individually. Results revealed that task complexity and task condition had a statistically significant impact on the learners’ vocabulary learning in both experimental groups (i.e., pre-intermediate and intermediate) compared with their control group counterparts. Practical implications and directions for future research are also discussed.
Raging Rhinos and Rebel Souls: Embracing self- identity and Individuality in Ionesco's Rhinoceros
Eugène Ionesco's play Rhinoceros is a profound exploration of the struggle for self-identity and the challenges of maintaining individuality amidst overwhelming societal pressure to conform. The narrative centers around characters who physically transform into rhinoceroses, a metaphor for the loss of personal identity and the seductive pull of the herd mentality. This metamorphosis illustrates the ease with which individuals can abandon their beliefs and values in favor of collective thinking, driven by a desire to belong or to avoid standing out. The play's protagonist, Berenger, serves as a focal point for this theme. His steadfast refusal to succumb to the rhinoceros transformation underscores the significance of resisting societal pressures and remaining true to oneself. Berenger's journey is emblematic of the broader human experience, reflecting the internal and external conflicts faced when one's sense of self is threatened by conformity. This analysis of Rhinoceros highlights the importance of embracing one's true self, even in the face of drastic change and social ostracism. Ionesco's work serves as a poignant reminder of the value of individuality and the necessity of maintaining one's identity in a world that frequently demands uniformity. By examining the transformative journey of its characters, the play encourages a deeper understanding of the balance between self-identity and societal influence, ultimately advocating for the preservation of personal integrity.
Watching Film Through Literary Theories: A Structuralist Reading of Rocky, Kickboxer, Kill Bill I & II, and Southpaw Movies
Structuralist film theory focuses on how the meaning is conveyed through films, while the significant originates from the elements lying in the "system" or "structure" of a movie. Tzvetan Todorov introduced his narrative theory consisting of five main steps: equilibrium (happy beginning), a disruption (a problem comes up), realization (chaos), restored order (repair the damage), equilibrium again (normality). As Scholes noted that the study of literature must involve the study of communicative process in general—or semiotics—and in particular the development of the codes that govern the production and interpretation of the major kinds of literature, and the subcodes that inform the various genres that have developed in the course of literary history. This paper aims to investigate the narrative module, and the structure of action films finding some of the verbal and non-verbal codes in Rocky, Kickboxer, Kill Bill I & II, and Southpaw movies.
Stress Management Strategies and Their Impact on Language Achievement in Iraqi EFL Contexts
This study explores the relationship between stress coping strategies and language achievement among Iraqi learners of English as a Foreign Language (EFL), emphasizing the influence of task-oriented, emotion-oriented, and avoidance-oriented coping mechanisms on academic performance. Employing a quantitative, correlational research design, the study sampled 150 upper-intermediate Iraqi EFL students aged 21 to 38. Data were collected using the Coping Inventory for Stressful Situations (CISS) to assess coping strategies and participants’ academic records to measure language achievement. The findings reveal a significant positive correlation between task-oriented coping strategies and language achievement, underscoring the effectiveness of problem-solving and goal-directed behaviors in mitigating stress and enhancing academic outcomes. In contrast, emotion-oriented coping strategies were negatively correlated with language achievement, reflecting their association with heightened anxiety and reduced focus, which can impair learning. Avoidance-oriented strategies showed a weak positive correlation, suggesting their limited applicability in promoting academic success in EFL contexts. These results highlight the critical role of adaptive coping mechanisms in supporting language learning and stress the necessity of incorporating stress management training into language education curricula. By providing practical insights, this study contributes to a deeper understanding of the interplay between psychological factors and language achievement. The findings offer valuable implications for educators, curriculum developers, and policymakers aiming to enhance language education outcomes through a more holistic approach to learner well-being and resilience.
Digital Learning and Reading Comprehension: LMS-Based Comparison of Collaborative and Scaffolding Strategies
This paper attempts to inspect the possible influence of collaborative learning and scaffolding strategies via LMS on reading comprehension of undergraduate and postgraduate EFL students. For this purpose, a total of 180 upper-intermediate EFL university students (90 undergraduates and 90 postgraduates) were recruited via convenience sampling. Participants were divided into three intact groups - collaborative, scaffolding, and control - with 30 students in each group. The first group received reading instruction via collaborative learning through the LMS, while the second experimental group was taught using scaffolding strategies on the same platform. The control group received traditional instructor-led instruction. TOEFL reading comprehension test, consisting of 40 items, was used as a pretest and posttest. One-way ANCOVA showed that both collaborative learning and scaffolding strategies via LMS bring good effects to both undergraduate, F(2, 86) = 24.30, p = 0.000, η2 = 0.36, and postgraduate, F(2, 86) = 22.33, p = 0.000, η2 = 0.34) EFL students’ reading comprehension. Furthermore, the results proved that collaborative learning is more effective (p = 0.013) than scaffolding strategies to enhance undergraduate EFL students’ reading; nonetheless, for the postgraduates, collaborative learning and scaffolding strategies via LMS have almost the same impact (p = 0.095) on postgraduate EFL students’ reading skill. Findings can be helpful for higher education EFL students, teachers and educators.
Copyright (c) 2026 Fatemeh Shafiee, Hadi Salehi, Omid Tabatabaei, Melor Md Yunus (Author) https://creativecommons.org/licenses/by/4.0
Enhancing EFL Learning: A Mixed-Methods Evaluation of the "General English" Textbook’s Pedagogical Effectiveness and Cultural Relevance at Arak University
This study sought to assess the "General English" textbook, authored by Manouchehr Jafari Gohar, published by Payame Noor University press, and used as a reading resource and general English coursebook at Arak University in 2025 by employing a synthesized 40-item checklist adapted from the evaluation frameworks of Abdel Wahab (2013), Ansary and Babaii (2002), Rahimy (2007), and Tok (2010), integrated to assess general appearance, objectives, content, activities, and language skills, complemented by semi-structured teacher interviews for further evaluation. This book was used in some classes at Arak University as a reading book and general course text. To evaluate the "General English" textbook, a purposive sampling method was employed to select 84 first-semester undergraduate students (48 males, 36 females) from four classes at Arak University, representing English-Persian Translation , Civil Engineering, Practical Chemistry, and Mechanics , along with four teachers responsible for teaching the textbook in these classes, with data collected using a 40-item checklist for students and semi-structured interviews with teachers. The students’ checklist consisted of forty items, and the teachers’ interview contained seven questions. After data analysis, it was shown that the teachers and students believed that the cover and appearance of the book are attractive. In addition, teachers reported that mandatory topics and practical words are addressed in the book, and the books are interesting and accessible for students. In addition, the outcomes reported that the content of the book is up-to-date and practical, and the objectives are clearly identified. It was determined that although the textbook was not very flawed. It indicated that the textbook had met students’ needs, and it could be a good book in the hands of a good teacher. Based on these considerations, researchers should consider that the textbook could be recommended in teaching and learning situations, and it could be an effective textbook in the hands of teachers who can adapt this book to the situation and culture in teaching.
Copyright (c) 2025 Leila Alinouri, Fatemeh Ayatfard, Hamed Badpa (Author) https://creativecommons.org/licenses/by/4.0
AI Literacy in Education: Balancing Innovation, Ethics, and Equity in the Digital Age
Artificial Intelligence (AI) is rapidly reforming education by transforming how learning materials are accessed, personalized, and delivered. Its integration into classrooms and higher education offers opportunities to foster deeper engagement, enhance literacy, and provide adaptive support for learners with diverse needs. AI also empowers educators by streamlining assessment, facilitating differentiated instruction, and opening new possibilities for collaborative learning. Despite this potential, significant challenges accompany AI adoption. Concerns over data privacy, unequal access, and algorithmic bias, threaten to exacerbate existing educational inequalities and undermine trust in digital technologies. These issues highlight the importance of approaching AI not merely as a technological innovation, but as a social practice requiring transparency, accountability, and ethical safeguards. This paper reviews current literature on AI in education, critically evaluates its ethical and pedagogical implications, and outlines strategies for responsible integration. By foregrounding principles of fairness, inclusivity, and learner protection, the study advocates for the development of AI literacy among both educators and students. The conclusion emphasizes the need for a balanced framework that leverages AI’s benefits while mitigating risks, ensuring its role in building equitable, future-ready educational systems.
Copyright (c) 2025 Shaghayegh Shirzad, Mansoor Ali Darazi (Author) https://creativecommons.org/licenses/by/4.0
Effect of Flipped Instruction on Developing Iranian EFL Learners’ Listening Macro-skills: Attitude in Focus
This study examined the effects of flipped instruction on the listening macro-skills of Iranian female EFL learners. Furthermore, the study investigated the perceptions of Iranian intermediate EFL students concerning flipped instruction in relation to the enhancement of listening comprehension. To achieve this objective, 137 Iranian EFL learners completed the Oxford Quick Placement Test (OQPT), from which 80 participants were selected as intermediates for the study. These participants were divided into two groups, a control group and an experimental group, each comprising an equal number of individuals. Subsequently, a listening pretest was administered to both groups. The experimental group underwent treatments utilizing flipped instruction. Three days before each actual class session, the materials were delivered to this group through the WhatsApp messaging service. In contrast, the control group received traditional instruction within a face-to-face framework. Following the intervention, both groups participated in a listening post-test to assess the intervention's impact on their listening abilities. Moreover, the experimental group completed an attitude questionnaire to gauge their feelings about the flipped instruction. The findings obtained indicated a significant difference between the listening post-test scores of the experimental group and those of the control group. The post-test findings revealed that the experimental group significantly outperformed the control group. Moreover, the findings of the one-sample t-test indicated that Iranian EFL learners had notably positive perceptions regarding the use of flipped instruction in the teaching and learning of listening skills.
Copyright (c) 2025 Hosna Rasooyar, Mehrdad Sepehri, Fariba Rahimi Esfahani (Author) https://creativecommons.org/licenses/by/4.0