List of Articles

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  1 - Perceptions of Iranian EFL Learners on Teaching Effectiveness of Explicit and Implicit Grammar Instruction Methods
  Sepideh  Rafiei Sakhaei Biook  Behnam Zohreh  Seifoori
  Although there is controversy surrounding the place of grammar in foreign language teaching, it remains of great importance for learners. This explanatory mixed methods study aimed to investigate Iranian EFL learners’ perceptions of the teaching effectiveness of t More

  Although there is controversy surrounding the place of grammar in foreign language teaching, it remains of great importance for learners. This explanatory mixed methods study aimed to investigate Iranian EFL learners’ perceptions of the teaching effectiveness of three computer-assisted grammar teaching methods, which mainly differ in the degree of explicitness. The participants in the quantitative phase of the study were 70 Iranian EFL learners chosen from Payam Noor University of Tabriz. Besides, 15 participants were randomly selected for the qualitative phase of the study. The participants were divided into three groups of grammar teaching, including Traditional Explicit Instruction (TEI), Implicit Input Enhancement (IIE), and Guided Discovery Method (GDM). The data was collected through the Students’ Evaluation of Educational Quality (SEEQ) questionnaire and a semi-structured interview. The results of descriptive statistics showed that the participants in all three instructional groups generally had positive perceptions of computerized grammar teaching approaches. Despite opposing views, the qualitative data analysis also confirmed the effectiveness of the methods. This study concludes with some important implications for EFL teachers, learners, and educational administrators to improve the quality of education. Manuscript profile
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  2 - Challenging Gender Discourse and the Maternal in Society: An Analysis of Female Agency in Chimamanda Ngozi Adichie’s Americanah within the Framework of Irigaray’s Theory
  Hasti Soltani Ali Salami Mohsen Hanif
  This study examines the theory of Luce Irigaray on the abolition of gender differences and the notion of motherhood in order to emphasize the alleged superiority of men. It also analyzes Chimamanda Ngozi Adichie’s novel Americanah. Irigaray argues that women’s identity More

  This study examines the theory of Luce Irigaray on the abolition of gender differences and the notion of motherhood in order to emphasize the alleged superiority of men. It also analyzes Chimamanda Ngozi Adichie’s novel Americanah. Irigaray argues that women’s identity has historically been defined by their maternal role, claiming that men’s identity is shaped by discourse, culture, and subjectivity, while women are characterized by nature, marginalization, and objectification. Contrary to Irigaray’s assertion, the female protagonists in Americanah are portrayed as being as closely associated with culture and discourse as their male counterparts, rather than nature and neglect. Moreover, it focuses on Germaine Greer’s theories specifically on the genuine freedom of ladies requires an otherworldly liberation that goes before physical flexibility. As it has shown throughout this article this freedom includes a dismissal of the profoundly imbued social and social standards that oversee female behavior. The novel foregrounds the voices of women whose expressions are suppressed by social norms. Each female character in the narrative takes on a significant cultural role and challenges Irigaray’s perspective. This study addresses gender inequalities and questions the perpetuation of misogynistic gender narratives that uphold the dominant social order and favor dominant groups. Manuscript profile
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  3 - The Contribution of General Pragmatic and Pragmalinguistic Characteristics of Sarcasm to the Recognition of Online Sarcasm: A Qualitative Study
  Zeynab Esmaeili Mohsen Shahrokhi Maryam Farnia
  Sarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qua More

  Sarcasm constitutes a main aspect of pragmatics. This study sought to identify the general pragmatic and pragmalinguistic characteristic of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm. In so doing, a qualitative thematic analysis design was used. The participants consisted of three groups (each consisting of 9 members) 1. natives 2. EFL 3. ESL , they were selected through snowball sampling. To collect the required data, a semi-structured interview was utilized. To analyze the collected data, manual thematic analysis of the data gathered through the semi-structured interview was conducted. According to the results, the following pragmalinguistic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on in the recognition of online sarcasm were identified in the interviews: Emoticon, hyperbole, laughing and exclamation marks, and positive wording. Moreover, the general pragmatic characteristics of sarcasm that English native speakers and Iranian EFL/ESL learners draw on (as documented by the interviews) in the recognition of online sarcasm were allusion to antecedent, insincerity, contradiction, negative attitude, and victim. The findings have some implications for policymakers, curriculum planners, material developers, EFL teachers and researchers. Manuscript profile
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  4 - The Comparative Effect of Self, Peer, and Teacher Assessment in Speaking on EFL Learners' Autonomy
  Samaneh  Baghoulizadeh Mania Nosratinia
  This study compared the effect of self-assessment (SA), peer assessment (PA), and teacher assessment (TA) in speaking on EFL learners' autonomy. For this purpose, 60 EFL learners were selected and divided into three groups, i.e., SA, PA, and TA. The Learner Autonomy Que More

  This study compared the effect of self-assessment (SA), peer assessment (PA), and teacher assessment (TA) in speaking on EFL learners' autonomy. For this purpose, 60 EFL learners were selected and divided into three groups, i.e., SA, PA, and TA. The Learner Autonomy Questionnaire (Zhang & Li, 2004) was administered as a pretest. In each group, the relevant assessment procedure was used. After the termination of the treatment, the Learner Autonomy Questionnaire was given as a posttest. Using ANCOVA, the results revealed (a) there were significant differences among the three assessment types, (b) SA had the most significant influence on EFL learners’ autonomy, and (c) TA had a more significant influence on EFL learners’ autonomy than PA. The results can enable those engaged in the language teaching and learning process to possess a better perspective on EFL learners’ autonomy, considering the impact of different types of assessment on EFL learners' speaking. Manuscript profile
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  5 - A Review Paper on ELT Articles Conducted on Mobile-Assisted Task-Based Language Learning
  Hoda Sistani
  This paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data c More

  This paper presents a comprehensive review of 50 studies conducted between 2014 and 2023, delving into the world of mobile-assisted task-based language learning (M-TBLL). Our investigation sought to illuminate the educational and learning contexts, methodologies, data collection techniques, learning outcomes, and challenges associated with M-TBLL. To this end, we meticulously combed through the ISI Web of Science database, ultimately analyzing 50 carefully selected papers from a pool of 398 identified publications. The review yielded several key findings. First, all included studies focused on language learning, demonstrating the versatility of M-TBLL across various linguistic domains. Second, a clear trend emerged toward higher education settings as the primary research ground for M-TBLL, highlighting its potential for advanced language acquisition. Moreover, the review revealed a growing emphasis on informal learning contexts, suggesting a shift towards mobile technology facilitating language learning beyond the traditional classroom walls. In-depth empirical studies on mobile seamless learning could shed light on the integration of mobile devices into existing learning environments. Additionally, research into tasks specifically designed based on learners' needs analyses could personalize and optimize the M-TBLL experience. Finally, investigations into cognitive load and learning anxiety in M-TBLL contexts could offer valuable insights into mitigating student stress and maximizing learning potential. By addressing these gaps and embracing emerging trends, future research can continue to shape and refine the landscape of M-TBLL, unlocking its full potential for enhancing language acquisition in diverse educational settings. Manuscript profile
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  6 - The Impact of Online Synchronous Language Learning and Gender on ESP Learners’ Vocabulary Learning and Language Learning Anxiety: A Mixed-Method Study
  Maryam Najafi Mohammad Ali Heidari Shahreza Saeed Ketabi
  Online synchronous learning leverages technology to enhance language learners' vocabulary acquisition and can influence learner-related factors such as language learning anxiety, ultimately impacting the language acquisition process. This explanatory sequential mixed-me More

  Online synchronous learning leverages technology to enhance language learners' vocabulary acquisition and can influence learner-related factors such as language learning anxiety, ultimately impacting the language acquisition process. This explanatory sequential mixed-method study investigates the effect of online synchronous language learning on vocabulary learning and language learning anxiety of 60 ESP learners selected through convenience sampling from Kashan University of Medical Sciences. Moreover, it explores the learners' perceptions of the effectiveness of this kind of instruction. Initially, the participants were randomly assigned to the equal experimental (online via Adobe Connect) and control (in-person) groups after checking homogeneity regarding English proficiency level. During the 13 treatment sessions, the experimental group engaged in collaborative vocabulary tasks online. Quantitative and qualitative data were collected using a developed test of vocabulary, the Foreign Language Classroom Anxiety Questionnaire, and the semi-structured interview and then were analyzed using two-way ANCOVA by SPSS 20 and thematic analysis by MAXQDA 2022, respectively. Findings revealed that online learning improved learners’ vocabulary learning, but did not significantly reduce their anxiety due to the system technical issues. However, learners viewed online instruction positively, noting benefits like enriched vocabulary acquisition through active engagement and real-time feedback, and reduced anxiety by providing a calm, stress-reducing environment. Moreover, Results showed that gender differences did not significantly affect vocabulary acquisition or anxiety. These findings can guide teachers and curriculum developers in using virtual language instruction effectively in ESP contexts. Manuscript profile