About the journal
براساس نتایج دهمین دوره ارزیابی نشریات علمی دانشگاه آزاد اسلامی در شهریورماه سال 1402، مجله مطالعات زبانشناسی کاربردی به رتبه +A ارتقاء یافت و اخذ پذیرش وچاپ مقالات مستخرج از رساله دانشجویان دوره دکتری تخصصی در این مجله حائز ۳ نمره خواهد بود.
Journal of Applied Linguistics Studies (JALS) is a peer-reviewed , Open-Access Scientific Journal, published by Islamic Azad University, Aliabad Katoul Branch which is devoted to research into all aspects of applied linguistics. The journal is published twice a year in electronic formats. The journal invites research articles on fresh themes in curriculum development, teaching methodology and SLA research, testing and evaluation, discourse analysis, and other areas of Applied Linguistics. It welcomes contributions which critically reflect on current, cutting edge theory and practice in applied linguistics. Submission of a manuscript is taken to mean that it is an original work of the author(s) which has not been published elsewhere, and is not being considered for publication concurrently.
Since JALS is an Open-Access journal, Users of the Journal have the right to read, download, copy, distribute, print, search, or link to the full texts of published articles under the following conditions: Creative Commons Attribution–NonCommercial 4.0 International (CC BY-NC 4.0 license). (http://creativecommons.org/licenses/by-nc/4.0/)
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Fees
According to the regulation put forth by Islamic Azad University, all authors are required to pay IRR 3 million upon submitting their manuscript and an additional IRR 6 million once they receive acceptance, with both payments being non-refundable.
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Conflicts of Interest Form
All Authors are requested to complete Journal's conflicts of interest form and submit it along with their papers.
Plagiarism Report
All submissions must include a similarity report. Without a similarity report, submissions would be rendered incomplete and not processed under any circumstances. Thank you for standing with us to eliminate plagiarism and develop academic integrity.
Recent Articles
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Open Access Article
1 - Investigating the Level of TPACK among Iranian EFL Teachers in Relation to their Educational Background and Teaching Experience
Afshin Mansouri Qadikolaei Amir Marzban Ebrahim Fakhri AlamdariIssue 2 , Vol. 3 , Spring 2024This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran MoreThis survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran Language Institute (ILI). The TPACK Self-Assessment Questionnaire (Baser et al., 2016) was used to measure the participants’ scores in different TPACK Questionnaire components (TK, CK, PK, PCK, TCK, TPK, and TPCK). The results showed that among the participants at different educational levels, there was no significant difference considering their scores in TK, CK, PK, PCK, TPK, and TPCK. However, when it comes to TCK scores, the MA participants outperformed the BA ones. The findings also showed that the more experienced participants outperformed the less experienced ones in terms of their obtained scores in PK, PCK, and TPCK. However, there was no significant difference between the more experienced and less experienced participants’ TK, CK, TCK, and TPK scores. The study’s findings indicated the importance of hosting TPACK workshops for language teachers who require more training in this area. Manuscript profile -
Open Access Article
2 - A Content Analysis of Multicultural Representations of Textbooks in Expanding Circle Countries: A Case of Vision Series in Iran
Mahdieh Sadeghzadegan Mojtaba Mohammadi Abdollah BaradaranIssue 2 , Vol. 3 , Spring 2024With the dissemination of the concept of intercultural citizenship and the growing demand for citizens to communicate in settings with a kaleidoscopic array of cultural diversity, EFL textbooks should reflect these multicultural values besides their attention to languag MoreWith the dissemination of the concept of intercultural citizenship and the growing demand for citizens to communicate in settings with a kaleidoscopic array of cultural diversity, EFL textbooks should reflect these multicultural values besides their attention to language. This study examines cultural contents/themes from written passages and pictures of Vision series, the Iranian senior high school textbooks. To this end, the cultural contents (source, target, international cultures) and cultural themes (big ‘C’ and little ‘c’) were qualitatively extracted. The results of the quantitative content analysis revealed that there were not any significant differences among the three books in terms of cultural categories. However, source cultural content gained higher frequency as compared to others; Big ‘C’ themes gained statistically more frequency than the little ‘c’ which could be the aftermath of the authors’ sole focus on L1 communicative competence. The study further concludes that the textbooks failed to foster intercultural communicative competence and intercultural communication. The findings have implications for syllabus designers and material developers to integrate the principles of English as an international language in their practice by further including target and international cultural content types. Manuscript profile -
Open Access Article
3 - Hidden Reasons behind the Plagiarism of Iranian TEFL University Students in Their Written Studies: A Qualitative Study
Vahid Ghorbani Mehrnoosh Mashmool Golshad Daliche Ata Hamed ZarabiIssue 2 , Vol. 3 , Spring 2024In recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to MoreIn recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to the growth of plagiarism among graduate TEFL students in Iran were investigated in this study. In order to accomplish this, the researchers conducted a semi-structured interview with 20 graduate students studying English language teaching to ascertain their perceptions of the underlying causes of plagiarism. Based on the data collected from the content analysis procedure, the main causes of plagiarism among TEFL students include ‘low English proficiency’, ‘lack of time’, ‘lack of support from the instructor’, ‘lack of interest in the topic, ‘laziness or a lack of motivation’, and ‘the use of science as a market for money making. The current study is of high significance since it has vital implications for academics teaching in higher education, TEFL university students, curriculum developers, and EAP/ESP specialists. Manuscript profile -
Open Access Article
4 - Developing and Validating a Model of Classroom Management Literacy for Iranian EFL Teachers
Zohreh Jafari Leila Anjomshoa Neda Fatehi RadIssue 2 , Vol. 3 , Spring 2024The researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achi MoreThe researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers who were experienced and Ph.D. holders in TEFL, participated in the qualitative phase via random sampling method from virtual groups of high school EFL teachers in WhatsApp or Telegram. Moreover, 300 Iranian EFL teachers as the participants of the qualitative phase were conveniently selected to participate in the quantitative phase. Data collection was done via a closed-ended questionnaire, an open-ended questionnaire, and a semi-structured interview. In the qualitative stage, a model of classroom management literacy was developed, involved the grounded theory-based data analysis. In the quantitative phase, using Structural Equation Modeling (SPSS and AMOS 24 software), the developed model of classroom management literacy for Iranian EFL teachers was exposed to validity and reliability analysis. According to the qualitative and quantitative results, a model of classroom management literacy for Iranian EFL teachers developed in two main categories, including knowledge resources of classroom management and classroom management practices. These two categories consisted of some sub-categories. At a more specific level, these two categories were sub-categorized into some strategies. Moreover, the results showed that the developed model of classroom management literacy for Iranian EFL teachers was of high validity and reliability. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. Manuscript profile -
Open Access Article
5 - Complementary Relationship between Dynamic Assessment and Traditional Testing
Ogholgol NazariIssue 2 , Vol. 3 , Spring 2024There have been different approaches to assess students’ learning in language teaching classes. Traditional standardized testing and dynamic assessment have been used in language classes. While traditional testing is considered a product-oriented approach, dynamic MoreThere have been different approaches to assess students’ learning in language teaching classes. Traditional standardized testing and dynamic assessment have been used in language classes. While traditional testing is considered a product-oriented approach, dynamic assessment is believed to focus on the process of learning and assist it. Existing literature is replete with different definitions of dynamic assessment. However, different attempts in defining dynamic assessment mainly contrast it with traditional testing. This has resulted in the conception that these two approaches are contradictory and their complementary relationship is not well acknowledged. This article, taking a postmodernist perspective, in general, chaotic/complexity view point in particular, and advocating a relativistic perspective, is an attempt to highlight the complementary relationship between these two approaches i.e., traditional testing and dynamic assessment. In so doing, it deals with defining and comparing these two approaches and considers two views on their relationship including their contradictory and complementary relationships. Manuscript profile -
Open Access Article
6 - Mobile Assisted Language Learning: Investigating Receptive and Productive Vocabulary Knowledge of Iranian Intermediate EFL Learners
Abbas Pourhossein Gilakjani Seyede Fateme KhodashenasIssue 2 , Vol. 3 , Spring 2024This study investigated the impact of mobile-assisted language learning on mastering receptive and productive vocabulary knowledge by Iranian EFL learners. The sample of this study included 140 male and female learners from Andisheh Language Institute, Langroud, Iran. F MoreThis study investigated the impact of mobile-assisted language learning on mastering receptive and productive vocabulary knowledge by Iranian EFL learners. The sample of this study included 140 male and female learners from Andisheh Language Institute, Langroud, Iran. Following a Quick Placement Test, 100 intermediate learners were randomly divided into two groups of 50 to conduct the research. Then the treatment began, the experimental group received Beelinguapp as an educational app, whereas the control group used paper word cards. Finally, learners in both groups were given a posttest of CAT and VKS to see if there were any differences in receptive and productive vocabulary knowledge between the experimental and control groups. The data were statistically analyzed using Paired sample t-test, independent sample t-test, ANCOVA, Wilcoxon signed, and Mann Whitney tests. The findings revealed that there is a significant difference between the experimental group and the control group in terms of receptive vocabulary knowledge in the post-test. That is, the participants in the experimental group outperformed those in the control group in receptive vocabulary knowledge. It was also observed that there is no difference between using mobile applications and paper word cards in terms of productive vocabulary knowledge. Pedagogical implications for integrating technology tools in enhancing learners’ vocabulary knowledge are discussed. Manuscript profile -
Open Access Article
7 - Designing Image Processing Software to Probe into EFL Learners’ Mental Presence and Examining its Application in their Reading Achievement
Arezou Shahmoradi Omid Mazandarani Ghasem Barani Behzad GhonsoolyIssue 2 , Vol. 3 , Spring 2024It is a general belief that learning management systems (LMSs), especially smart ones, can better learning outcomes. Accordingly, information-age educational centers have to be designed and prepared to adopt these technological developments, sooner or later. The purpose MoreIt is a general belief that learning management systems (LMSs), especially smart ones, can better learning outcomes. Accordingly, information-age educational centers have to be designed and prepared to adopt these technological developments, sooner or later. The purpose of this study was to assess the effect of a smart reading instruction management system (RIMS) on the reading ability of Iranian EFL learners. A mixed-methods design was adopted. Accordingly, forty learners selected via convenient sampling took part in the quantitative stage of the study in which a quasi-experimental design was adopted. The results of statistical analyses also showed that RIMS had a significant effect on reading comprehension so the participants (n = 20) made improvements after the course and outdid their counterparts in the control group. Additionally, the qualitative analysis of mediation episodes that occurred in the experimental group showed that RIMS is perceived to be flexible in terms of meeting learners’ needs and interests. It is motivating and provides chances for storing teacher-learner interaction for future formative assessment, incompetency diagnosis, and feedback provision. Moreover, it is perceived to be a suitable timesaving breakthrough for promoting individualized learning methods. Manuscript profile -
Open Access Article
8 - The Impact of Topic Interest and L2 Proficiency on EFL Incidental Vocabulary Learning Across Genders
Shaban Najafi Karimi Mokhtar Haghnia Amir MarzbanIssue 2 , Vol. 3 , Spring 2024The current study attempted to investigate the impact of topic interest and L2 proficiency on Iranian EFL learners’ incidental vocabulary learning in terms of their gender. There were 107 (F = 56, M = 51) EFL learners of English at the pre-intermediate and interme MoreThe current study attempted to investigate the impact of topic interest and L2 proficiency on Iranian EFL learners’ incidental vocabulary learning in terms of their gender. There were 107 (F = 56, M = 51) EFL learners of English at the pre-intermediate and intermediate levels of linguistic proficiency, selected through convenience sampling in this quasi-experimental study. The participants were divided into four experimental groups based on their proficiency level and gender, that is, Male Intermediate High-Interest Topics (MIHIT), Male Pre-Intermediate Low-Interest Topics (MPILIT), Female Intermediate High-Interest Topics (FIHIT), and Female Pre-Intermediate Low-Interest Topics (FPILIT) groups. The adapted version of the Topic interest survey by Ebbers (2011) was utilized to determine the participants’ interests. Also, reading passages were taken from British Council’s texts, and two vocabulary tests were given as a pretest and a posttest. The independent samples t-tests and paired samples t-tests run on the four groups revealed a statistically significant difference. Results suggested that topic interest had a statistically significant effect on the incidental vocabulary learning of Iranian EFL male and female learners. Besides, unlike the male group, there was a statistically significant difference in female posttest scores, indicating that L2 proficiency had an effect on their EFL incidental vocabulary learning. Manuscript profile -
Open Access Article
9 - Effects of Explicit Instruction of Metadiscourse Markers on Persuasive Writing Ability and the Learners’ Attitude towards Teaching Academic Writing with Online Modality
Majid Fatahipour Mozhdeh Tahmasbi Neda GharagozlooIssue 2 , Vol. 3 , Spring 2024Persuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit onlin MorePersuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit online instruction on Iranian EFL learners' persuasive writing. The participants were homogenous EFL learners at the intermediate level, divided into two groups: experimental (n=40) and control (n=40). An official e-platform used in Iranian state-run schools was used for online instruction. According to a regular schedule, the participants received different passages containing metadiscourse markers. The teacher assigned the experimental group to notice and discuss the markers in small groups. Then, a passage-related topic was assigned and the learners wrote a persuasive essay in each session. For the control group, the same procedure was adopted except for the explicit focus on metadiscourse markers. Finally, a writing test demonstrated the significant effect of explicit instruction on persuasive writing of EFL learners, through statistical analysis explaining participants’ attitude and high frequency of - interactive type markers. Learners’ attitudes were also examined through interviews. Pedagogical implications are suggested to include explicit focus on metadiscourse markers in writing courses. Manuscript profile -
Open Access Article
10 - The Effect of Genre-Based Instruction on Iranian Middle School Students’ Argumentative Writing: A Mixed-Methods Approach
Aliakbar Tajik Neda Hedayat Neda GharagozlooIssue 2 , Vol. 3 , Spring 2024Acquiring writing skills is more difficult compared to other three skills because writing skills require mastery of many different linguistic elements of the language that are beyond what is just taught in the standard curriculum. Therefore, EFL teachers should adopt ef MoreAcquiring writing skills is more difficult compared to other three skills because writing skills require mastery of many different linguistic elements of the language that are beyond what is just taught in the standard curriculum. Therefore, EFL teachers should adopt effective strategies and techniques to develop the students' proficiency to write well. This study was conducted to explore the effectiveness of genre-based instruction as a teaching strategy on the Iranian middle school students' proficiency in argumentative writing. To do so, a mixed method design was adopted in which 40 EFL students were selected based on a multi stage sampling procedure form high schools in Varamin, Iran. A researcher-made writing test and a perception questionnaire were used to collect the quantitative data. Cronbach's alpha was used to check the internal consistency of the questionnaire. The participants were grouped into genre-based instruction class (GBIC) and control class (CC). Before they began the writing lessons, the students were given a pretest so their initial writing ability would be similar. After undergoing the 12-session treatment, they were given a writing assessment to gauge if the treatment had been effective. Additionally, the perception questionnaire was administered to collect data on students' attitudes towards the genre-based instruction (GBI). This study also collected qualitative data through an interview and in-classroom observation. The experimental findings of this current study revealed that GBI had a significant effect on the development of argumentative writing ability among EFL students. Manuscript profile
Most Viewed Articles
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Open Access Article
1 - Investigating the Level of TPACK among Iranian EFL Teachers in Relation to their Educational Background and Teaching Experience
Afshin Mansouri Qadikolaei Amir Marzban Ebrahim Fakhri AlamdariIssue 2 , Vol. 3 , Spring 2024This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran MoreThis survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran Language Institute (ILI). The TPACK Self-Assessment Questionnaire (Baser et al., 2016) was used to measure the participants’ scores in different TPACK Questionnaire components (TK, CK, PK, PCK, TCK, TPK, and TPCK). The results showed that among the participants at different educational levels, there was no significant difference considering their scores in TK, CK, PK, PCK, TPK, and TPCK. However, when it comes to TCK scores, the MA participants outperformed the BA ones. The findings also showed that the more experienced participants outperformed the less experienced ones in terms of their obtained scores in PK, PCK, and TPCK. However, there was no significant difference between the more experienced and less experienced participants’ TK, CK, TCK, and TPK scores. The study’s findings indicated the importance of hosting TPACK workshops for language teachers who require more training in this area. Manuscript profile -
Open Access Article
2 - A Content Analysis of Multicultural Representations of Textbooks in Expanding Circle Countries: A Case of Vision Series in Iran
Mahdieh Sadeghzadegan Mojtaba Mohammadi Abdollah BaradaranIssue 2 , Vol. 3 , Spring 2024With the dissemination of the concept of intercultural citizenship and the growing demand for citizens to communicate in settings with a kaleidoscopic array of cultural diversity, EFL textbooks should reflect these multicultural values besides their attention to languag MoreWith the dissemination of the concept of intercultural citizenship and the growing demand for citizens to communicate in settings with a kaleidoscopic array of cultural diversity, EFL textbooks should reflect these multicultural values besides their attention to language. This study examines cultural contents/themes from written passages and pictures of Vision series, the Iranian senior high school textbooks. To this end, the cultural contents (source, target, international cultures) and cultural themes (big ‘C’ and little ‘c’) were qualitatively extracted. The results of the quantitative content analysis revealed that there were not any significant differences among the three books in terms of cultural categories. However, source cultural content gained higher frequency as compared to others; Big ‘C’ themes gained statistically more frequency than the little ‘c’ which could be the aftermath of the authors’ sole focus on L1 communicative competence. The study further concludes that the textbooks failed to foster intercultural communicative competence and intercultural communication. The findings have implications for syllabus designers and material developers to integrate the principles of English as an international language in their practice by further including target and international cultural content types. Manuscript profile -
Open Access Article
3 - Think-Pair-Share as a Formative Assessment Strategy: EFL Learners’ Reading Comprehension and Vocabulary Learning
Heidar Ahmadi Biook Behnam Zohreh SeifooriIssue 1 , Vol. 3 , Winter 2024Practicing innovative, constant, dynamic, ongoing and process-oriented assessment techniques with constructive and communicative feedback can consolidate and stabilize learners’ instruction and learning. This study investigated the impact of the think-pair-share ( MorePracticing innovative, constant, dynamic, ongoing and process-oriented assessment techniques with constructive and communicative feedback can consolidate and stabilize learners’ instruction and learning. This study investigated the impact of the think-pair-share (TPS) formative assessment (FA) strategy on Iranian EFL learners' reading comprehension skill and vocabulary knowledge. Sixty male intermediate EFL participants from two intact classes took part in the revised Cambridge Preliminary English Test and forty-eight students were chosen by analyzing their scores considering two standard deviations above or below the mean. The participants were from Allameh Jafari high school of Marand. They were assigned to two intact groups of twenty-four learners. This quasi-experimental study was implemented by using a pretest and posttest design to quantitatively collect data so as to compare the experimental group (EG) and the control group (CG). The EG was assessed through the TPS assessment technique, while the CG was assessed using the product-oriented summative assessment (SA) tool. To find out the effect of the assessment techniques on reading comprehension and vocabulary knowledge, the two groups of the study were assessed for twenty weeks. Then, Independent Samples T-test and the one-way ANCOVA were used to compare and analyze the pretest and the posttest scores of the participants in the two groups. The findings indicated that the EG with the TPS FA technique outperformed the CG with the SA strategy in reading comprehension and vocabulary learning. The findings can be pedagogically rewarding for learners, teachers and theoreticians and may cast light on SLA research in applying FA techniques. Manuscript profile -
Open Access Article
4 - A Critical Analysis of Prospect 3 Based on Nation and Macalister's Four-Strand Framework.
Hamed Arab Ali RastgouIssue 1 , Vol. 1 , Winter 2022AbstractProspect Series are English textbooks published by the Ministry of Education to enable junior high school students in Iran to develop their communicative competence. Using Nation and Macalister’s (2010) four-strand framework for textual analysis, this stud MoreAbstractProspect Series are English textbooks published by the Ministry of Education to enable junior high school students in Iran to develop their communicative competence. Using Nation and Macalister’s (2010) four-strand framework for textual analysis, this study evaluated different sections of Prospect 3 to measure the degree to which the textbook established balance between activities targeting language-focused learning, meaning-focused input, meaning-focused output, and fluency development. To maximize validity, the sections were rigorously reconsidered several times in light of the four-strand framework and the Teacher's Guide instructions. Analyses of the activities and instructions given to teach sections in the Student Book, as well as in the Review Section and the Workbook demonstrated an approximate balance between the four strands as long as teachers are informed by and act in compliance with the Teacher’s Guide. The results revealed that, in line with CLT principles, the majority of tasks in Prospect 3 involved learners with familiar, high-frequency themes in classroom events and demanded them to participate in activities individually, in pairs, and in groups. Many sections fulfilled a multipurpose aim by integrating foci on two or more of the strands simultaneously, hence, developing fluency and output production and allowing students to develop their communicative competence. Manuscript profile -
Open Access Article
5 - Developing and Validating a Model of Classroom Management Literacy for Iranian EFL Teachers
Zohreh Jafari Leila Anjomshoa Neda Fatehi RadIssue 2 , Vol. 3 , Spring 2024The researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achi MoreThe researchers noticed the empty place of a model of classroom management literacy for Iranian EFL teachers in the extant literature. By employing a mixed-methods design, this research developed a model of classroom management literacy for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers who were experienced and Ph.D. holders in TEFL, participated in the qualitative phase via random sampling method from virtual groups of high school EFL teachers in WhatsApp or Telegram. Moreover, 300 Iranian EFL teachers as the participants of the qualitative phase were conveniently selected to participate in the quantitative phase. Data collection was done via a closed-ended questionnaire, an open-ended questionnaire, and a semi-structured interview. In the qualitative stage, a model of classroom management literacy was developed, involved the grounded theory-based data analysis. In the quantitative phase, using Structural Equation Modeling (SPSS and AMOS 24 software), the developed model of classroom management literacy for Iranian EFL teachers was exposed to validity and reliability analysis. According to the qualitative and quantitative results, a model of classroom management literacy for Iranian EFL teachers developed in two main categories, including knowledge resources of classroom management and classroom management practices. These two categories consisted of some sub-categories. At a more specific level, these two categories were sub-categorized into some strategies. Moreover, the results showed that the developed model of classroom management literacy for Iranian EFL teachers was of high validity and reliability. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. Manuscript profile -
Open Access Article
6 - Translation and Culture: Analyzing Culture Oriented Concepts in Translation Anecdotes of Gulistan Sa'adi
Azar Bagheri Masoudzade Neda Fatehi RadIssue 2 , Vol. 2 , Spring 2023This study sought to investigate the culture-oriented concept in a literary text based on Newmark's (1998) model. More specifically, the study was conducted to find the applied strategies in English translation anecdotes of Gulistan Sa'adi. It also highlighted if Newmar MoreThis study sought to investigate the culture-oriented concept in a literary text based on Newmark's (1998) model. More specifically, the study was conducted to find the applied strategies in English translation anecdotes of Gulistan Sa'adi. It also highlighted if Newmark's strategies distributed equally through the translation. Moreover, the shortcomings of the translation were presented. The corpus composed of the Persian textbook of Gulistan Sa'adi as Source Text (ST), with the English translation as Target Text (TT) by Rehatsek (2010). Data were analyzed and the results are presented in the form of tables. After analyzing and interpreting data, some major shortcomings have been observed in the English version as vague, unclear, meaningless translation and omitted words have been observed in the English version. Moreover, all the cultural strategies were applied by the translator, but none of them were equally distributed in English translation of Gulistan Sa'adi. Based on the received data, "Paraphrase" and "Synonymy" strategies have been used in many cases and frequently by translator. "Paraphrase" strategy is most commonly used in the cases that the translator could not find any equivalents for the source items and the translator is forced to explain the meaning of the cultural items and the explanation is much more detailed than the equivalents. In the case of synonymy strategy, the translator renders near translation of an SL word or expression with a TL expression, but not completely. However, the least frequent strategies were "naturalization", "shift /modulation" and "couplets" strategies which found just in one case. Manuscript profile -
Open Access Article
7 - Complementary Relationship between Dynamic Assessment and Traditional Testing
Ogholgol NazariIssue 2 , Vol. 3 , Spring 2024There have been different approaches to assess students’ learning in language teaching classes. Traditional standardized testing and dynamic assessment have been used in language classes. While traditional testing is considered a product-oriented approach, dynamic MoreThere have been different approaches to assess students’ learning in language teaching classes. Traditional standardized testing and dynamic assessment have been used in language classes. While traditional testing is considered a product-oriented approach, dynamic assessment is believed to focus on the process of learning and assist it. Existing literature is replete with different definitions of dynamic assessment. However, different attempts in defining dynamic assessment mainly contrast it with traditional testing. This has resulted in the conception that these two approaches are contradictory and their complementary relationship is not well acknowledged. This article, taking a postmodernist perspective, in general, chaotic/complexity view point in particular, and advocating a relativistic perspective, is an attempt to highlight the complementary relationship between these two approaches i.e., traditional testing and dynamic assessment. In so doing, it deals with defining and comparing these two approaches and considers two views on their relationship including their contradictory and complementary relationships. Manuscript profile -
Open Access Article
8 - Hidden Reasons behind the Plagiarism of Iranian TEFL University Students in Their Written Studies: A Qualitative Study
Vahid Ghorbani Mehrnoosh Mashmool Golshad Daliche Ata Hamed ZarabiIssue 2 , Vol. 3 , Spring 2024In recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to MoreIn recent years, the issue of plagiarism has received a lot of attention from the academic world. However, few studies have been conducted in the area of detecting why students will be drawn into such a hateful action. The factors that overtly or covertly contribute to the growth of plagiarism among graduate TEFL students in Iran were investigated in this study. In order to accomplish this, the researchers conducted a semi-structured interview with 20 graduate students studying English language teaching to ascertain their perceptions of the underlying causes of plagiarism. Based on the data collected from the content analysis procedure, the main causes of plagiarism among TEFL students include ‘low English proficiency’, ‘lack of time’, ‘lack of support from the instructor’, ‘lack of interest in the topic, ‘laziness or a lack of motivation’, and ‘the use of science as a market for money making. The current study is of high significance since it has vital implications for academics teaching in higher education, TEFL university students, curriculum developers, and EAP/ESP specialists. Manuscript profile -
Open Access Article
9 - Language Learning Strategies from the Bottom-Up: Successful EFL Learners’ Experience of Preparing for the University Admission English Test
Mehran Montazeri Seyyed Ali Ostovar-NamaghiIssue 1 , Vol. 1 , Winter 2022Success in the English section of the university admission test depends on candidates’ breadth and depth of written skills, especially vocabulary, grammar and reading comprehension and developing these areas mainly depends on the learners’ awareness and appr MoreSuccess in the English section of the university admission test depends on candidates’ breadth and depth of written skills, especially vocabulary, grammar and reading comprehension and developing these areas mainly depends on the learners’ awareness and appropriate use of learning strategies. This study aimed at exploring the strategies candidates use in preparing themselves for the English section of the university admission test. To this end, twenty candidates with a mastery level of 85% or higher were purposively sampled. Their strategies were then uncovered through open-ended interviews. Candidates’ perspectives were then transcribed verbatim and thematically analyzed to uncover their strategies. Thematic analysis of the participants’ perspectives revealed several down-to-earth techniques and strategies. The findings have clear implications for all stakeholders, especially candidates who are preparing themselves for this high-stake test since their awareness of these strategies will greatly contribute to their performance in the test and their future course of study. Manuscript profile -
Open Access Article
10 - The Impact of Using Flipped Classrooms on Iranian EFL Learners' Autonomy and Their Attitude Toward Learning English
Seyed Ali Hosseini Payman Rajabi Keivan MahmoodiIssue 1 , Vol. 2 , Winter 2023Flipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their MoreFlipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their scores on the Oxford Placement Test (OPT). The participants were randomly divided into one experimental and one control group. Before the treatment, both groups were pretested by the administration of the learners' attitudes and learner autonomy questionnaires. The participants in the experimental group received the instructional materials through WhatsApp messenger and were asked to study the materials before attending the class. The control group received the materials in the classroom. At the end of the experiment, the two questionnaires were given to both groups once more as the posttests. The findings revealed the effectiveness of the flipped classroom in improving learner autonomy and enabling them to be more autonomous. The results also showed the experimental group's positive attitudes toward English language learning. Manuscript profile
