List of articles (by subject) Journal of Language, Culture, and Translation
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Open Access Article
1 - The Effect of Container Metaphor Awareness on Learning Phrasal Verbs by Iranian Intermediate EFL Learners
شیما طاهری زهرا زارعیLearning and comprehending phrasal verbs (PVs) is necessary for English writing and speaking especially for the EFL learners who like to speak like proficient speakers. This study used an experimental design to focus on the effect of ‘container metaphor awareness’, as a MoreLearning and comprehending phrasal verbs (PVs) is necessary for English writing and speaking especially for the EFL learners who like to speak like proficient speakers. This study used an experimental design to focus on the effect of ‘container metaphor awareness’, as a recently developed technique with the focus on two particles (out and in), on learning phrasal verbs by Iranian intermediate EFL learners. To this end, two groups of Iranian intermediate EFL learners were selected. They were homogeneous regarding their knowledge of English PVs. A pretest of phrasal verbs containing in and out particles was given to both groups. During a 5-week instruction, the PVs were taught to the control group with the traditional method through definition, examples, and sometimes translation and they were asked to memorize the PVs and their meanings. Meanwhile, PVs were presented to the experimental group by using images within videos prepared by the instructor to make their meanings concrete. After the instructional sessions, a posttest of target PVs was given to the participants of both groups in order to investigate their performance. The obtained results revealed that the experimental group significantly outperformed the control group. The findings of the study showed that teaching PVs based on container metaphor awareness could be more conducive to the learning and retention of PVs than the traditional method. Therefore, the application of container metaphor in teaching PVs can create an innovative method for teaching PVs in EFL contexts and facilitate PVs learning for EFL learners of English. Manuscript profile -
Open Access Article
2 - Exploring the Effect of Teacher-student and Student-student Rapport on Classroom Sense of Community and Students’ Classroom Engagement
نیما یمرلی حامد ضرابی نادیا قرنیThe aim of the current study was to explore the effect of teacher-student rapport and student-student rapport on classroom sense of community and students’ classroom engagement among Iranian secondary high school EFL learners. For this to be done, 300 teenage stud MoreThe aim of the current study was to explore the effect of teacher-student rapport and student-student rapport on classroom sense of community and students’ classroom engagement among Iranian secondary high school EFL learners. For this to be done, 300 teenage students from different high schools in Golestan province, Iran were recruited through random sampling to partake in the study. For the data to be collected, three questionnaires (teacher-student rapport and student-student rapport scale, classroom sense of community scale, and students’ classroom engagement scale) were distributed among the participants. A total of 57 6-Likert items were answered by the students. Using Exploratory factor analysis (EFA), Pearson correlation, and Mediation analysis, it was revealed that there was a significant correlation between teacher-student rapport and student-student rapport and classroom engagement and classroom sense of community. In addition to that, it was revealed that a classroom sense of community had a direct and significant effect on students’ engagement. The implications of this study are mainly for the teachers to provide a friendly relationship with their students and with the students themselves so that they can feel relaxed and safe to be engaged in the learning process. Manuscript profile -
Open Access Article
3 - A Qualitative Study of Reciprocal Scaffolding Techniques on Iranian EFL Learners' Views via Language Management System (LMS)
مرضیه سبزواری ندا فاتحی راد مسعود تاج الدینیThis qualitative study aimed to investigate the effect of reciprocal scaffolding techniques in EFL classes on Iranian EFL learners’ views in a Language Management System (LMS) environment. In doing so, 32 pre-intermediate EFL students of a language institute in Ke MoreThis qualitative study aimed to investigate the effect of reciprocal scaffolding techniques in EFL classes on Iranian EFL learners’ views in a Language Management System (LMS) environment. In doing so, 32 pre-intermediate EFL students of a language institute in Kerman were selected based on a simple random sampling method. The data gathering tools included a homogeneity test and then related interviews. The participants received reciprocal-scaffolding techniques instruction in their online class via LMS. They practiced the teaching strategies which encouraged learners’ independence in the LMS environment. At the end of the course, the participants were interviewed based on the data saturation technique. The results of the interview analyzed the positive and negative views of EFL learners toward the use of these strategies in the LMS context. Findings indicated that the usage of reciprocal teaching and scaffolding and their integration offered greater learning chances in terms of additional learning resources in the context of the LMS. The final stages of RT scaffolding were related to the students’ independence and autonomy, so they could study the extra sources without getting help from the instructor. Totally, all factors resulted in high learners' satisfaction with the techniques. The study suggested some pedagogical implications for EFL teachers and learners in using reciprocal scaffolding techniques in the EFL context. Manuscript profile -
Open Access Article
4 - Identity Construction and E-Learning: The Role of Virtual Teaching in EFL Learners’ Identity
آذر باقری مسعودزاده ندا فاتحی رادThe present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the mo MoreThe present study considered the role of E-learning in EFL learners’ identity construction. It specifically tried to highlight the extent that different aspects of students’ identity were constructed in the virtual teaching context. It also identified the most/least dominant types of identity construed in the E-learning context and explored the possible difference between male and female learners as far as E-learning identity is concerned. To achieve the objectives, the researcher adopted survey research as a quantitative method with a sample of 80 newcomer students of both genders. The study centered on the Internet via Adobe Connect Application for virtual classes. It is worthy to mention that participants of the study experienced E-learning during a term in the case of virtual education imposed by COVID-19. The data were collected through Aspect Identity Questionnaire (AIQ) and moved to SPSS software to be analyzed and interpreted. Results indicated that a high extent of language learning identity was achieved among the participants, and relational and collective identity types were identified as the most and least dominant ones in them, respectively. Moreover, findings of overall language learning identity presented no difference in both genders (male & female EFL learners). Manuscript profile -
Open Access Article
5 - Translating Idioms: A Study on English Translation of The Date Palm
عبد المجید نصیری مقدم ندا فاتحی رادThe present study sought to investigate the idiomatic expressions in a literary Text based on Baker's (19992) model. More specifically, this study is conducted to find strategies for translating idioms into the English language. It also highlighted if Baker’s stra MoreThe present study sought to investigate the idiomatic expressions in a literary Text based on Baker's (19992) model. More specifically, this study is conducted to find strategies for translating idioms into the English language. It also highlighted if Baker’s strategies were distributed equally through English translation. More importantly, the shortcomings of the idiom translations were presented. The corpus is composed of Moradi Kermani's The Date Palm as Source Text (ST), with the English translation as Target Text (TT) by Croskery (2017). Based on the received data, "translation by paraphrase" strategies have been used in many cases and frequently by the translator. This strategy is most commonly used in translating idioms when the translator cannot find any equivalents for the source idiom. The least frequent strategies related to "using an idiom of similar meaning and form" that translator attempts to find an expression in the target language which is equivalent to the source language both in terms of meaning as well as lexical items. Manuscript profile -
Open Access Article
6 - Intervention of Information Synthesization, Making Inferences, and Visualization with Iranian Undergraduates' ESP Reading Comprehension Achievement
سمیه شیخ پور آهن دانی رامین رحیمیThis study investigated the intervention of information synthesization, making inferences, and visualization with Iranian undergraduates' ESP (accounting) reading comprehension achievement. 90 ESP university students majoring in accounting have participated in this stud MoreThis study investigated the intervention of information synthesization, making inferences, and visualization with Iranian undergraduates' ESP (accounting) reading comprehension achievement. 90 ESP university students majoring in accounting have participated in this study. Based on the QPT proficiency test, they were assigned into three homogeneous groups. The pretest showed that the three groups were not significantly different, and then accounting reading comprehension was taught as the treatment. In group A, the focus was on "information synthesization strategy", in group B, the emphasis was on "making inferences strategy", and in group C, the teacher focused on visualization strategy. The results of the post-test revealed that although each of these three strategies improved ESP reading comprehension, information synthesization had the most effect, making inferences had a medium effect, and visualization had less effect on improving the students' ESP reading comprehension ability.This study has implications for students, teachers, and also curriculum developers. Manuscript profile -
Open Access Article
7 - Creativity and Literary Translation: Analyzing the Relationship between Translators’ Creativity and their Translation Quality
راضیه رشیدی نژاد ندا فاتحی رادThe present study analyzed the relationship between translators’ creativity and their translation quality. It also aimed at finding the possible connection between the Iranian translators' gender and the quality of their translation. To achieve this end, 40 transl MoreThe present study analyzed the relationship between translators’ creativity and their translation quality. It also aimed at finding the possible connection between the Iranian translators' gender and the quality of their translation. To achieve this end, 40 translation students of both genders were selected from Azad University of Kerman participated in this study. First, the Oxford placement test was administered to achieve a homogeneous sample. Second, Kaufman creativity Scale was distributed to them for exploring the translation students’ creativity. Third, an examination of poem translation was administered to the sample. Having finished their translation, the researcher applied Waddington's (2001) model to assess the quality of translation. Data were descriptively and inferentially presented, and the results were shown in the form of tables and figures. According to the careful analysis, a significant relationship was found between students’ creativity and the quality of their translation; however, no significant association was achieved between Iranian translators’ gender and their translation quality. It is hoped that the present study's findings will open new horizons for translation students and masters, leading to good awareness of the role of individual differences in the process of translation. Manuscript profile -
Open Access Article
8 - Writing Anxiety among Iranian EFL Learners and its Relationship with Tolerance of Ambiguity: A Gender Perspective
ایرج زارعی خاتونی شیما قبادیThis study aims to investigate the relationship between writing anxiety and ambiguity tolerance among Iranian Intermediate EFL learners. Moreover, the researcher explored the role of gender in this matter. Random sampling was employed to select about 60 Iranian intermed MoreThis study aims to investigate the relationship between writing anxiety and ambiguity tolerance among Iranian Intermediate EFL learners. Moreover, the researcher explored the role of gender in this matter. Random sampling was employed to select about 60 Iranian intermediate EFL learners (23 males and 37 females) from two private language schools in Karaj, Iran, whose ages range from 16 to 25. Before the data collection, a QOPT was administered as a standardized measure to check the homogeneity of subjects. Later, the selected participants were provided with the Second Language AT Scale (SLTAS) (Ely, 1995). After completing this scale, the Language Writing Anxiety Inventory (SLWAI) was completed by them. After the data collection, the obtained scores were analyzed by SPSS Software. The following results were reached upon the completion of the experiment: (a) that there is a significant relationship between these two variables. It was found that the participants with a high level of ambiguity tolerance are less anxious; (b) male and female learners are different in the levels of writing anxiety. It was found that females are more anxious while writing in L2, and (c) it was found no significant relationship between gender and tolerance of ambiguity. Manuscript profile -
Open Access Article
9 - Iranian EFL Learners’ Pragmatic Interpretation of Irony: Textual and Audio-Visual Cues in Focus
لیلا شاملی محسن شاهرخیThe current study was an attempt to investigate the relationship between language proficiency and the interpretation of ironic utterance by Iranian EFL learners and the impact of audio-visual modality on the ability of learners to interpret irony; it also examined which MoreThe current study was an attempt to investigate the relationship between language proficiency and the interpretation of ironic utterance by Iranian EFL learners and the impact of audio-visual modality on the ability of learners to interpret irony; it also examined which contextual cues, namely textual cues and audio-visual cues, are more used for detecting irony by Iranian EFL learners. To this end, fifty-three homogenized participants attended the study and tried to identify the ironies extracted from the American sitcom How I met your mother using two types of contextual cues. The findings of the current study revealed that there was no significant relationship between the learners’ language proficiency and their detecting ironic utterances. Moreover, findings indicated the irony comprehension was more accurate when the comment was presented in an audio-visual modality. Results also indicated that the most frequent cues which were used by Iranian EFL learners were positive words and neutral words, however, the least frequent linguistic cues were polite requests and superlative adjectives. Facial expressions and body movements were the most frequent visual cues, and intonation in the voice was the most frequent prosodic cue. Results suggest that multimodality-oriented teachings can improve irony comprehension. Manuscript profile -
Open Access Article
10 - Lexical Richness in Research Articles Written by Iranian and Foreign Writers
پیمان دباش سید فواد ابراهیمیThis study aimed at investigating lexical richness in the articles written by Iranian and foreign scholars. To this end, a quantitative descriptive design was used. As the corpus of this study, 34 English Language Teaching (ELT) papers were randomly selected from differ MoreThis study aimed at investigating lexical richness in the articles written by Iranian and foreign scholars. To this end, a quantitative descriptive design was used. As the corpus of this study, 34 English Language Teaching (ELT) papers were randomly selected from different ISI and Academic-Research journals. 17 papers were written by Iranian researchers and 17 by foreign researchers. The journals from which the papers written by foreign writers were selected are EAP Journal and System. The journals from which the papers written by Iranian writers were selected are Journal of Research in Applied Linguistics and Journal of Teaching Language Skills. Analysis of the corpus was done based on the framework proposed by Lei and Yang (2020), wherein lexical richness was measured in three dimensions including lexical diversity, lexical density, and lexical sophistication. To analyze the data, descriptive as well as inferential statistics were used. The findings revealed that the median score of the lexical diversity, lexical density and lexical sophistication of the papers written by the foreign researchers were higher than those of the papers written by the Iranian researchers. To examine whether this difference is significant, Mann-Whitney U test was run and the results confirmed that there is a significant difference between the three dimensions (i.e., lexical diversity, lexical density and lexical sophistication) of the lexical richness of the papers written by Iranian and foreign scholars. The findings of this study could be considered by EFL learners/teachers, curriculum planners and researchers. Manuscript profile -
Open Access Article
11 - Navigating Turn-Taking System in an Online Synchronous Course: The Case of Gender and Language Proficiency
عزیزه چالاک مهراد کریمیEnglish learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed MoreEnglish learners' turn-taking system has been impacted due to the sudden shift from traditional face-to-face classes to virtual learning during the COVID-19 pandemic. The purpose of the study was to obtain a closer understanding of how students and teachers constructed turns during their interactions. The data were collected from the audio transcripts of 55 students of two intermediate and two advanced EFL classrooms that were held on the Zoom platform. After collecting the data, they were transcribed through the modified version of Sacks, Schegloff, and Jefferson's Model and analyzed by the SPSS, through the Chi-Square tests. The results showed that the students were mostly addressed by their teachers. Moreover, the male students took more turns, and there was a meaningful difference in the turn-taking system of the intermediate and advanced EFL learners. Therefore, both gender and the level of proficiency influenced the patterns of turn-taking in online classrooms. The results might contribute to raising teacher awareness towards the preferred turn-taking patterns in a virtual synchronous classroom. Manuscript profile -
Open Access Article
12 - Evaluation of ELT Textbooks in Iran Based on Cunningworth’s Model: Top Notch Series in Focus
راحله اشکور وکیلیEnglish Language Teaching (ELT) textbooks serve as the basis for language inputs that learners receive and language practices that occur in the classroom. The objective of this analysis is the evaluation of the Top-Notch Intermediate series based on a modified version o MoreEnglish Language Teaching (ELT) textbooks serve as the basis for language inputs that learners receive and language practices that occur in the classroom. The objective of this analysis is the evaluation of the Top-Notch Intermediate series based on a modified version of the Cunningworth’s (1995) checklist. The checklist consisted of 9 sections, including 79 items, which were distributed among EFL teachers. A total of 10 teachers were selected to participate in this study. The teachers had taught textbooks under analysis for at least one year and had taught English as a foreign language for at least seven years. Six of the teachers were females; one of them was male; two of them were Ph.D. students; one of them had an M.A. degree; and four of them were B.A. graduates. The data collected through the checklist was analyzed quantitatively by SPSS. The study's findings revealed that Top Notch held up reasonably well to a detailed and in-depth evaluation. The findings have illuminative implications for teachers, material developers, and institutional/academic administrators. Manuscript profile -
Open Access Article
13 - The Effects of Jigsaw Puzzle and Literature Circle Techniques on Argumentative Writing of Iranian Intermediate EFL Learners
فاطمه غلامیانThe main objective of the current study was to check two collaborative techniques, i.e., Jigsaw Puzzle and Literature Circle, to see their impact on argumentative writing improvement among Iranian EFL language learners. To this end, a quantitative design and a pretest-t MoreThe main objective of the current study was to check two collaborative techniques, i.e., Jigsaw Puzzle and Literature Circle, to see their impact on argumentative writing improvement among Iranian EFL language learners. To this end, a quantitative design and a pretest-treatment-posttest method were used. The sample of this study was sixty Iranian learners who were assigned randomly to two homogeneous experimental groups, group A: Jigsaw Puzzle, and group B: Literature Circle; each one consisted of 30 participants, based on their performance on the OQPT. They sat for an argumentative writing pretest, then the treatments were implemented for every group, and finally, they sat for an argumentative writing posttest. The results implied that implementing the Literature Circle technique leads to a statistically significant improvement in argumentative writing by Iranian EFL learners. Moreover, the findings revealed that using the Jigsaw Puzzle technique results in a statistically significant improvement in argumentative writing essay performance by Iranian EFL learners. Furthermore, the comparison of the effects of the treatments of the study showed that the Literature Circle group outperformed the Jigsaw Puzzle group. The study provides implications for EFL teachers, learners, and curriculum developers. Manuscript profile -
Open Access Article
14 - Impact of Academic Self–Concept on Syntactic Complexity of Speaking Skill among Iranian EFL Learners
عاطفه نیکوبینThe purpose of the present study was to assess the effect of academic self–concept on the syntactic complexity of speaking skill among Iranian upper-intermediate EFL learners. The sample consisted of 45 male and female students of the upper-intermediate level who MoreThe purpose of the present study was to assess the effect of academic self–concept on the syntactic complexity of speaking skill among Iranian upper-intermediate EFL learners. The sample consisted of 45 male and female students of the upper-intermediate level who were learning English language in a private institute in Isfahan. In order to collect information about students’ academic self-concept, Liu and Wang’s (2005) academic self-concept scale was used. It consists of 20 items and responses are made on a 5-point Likert scale ranging from strongly disagree to strongly agree. For speaking data collection, participants were asked to sit for speaking test (narrative story) and their speaking performances were recorded by a digital voice recorder for later transcription and analysis. Independent samples t test was conducted to find out if there were statistically significant differences between the high self-concept group and low self-concept group’s syntactic complexity in speaking. Results indicated that the former group significantly outperformed the latter on three measures of syntactic complexity including length of production units, measures of subordination, and degree of phrasal sophistication. On the measures of coordination, however, the results indicated that there were no significant differences between learners with high academic self-concept and learners with low academic self-concept. Manuscript profile -
Open Access Article
15 - Cryptomnesia and Research Integrity: The Case of TEFL International Postgraduate Students at the Iranian Universities
مسعود طاهری لَرکیThe vast body of research on research integrity and research violations/dishonesties demonstrates that cryptomnesia (unwitting plagiarism) is still rising, especially among international postgraduate students from various socio-cultural backgrounds. The present research MoreThe vast body of research on research integrity and research violations/dishonesties demonstrates that cryptomnesia (unwitting plagiarism) is still rising, especially among international postgraduate students from various socio-cultural backgrounds. The present research paper aimed to review the state of art highlighting elements prompting academic misconducts (in our case, plagiarism) by international postgraduate students in Teaching English as a Foreign Language (TEFL) at Iranian universities. The findings revealed that assistive initiatives such as face-to-face workshops, webinars, and tutorials were not sufficient in their quality to meet students’ needs. Although various practices were conducted in academic research integrity across the globe, having a high degree of academic writing skills (academic literacy) was inadequate for students to control cryptomnesia in professional and academic contexts. Regarding the mentioned elements, this research paper proposed two substantially established programs to contribute to international postgraduate students becoming mindful of academic research principles to avoid unwitting plagiarism in their academic writings. Manuscript profile -
Open Access Article
16 - A Comparison of EFL Learners’ Level of Satisfaction in Online Language Classes with Face-to-Face Classes: Challenges and Obstacles
مهدی رستمی راوری ندا فاتحی رادAbstractThe present study explored EFL learners’ satisfaction with different aspects of the online learning context. Moreover, it tried to investigate learners’ attitude towards the challenges and obstacles of online learning. Also, the possible differences MoreAbstractThe present study explored EFL learners’ satisfaction with different aspects of the online learning context. Moreover, it tried to investigate learners’ attitude towards the challenges and obstacles of online learning. Also, the possible differences between male and female learners' attitudes towards online learning contexts were assessed. To achieve this end, the researchers adopted survey research as a quantitative method with a sample of 75 intermediate students of both genders. It is worthy to mention that the participants of the study experienced online learning through Google Meet during a term. By the end of the term, the selected EFL learners were provided with two related questionnaires and they were asked to answer the items carefully. The first questionnaire explored EFL learners' satisfaction with online learning environment, and the second one investigated the participants' views on challenges and obstacles of such a context. The data were collected and moved to SPSS software and the outputs were discussed and represented. Based on the findings, the students indicated a high level of satisfaction with online learning. Additionally, the students' negative attitude was observed towards the challenges and obstacles of online contexts. Also, no difference was seen in the males’ and females' attitudes towards online learning contexts. Manuscript profile -
Open Access Article
17 - Translation Quality Assessment of Public Signs: Case of Kerman Province
ناصر پارسا ندا فاتحی رادThe present study has analyzed the translation of public signs in Kerman and some cities (Mahan, Zarand, Rafsanjan, and Sharbabak) around it. To do this, 100 public signs of the mentioned cities were randomly selected by the researchers, and the data of this project wer MoreThe present study has analyzed the translation of public signs in Kerman and some cities (Mahan, Zarand, Rafsanjan, and Sharbabak) around it. To do this, 100 public signs of the mentioned cities were randomly selected by the researchers, and the data of this project were collected and evaluated based on Nord's (2001) model. This research was generally intended to investigate these signs from linguistic and cultural levels. Also, highlighting the frequency of the errors and identifying the shortcomings of the English translations were the other objectives of the study. Data were collected by the researchers and processed through the SPSS software. In other words, the descriptive data included frequencies and percentages represented by the corresponding tables and figures. The results of this study indicated that most of the errors were related to the cultural level. That is to say, "informativeness" and "word-for-word translation" were the most frequent types of all. Moreover, some shortcomings of the Persian translations were analyzed and interpreted by the researchers. Manuscript profile -
Open Access Article
18 - Consecutive Interpreting in a Nutshell
حسین رحمان پناهConsecutive interpreting is the process of interpreting after the interlocutor has completed his or her speech in the source language and pauses while the interpreter transmits that information (Russell, 2005). Therefore, consecutive interpreting involves a lot of concu MoreConsecutive interpreting is the process of interpreting after the interlocutor has completed his or her speech in the source language and pauses while the interpreter transmits that information (Russell, 2005). Therefore, consecutive interpreting involves a lot of concurrently challenging cognitive and affective processes for the interpreter. However, consecutive interpreting which is commonly employed as one of the major modes of interpreting in different settings appears to be disregarded or unexplored in interpreting research. Hence, the researcher, in this review, provides an in-depth elucidation of certain conspicuous issues within consecutive interpreting, including the revision of certain consecutive models, the significance of cognitive issues within consecutive interpreting, memory training, and using process and product oriented strategies during consecutive interpreting. This review highlights the fact that consecutive interpreting is a complex process in which involves different mental and cognitive operations, comprising consecutive interpreters’ memory and memory-aiding notes in which assist consecutive interpreters’ performance during the rendition and also consecutive interpreters’ strategy exploitation in which derives from his or her competence and sub-competence. Overall, this review might open up the floodgates of research within consecutive interpreting or it might provide certain guidelines and insights for consecutive interpreting trainers and practitioners. Manuscript profile -
Open Access Article
19 - A TELL-Based TBLT in ESP Courses: Focus on Undergraduates’ Metacognitive Reading Comprehension Strategies
مهناز شعله محمد رضا طالبی نژاد محسن شاهرخیAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental ( MoreAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental (ESP+TELL+TBLT) groups in this investigation. A metacognitive reading strategies questionnaire was modified and translated by the researchers. Moreover, a Computer Attitude questionnaire was employed to check the experimental participants’ interest in learning via technology. Data analysis was conducted via SPSS 24. Their metacognitive reading comprehension strategies were analyzed via a set of mixed between-within subjects’ analysis of variance (SPANOVA). Results revealed that there was a significant interaction between treatment method and time, i.e., both groups revealed a change in metacognitive reading strategies score across time, though the control group performed negatively, showing a slight decrease. The findings also indicated that while a mean difference was mathematically observed between the control and experimental groups in terms of metacognitive reading strategies, such a difference was not considered statistically significant. That is, there was no significant difference in the strategies for both groups, yet the experimental group revealed an increase in the mean scores. The experimental participants did not reach any significantly different level for metacognitive reading strategies compared to their control-group counterparts. Nonetheless, since SAMT material was instructed to learners during one academic semester, this study implied a single academic semester was not adequate time to work on and improve the learners’ metacognitive reading comprehension strategies. Manuscript profile -
Open Access Article
20 - The Role of Explicit Corrective Feedback Timing in Second Language Structure Accuracy
سوری سلاجقه علی اکبر خومیجانی فراهانی حسن شهابیThis study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or it MoreThis study examined the effects of explicit metalinguistic corrective feedback on the accurate use of English regular past tense structure. The main purpose was to investigate whether the immediate provision of metalinguistic feedback after writing task completion or its delayed provision after two days in the next classroom session could differentially impact the structure accuracy. One-hundred and five Iranian English as a foreign language (EFL) learners agreed to take part in this study and were assigned into three conditions: immediate metalinguistic feedback, delayed metalinguistic feedback, and control condition without any feedback. A repeated-measures ANCOVA was used to provide answers to the research question. Results revealed the superiority of the delayed metalinguistic feedback over both the immediate feedback and control conditions in the immediate post-test. And, in the delayed post-test, the immediate metalinguistic feedback outperformed the other groups. The implications of these findings and suggestions for further research are further discussed. Manuscript profile -
Open Access Article
21 - Discrepancies between the Speech of Male and Female in Lecturing: Language Management in Focus
زهره جراح زاده محمد حشمدارThe purpose of this case study is to shed light on differences between the speech of male and female students in presenting a lecture in academic settings. It also aimed to discover which gender more follow essential steps in line with language management. This qualitat MoreThe purpose of this case study is to shed light on differences between the speech of male and female students in presenting a lecture in academic settings. It also aimed to discover which gender more follow essential steps in line with language management. This qualitative study discussed the discrepancies from multiple perspectives containing standard form, using grammar, pronunciation and intonation, using synonyms, expanding the topics, and conversational style. In addition, to consider these components, this research attempts to discover which gender follows different phases to prepare a lecture before presenting it. This qualitative study was conducted throughout observation protocol, writing diary, and semi-structured interviews consisting of seven Iranian participants who have General English course with ages ranging from 19-25. To sum up, the researchers concluded that female students outperformed in the whole process of this inquiry. The study tries to provide insight to genders to understand each other's discrepancies which is a need and act as a key to better communication. Manuscript profile -
Open Access Article
22 - A Review of Chaume, F. (2020). Audiovisual translation: dubbing. Routledge.
راحله اشکور وکیلیThis paper provides a critical review of Chaume's "Audiovisual Translation, Dubbing", a book that offers a comprehensive analysis of the theory and practice of dubbing in audiovisual translation. The review highlights the strengths of the book, including its well-struct MoreThis paper provides a critical review of Chaume's "Audiovisual Translation, Dubbing", a book that offers a comprehensive analysis of the theory and practice of dubbing in audiovisual translation. The review highlights the strengths of the book, including its well-structured approach and its detailed exploration of the different stages involved in the dubbing process. The book's attention to the cultural and linguistic aspects of dubbing is also noted, as is its practical advice on how to adapt jokes and cultural references. However, the review also notes that the book may be too technical and dense for some readers and that it lacks a discussion of the role of technology in the dubbing process. Overall, the review concludes that "Audiovisual Translation, Dubbing" is a valuable resource for students, scholars, and professionals working in the field of audiovisual translation. Moreover, the book provides interesting research lines for graduate students of translation studies cross-culturally. Manuscript profile -
Open Access Article
23 - Effect of Distributed Leadership on Teacher Engagement, Teacher Accountability, and Teacher Competencies
زهره جراح زاده زهره محمدی زنوزقThe current study is mixed-method research that inspected the effect of distributed leadership on 3 factors of teacher engagement, accountability, and competencies on 15 EFL instructors and their improvements toward the abovementioned elements. To this end, the research MoreThe current study is mixed-method research that inspected the effect of distributed leadership on 3 factors of teacher engagement, accountability, and competencies on 15 EFL instructors and their improvements toward the abovementioned elements. To this end, the research was conducted through 2 phases, comprised of a quantitative inquiry which was intended to determine the teachers’ level of engagement, accountability, and engagement through implementing 3 questionnaires. Then, the participants took part in online workshops concerning various issues of each questionnaire to share their perspectives toward them. The effect of online discussions regarding distributed leadership was depicted through implementing the questionnaires as the posttest. The second phase was qualitative and aimed to illustrate the participants’ attitudes, opinions, experiences, and solutions toward the abovementioned components through writing a reflective essay. Results of the study indicated a good amount of difference between the participants’ performance on the pretest and posttest of the teachers’ engagement, accountability, and competencies questionnaires. The contents of the participants’ reflective essays were analyzed and presented in the second phase of the study. The outcomes showed that distributed leadership was a novel concept for all the participants and with presented various issues concerning each component, they achieved new insights toward their students, society, colleagues, and profession. Moreover, the resulted manifested that the participants accomplished benefit solutions and perspectives through online discussions and could find ways to develop themselves toward clinical, technical, critical, and personal competencies, all of which can lead to having a better educational atmosphere and students’ achievement. Manuscript profile -
Open Access Article
24 - The Relationship between Teachers’ Emotion Regulation and Psychological Well-Being in English Language Classrooms: Emotion Regulation Strategies in Focus
لعیا تهامی زرندی مهری حداد نرفشان پیمان صیف الدینThe present study investigated the relationship between teachers’ emotional regulation and psychological well-being. It also explored the emotion-regulation strategies used by349English language teachers.The research, a cross-sectional mixed-method survey, studied MoreThe present study investigated the relationship between teachers’ emotional regulation and psychological well-being. It also explored the emotion-regulation strategies used by349English language teachers.The research, a cross-sectional mixed-method survey, studied Iranian high school teachers from Kerman Province and four of its. Tocollect the data, teachers’ emotion regulation strategies questionnaire and psychological well-being questionnaire were submitted to English language teachers either in person or via email. In addition, a semi-structured interview was used to explore the teachers’ reflections concerning the strategies that they use in regulating their emotions. Correlations showed that emotion regulation and its sub-scale (cognitive reappraisal) correlated positively with teachers’ psychological well-being among English language teachers.The preferred strategy of emotion regulation was cognitive reappraisal. Moreover, the findings showed a medium level of emotion regulation and psychological well-being among English language teachers.Besides, the qualitative findings revealed that teachers used situation selection, situation modification, attention deployment, and cognitive change to regulate their emotions. In brief, curriculum and educational planners should take steps to support teachers in regulating their emotions, which contributes to their psychological well-being. Manuscript profile -
Open Access Article
25 - A Qualitative Study on Iranian EFL Teachers’ Strategies of Classroom Management: Focusing on Cultural Strategies
زهره جعفری لیلا انجم شعاع ندا فاتحی رادThe main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp MoreThe main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp or Telegram. Data collection was done via an open-ended questionnaire and a semi-structured interview. According to the results, many strategies were identified which are presented in the paper. The most important ones include using knowledge received through academic education, using personal experiences, managing students' needs, giving and receiving feedback from the class, teaching based on professional ethics, and considering cultural issues. Moreover, the results indicated that EFL teachers are required to resort to cultural strategies to convert classroom management knowledge resources into practical activities. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. More importantly, this study can be used in teacher preparation programs to prepare teachers for classroom management in the future. Manuscript profile -
Open Access Article
26 - Evaluation of American English File and its Teacher’s Manual
رضوان آتش پنجه فاطمه کولی نیاThis study aims to evaluate the explicit features and pedagogic values of the American English File series and its teacher’s manual based on McGrath’s approach (2002). The selected material for evaluation is a five-level English coursebook accompanied by the MoreThis study aims to evaluate the explicit features and pedagogic values of the American English File series and its teacher’s manual based on McGrath’s approach (2002). The selected material for evaluation is a five-level English coursebook accompanied by their teacher’s manuals. Therefore, a quantitative design was used through online distribution of an evaluative checklist adopted from Miekley (2005) among 40 EFL teachers who had experienced teaching the series of books under this study. The participants of the study were asked to rate the checklist according to a five-point Likert scale (0 (totally lacking the feature), 1 (poor), 2 (adequate), 3 (good), and 4 (excellent)). The analysis of the obtained data showed that the series of books under this study fulfilled the objectives claimed to be set for the student book and the teacher’s manual. The finding of this study could be fruitful for EFL teachers, syllabus designers, and material developers. Manuscript profile -
Open Access Article
27 - Role of Flipped, Blended, and Conventional Learning Environments on Developing Pronunciation of EFL Learners Using ELSA Apps
بهرام دهقانپور ژاله بهشتی محمود جلالیThe current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpos MoreThe current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpose, a total number of 120 pre-intermediate EFL learners (boys and girls) were chosen to take part in the study. They were divided into different classes including flipped, blended, and conventional classes. According to the results of this study, flipped classes was more effective in terms of improving students' pronunciation compared to blended and conventional classroom. Also, based on the results, the blended method was the second method that had the highest efficiency among the three. Overall, it was concluded that using flipped and blended methods could be effective in terms of enhancing the level of pronunciation among students and they need to be taken into consideration by material developers, designers, and teachers. Manuscript profile -
Open Access Article
28 - Identification of Overlapping Predictive Categories: ESP Textbooks in Focus
فرحناز بهلولی اسگوییThe notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this MoreThe notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this to predict the type of forthcoming information. This study explores the possibility of linking the textual indices of ‘Predictive Categories’ with the understanding of content knowledge. The article reports on descriptive qualitative research based on data comprising 10 chapters from 5 textbooks in the field of Civil Engineering, applying a model of discourse analysis designed by Tadros (1981), as the method of the study, using the notion of prediction. The Six Predictive Categories introduced by Tadros (1981) underpinning the model, include Enumeration, Advance Labelling, Reporting, Recapitulation, Hypotheticality and Question were explored continuously in the selected texts. What makes this study significant is that a new Predictive Category has been identified in which two or three Predictive Categories are exactly overlapping each other. Basing our assumption on the pedagogical benefits gained by ESP learners, teachers, and material designers, it is suggested that the consciousness-raising of these categories has valuable benefits for all ESP community members. Manuscript profile -
Open Access Article
29 - The Relationship Between Iranian EFL Teachers’ Reflective Thinking and Burnout Level in Universities and Schools
ابراهیم صفریThis study was conducted to investigate the relationship between English as a foreign language (EFL) teachers’ reflective thinking and burnout levels in the universities and schools of Iran. As the main data collection instruments, the Reflective Thinking question MoreThis study was conducted to investigate the relationship between English as a foreign language (EFL) teachers’ reflective thinking and burnout levels in the universities and schools of Iran. As the main data collection instruments, the Reflective Thinking questionnaire and Maslach Burnout Inventory were employed, which has also been validated for the Iranian population. Questionnaires were given to 178 EFL teachers who serve at Tehran and Ardabil universities and schools. The results showed a negative correlation between reflective thinking and burnout; teachers experienced relatively low burnout levels; their reflective thinking level was high. The results also revealed that university teachers experienced higher reflective thinking and lower burnout than school teachers. According to teachers’ workplace, the type of workplace affected reflective thinking in relation to the factor “ability to self-assess”. In the end, it was shown that when teachers’ reflective thinking increases, their burnout level decreases. The pedagogical implications of the results have been discussed. Manuscript profile -
Open Access Article
30 - Comparison of Iranian EFL Teachers at Public Schools and Private Language Schools: Critical Thinking Ability and Gender in Focus
مونس معصومی زاده شیما قبادیCritical thinking (CT), a basic survival skill in this fast-paced and ever-changing world we live in, has been the focus of many studies in recent years. Looking at the literature of studies, it can be clearly understood that an essential factor like gender has been ign MoreCritical thinking (CT), a basic survival skill in this fast-paced and ever-changing world we live in, has been the focus of many studies in recent years. Looking at the literature of studies, it can be clearly understood that an essential factor like gender has been ignored in the investigations conducted on CT. The present study examined the status of CT among Iranian EFL teachers and its relationship with gender in the private and public sectors. In other words, the study attempted to trace any difference between male and female EFL teachers in applying this vital skill. With these purposes in mind, 153 EFL teachers (male=57 and female=96) were selected according to a convenience sampling from 20 private language institutes and 20 public schools in Isfahan to participate in the study. The participants were requested to complete an eighty-item Watson-Glaser’s Critical Thinking Appraisal questionnaire. The findings indicated a poor status of CT among the teachers; also, it was revealed that males and females were not significantly different from one another in applying CT skills. However, the private sector apparently has provided a better context for the development of CT among EFL teachers. The conclusion and implications of the study were further discussed. Manuscript profile -
Open Access Article
31 - Impact of Using the STAD Model of Cooperative Learning on Autonomy and Attitude of Iranian Secondary School EFL Learners
ابوالحسن نطریThis quasi-experimental study investigated the impact of cooperative learning on Iranian secondary school EFL learners’ Autonomy and attitude. To achieve the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placem MoreThis quasi-experimental study investigated the impact of cooperative learning on Iranian secondary school EFL learners’ Autonomy and attitude. To achieve the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into an experimental group receiving treatment through the STAD model of cooperative learning and a control group devoid of the stated treatment. To recognize the entry behaviors of the participants, pretests were run. The same educational content was taught to both EG and CG during an educational term. Furthermore, to disclose the effect of treatment, an autonomy posttest similar to the pretest but in rearranged order in options and items, and also an attitude posttest with the same characteristics were administered to the students in both groups at the end of the instruction. Moreover, the mean scores of autonomy and attitude questionnaires were compared via a one-way ANCOVA, and chi-square respectively. The outcomes showed the rejection of both null hypotheses consequently concluding that cooperative learning had a significant effect on the autonomy and attitude of Iranian EFL learners. Manuscript profile -
Open Access Article
32 - Assessing English Language Quality of EFL Students: Links to A Grounded Theory
فاطمه گرجی شهرام افراز فضل الله صمیمیThis qualitative study was an endeavor to assess English language quality of EFL students with linking to a grounded theory. To this aim, first 20 teachers working in a non-profit language institute were selected based on chain sampling or snowball sampling. Sampling co MoreThis qualitative study was an endeavor to assess English language quality of EFL students with linking to a grounded theory. To this aim, first 20 teachers working in a non-profit language institute were selected based on chain sampling or snowball sampling. Sampling continued until theoretical saturation and were interviewed. After extracting the components and indicators obtained from the analysis of interviews, a questionnaire was created to collect the necessary information and data to assess the quality of English language students. Then, a total number of 100 English language teachers teaching English in different levels of proficiency participated in this survey. According to the careful analysis, findings identified the main evaluating criteria for English language quality of Iranian EFL Learners as individual characteristics, learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety, weakness in learning, assessing knowledge/skills, positive evaluation, as well as individual and social consequences. Moreover, the most important ones with the highest distribution of category concepts among EFL learners referred to learning strategy (like to acquire language skills, spirit of competitiveness, spirit of collaboration, planning, cognitive development, employing group learning), individual characteristics (using peers' experiences, using the experiences of others, appropriate evaluation, giving desirable homework, eagerness to attend the class), and learning dynamics (innovative management, self-centered learning, having online learning, a positive learning context, access to up-to-date resources). The results can provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL setting. Manuscript profile -
Open Access Article
33 - The Role of Corrective Feedback Via Offline and Online Applications on Iranian EFL Learners’ Grammatical Accuracy
بهرام دهقانپور ژاله بهشتی مجید دهستانیThe present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided in MoreThe present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided into control and experimental groups. First of all, they were asked to participate in the grammar test designed in Google Docs form- an online application- and the grammar test designed via the “Learn English Grammar application”- an offline application. Then, students shared the links through the WhatsApp application and the teacher checked their results in terms of grammatical accuracy. In the first phase of the study, the mean difference in their grammar accuracy was not significant. After examining their papers and finding some grammatical errors students faced, the teacher explained the grammatical points in LMS classes for the control group; while the same subjects were assigned to the experimental group to work with via application. The students were also examined via the application and the teacher’s direct correction in 8 sessions. After treatment, the same test was held through the application and google docs. The result showed that participants of the offline group outperformed the groups whose errors were corrected by the teacher. Since the former could retake the test and choose the correct answers via application repeatedly, thus they learn better from their mistake as they were compared to the control group who were corrected by the teacher. The findings of this study offer promising implications for material developers, syllabus designers, EFL teachers, and learners. Manuscript profile -
Open Access Article
34 - A Study of Demotivational Factors in Iranian ELT Context: Resolutions and Attitudes from Teachers
مسعود طاهری لَرکی رضا عیدیThe authors, in the current study, looked at the causes of demotivation among adult language instructors at the language schools in Shahrekord and Brujin. The participants in this study were 50 EFL teachers. Data were gathered using the Teacher Demotivation Questionnair MoreThe authors, in the current study, looked at the causes of demotivation among adult language instructors at the language schools in Shahrekord and Brujin. The participants in this study were 50 EFL teachers. Data were gathered using the Teacher Demotivation Questionnaire (TDQ), which Sugino (2010) developed. The data from this study were analyzed using a one-sample t-test and some independent-sample t-tests. When comparing the results, it was found that "Students are not interested in studying," "low teacher evaluation from students," "low pay," and "little appreciation from the administration" were, in order, the most demotivating factors in SAC, TMF, RWC, and HR. "Students' attitude" and "research and working conditions" were more significant and regarded as more potent demotivating factors among the questionnaire's four subsections. In light of all the various suggestions for solutions, it appeared that the teachers' demands for higher pay and commuter reimbursement were the most demoralizing elements of all. The results of this study have some pedagogical and practical ramifications for teachers, administrators, and L2 students. Manuscript profile -
Open Access Article
35 - Investigating the Effect of Implicit and Explicit Oral Corrective Feedback on Iranian EFL Learners’ Speaking Ability: The Interactive Role of Self-Regulation Strategy
نادیا قرنی حامد ضرابی نیما یمرلیThis study aimed to investigate the influence of two types of OCF on Iranian EFL learners’ speaking skills, the effect of SRS on EFL learners’ speaking proficiency, and the interactive role of self-regulation strategy (SRS) with the two types of OCF. The res MoreThis study aimed to investigate the influence of two types of OCF on Iranian EFL learners’ speaking skills, the effect of SRS on EFL learners’ speaking proficiency, and the interactive role of self-regulation strategy (SRS) with the two types of OCF. The research involved 60 female teenage students from Gonbad-e-Kavous secondary high school in Golestan province, divided into three groups of twenty: ‘control,’ ‘implicit,’ and ‘explicit.’ The Oxford Placement Test (OPT) was used to homogenize the students’ language proficiency levels. Consent forms and self-regulation questionnaires were distributed at the beginning of the experiment. The data was collected through pre-test and post-test speaking assessments (using IELTS sample tests) and analyzed using Two-Way ANOVA and Two-Way ANCOVA. The results revealed that there were significant differences between the explicit, implicit, and control groups' post-test means after considering the pretest's impact. Additionally, there was a notable variance between the low and high self-regulation groups' average scores in relation to their post-test results, even after accounting for the pretest's impact. Finally, there was no significant interaction between the types of feedback (explicit, implicit, and control) and self-regulation levels. The current investigation is of importance for language teachers to integrate supplementary techniques of corrective feedback in their teaching approaches, with a focus on explicit corrections during the oral assignments of students. Manuscript profile -
Open Access Article
36 - Appraising Iranian EFL Learners’ Perceptions Towards the Teachers’ Implementation of Classroom Fairness: Focus on the Main Problems
مقداد صادقی واله جلالی ندا فاتحی رادThe current research tried to investigate Iranian EFL learners’ perceptions of teacher classroom fairness as well as the main problems of their teachers’ implementation of classroom fairness. In doing so, the present study used a qualitative procedure, and 3 MoreThe current research tried to investigate Iranian EFL learners’ perceptions of teacher classroom fairness as well as the main problems of their teachers’ implementation of classroom fairness. In doing so, the present study used a qualitative procedure, and 30 Iranian EFL learners at the intermediate level from different private language institutes participated in it. They were selected through available sampling from different virtual groups in WhatsApp or Telegram. This study benefited from two semi-structured interviews consisting of five open-ended questions, designed by the researchers. Data were gathered and analyzed through MAXQDA software. The results revealed EFL learners' perceptions of teacher classroom fairness included using the same techniques and extra teaching activities for all students, showing equal respect to all students, teacher's objectivity in grading, teacher's interacting with all students, obliging all students to observe the classroom rules, etc. Moreover, EFL learners' perceptions of the main problems of their teachers' implementation of classroom fairness were identified as time limitations, diversity of students' needs, differences in the socio-economic level of students and performance, mismatch between teachers and students, students' impoliteness, and inattention to morality. Findings can enrich the attitudes and activities of different groups of stakeholders in ELT, including policymakers, teacher educators, teacher education administrators, and curriculum developers. Manuscript profile -
Open Access Article
37 - Evaluation of First Friends English Children’s Books: Task Types in Focus
فهیمه طالبیانThis study aimed to evaluate First Friends English Children’s books in English language institutions in Iran. This research focused on investigating task types and their frequency as well as examining the existence of any significant difference in the task types&r MoreThis study aimed to evaluate First Friends English Children’s books in English language institutions in Iran. This research focused on investigating task types and their frequency as well as examining the existence of any significant difference in the task types’ frequency in the mentioned books. Accordingly, different tasks were extracted and classified in the selected textbooks utilizing Nunan’s framework. The frequency and percentage of each task were also calculated, and the significant differences in the frequency of different task types were discerned in these books. Based on the frequency percentages, It was found that creative tasks were notably insufficient. There was also no significant difference in the occurrence of task types in First Friends English children’s books. Nonetheless, it is discussed in the article that improvements should be made in ELT materials used in such learning contexts. Manuscript profile -
Open Access Article
38 - A Critical Review of Materials Adaptation in English Language Education
لیلا نیکبخت فاطمه جهانگیری دهاقانیSince there should be concordance between the materials and the level of the students, the teachers need to adapt the materials. Adopting a critical perspective, the current review paper found several research studies in the field of language education that have identif MoreSince there should be concordance between the materials and the level of the students, the teachers need to adapt the materials. Adopting a critical perspective, the current review paper found several research studies in the field of language education that have identified areas and trends in materials adaptation research conducted over the past four decades. The numbers of articles, books, and conference PowerPoints were twenty- three, five, and fifteen respectively. The articles were categorized into three areas: reasons for materials adaptation (N = 13), procedures of adaptation (N = 10), and adapting and adopting (N = 4). Furthermore, the reasons for materials adaptation indicated fourteen reasons. The procedures of adaptation included adding, deleting or omitting, modifying, simplifying, and reordering. The third area, the differences between adopting and adapting are essential for teachers and administrators. As a result, because of the fourteen reasons for materials adaptation, adopting and adapting materials are crucial for administrators, teachers, and learners. Reviewing the past study, the current study provided new research lines in materials adaptation for the EFL community. Manuscript profile -
Open Access Article
39 - Association between Suggestion Speech Act and Language Proficiency, Gender, and Verbal Intelligence among Iranian EFL Learners
سعید کریملوThis study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completio MoreThis study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completion Test (DCT) was used to produce data related to the suggestion forms utilized by the participants. Percentage and chi-square tests were used to analyze the data. The findings showed that different language proficiency levels did not produce any significant difference in the production suggestion speech act. However, participants’ performance considering different gender reached statistical significance. Also, verbal intelligence proved to be a significant factor in using suggestion forms among Iranian EFL learners. Manuscript profile -
Open Access Article
40 - Iranian EFL Learners’ Attitudes Toward Autonomous English Learning Through the HelloTalk Mobile Application
علی صادقی عزیزه چالاکThis study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed MoreThis study investigated Iranian intermediate EFL learners' attitudes toward using the HelloTalk app to improve their independent learning ability. Moreover, it examined the experts’ and learners’ attitudes toward utilizing the application. The study enjoyed a quasi-experimental design. In doing so, 54 intermediate EFL learners were selected from Fargooyan Language Institute in Isfahan, Iran. In this connection, six experts in the field were also asked to review the app, complete a questionnaire, and provide written feedback to add multiple perspectives to the design. They received the TAM questionnaire for better results on the use of the app. Furthermore, the interview adopted from the TAM questionnaire was used to explore the external and internal factors involved in this type of mobile learning. The results revealed that utilizing the HelloTalk app significantly and positively affected Iranian intermediate EFL learners’ autonomy. Besides, experts and learners had a positive attitude toward using the application. The findings of this study could be fruitful for learners with enough competence but who do not know how to be autonomous through mobile applications. It could also provide insight into how technology tools and computer programs could facilitate teaching and learning English. Manuscript profile -
Open Access Article
41 - Integration of Foreign Culture in English Instruction: Iranian EFL Learners and Teachers' Views in Academic Context
آذر باقری مسعودزاده اکرم شکریان بهزادیThis study focused on the integration of foreign culture in English instruction in an academic context. More specifically, it analyzed the Iranian university EFL students' and teachers' views towards the integration of foreign culture in English instruction. Moreover, t MoreThis study focused on the integration of foreign culture in English instruction in an academic context. More specifically, it analyzed the Iranian university EFL students' and teachers' views towards the integration of foreign culture in English instruction. Moreover, the possible difference between the participants' views towards the integration of foreign cultures was assessed. In doing so, 30 English EFL university teachers and 40 B.A. students were selected from four universities in Kerman (Bahonar, Azad, Payame Noor, & Institute of Higher Education). In order to collect data, a related questionnaire developed by Han (2010) was employed to examine the participants' views. After completing the questionnaires, the acquired data were analyzed by conducting descriptive statistics and the t-test of two independent groups. The results emerged from data analysis indicated that a great percentage of students asserted that learning foreign cultures was significant for them. It was necessary for them to get information about the target culture and spend more time on it. The university teachers remarked the same views as learning foreign cultures was important for them. It was essential for them to provide information and to spend more time on foreign culture teaching. The results of the study revealed no significant difference between the participants' views towards the integration of foreign culture in English instruction. Findings will contribute to the theoretical research gap in the field of culture and foreign language teaching and can serve as a guide to lead teachers and learners to the desired cultural goals of a specific language course. Manuscript profile -
Open Access Article
42 - The Comparative Effect of Self, Peer, and Teacher Assessment in Speaking on EFL Learners' Autonomy
Samaneh Baghoulizadeh Mania NosratiniaThis 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 MoreThis 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 -
Open Access Article
43 - The Contribution of General Pragmatic and Pragmalinguistic Characteristics of Sarcasm to the Recognition of Online Sarcasm: A Qualitative Study
Zeynab Esmaeili Mohsen Shahrokhi Maryam FarniaSarcasm 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 MoreSarcasm 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 -
Open Access Article
44 - Structural Equation Modeling to Assess the Relationship among Iranian EFL Teachers’ Creativity, Reflective Thinking, and Burnout Levels
ابراهیم صفریThis study investigated the relationship among Iranian EFL teachers’ creativity, reflective thinking, and burnout levels. Two hundred and eight teachers from different universities and schools were requested to answer three questionnaires, namely the English Langu MoreThis study investigated the relationship among Iranian EFL teachers’ creativity, reflective thinking, and burnout levels. Two hundred and eight teachers from different universities and schools were requested to answer three questionnaires, namely the English Language Teacher Creativity Scale, Reflective Thinking Scale, and Maslach Burnout Inventory. To examine the hypothetical model of relationships, structural equation modeling was used. Results represented that there were significant internal correlations among all the latent variables and their subscales. Moreover, the results of multiple regression analysis revealed that creativity strongly predicted reflective thinking, with creativity having more predictive power compared to burnout. It was also reported that all subscales of creativity and reflective thinking are statistically very relevant. On the other hand, burnout weakly predicted reflective thinking, with burnout having less predictive power than creativity. In total, there was a negative relation between creativity and burnout in which all their subscales were negatively correlated with each other. Manuscript profile -
Open Access Article
45 - An Exploration into Iranian Experienced EFL Teachers' Perceptions Toward a New Model of Teacher Supervision
اشرف منتصری رضا پژوهان دوست داوود قهرمانیThis study explored experienced EFL teachers' perceptions of a four-stage supervision model administered to develop teachers' professionalism. The study participants were from 100 experienced male and female EFL teachers with different academic degrees from different re MoreThis study explored experienced EFL teachers' perceptions of a four-stage supervision model administered to develop teachers' professionalism. The study participants were from 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. Through a semi-structured interview, 30 experienced teachers were randomly interviewed as population representatives, and the qualitative reports were thematically analyzed. The results represented that all the experienced teachers' professionalism was highly developed, and all of them were deeply satisfied with all the practices administered through this model. This study had some implications for policymakers, teacher supervisors, teachers, and school principals. Manuscript profile -
Open Access Article
46 - Perceptions of Iranian EFL Learners on Teaching Effectiveness of Explicit and Implicit Grammar Instruction Methods
Sepideh Rafiei Sakhaei Biook Behnam Zohreh SeifooriAlthough 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 MoreAlthough 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 -
Open Access Article
47 - A Review Paper on ELT Articles Conducted on Mobile-Assisted Task-Based Language Learning
Hoda SistaniThis 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 MoreThis 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 -
Open Access Article
48 - The Relationship between Iranian English Learners’ Linguistic Intelligence and their Writing Ability, and Writing Assessment Criteria
موسی احمدیان سمانه حسینیGardner’s Multiple Intelligences Theory (MIT) specifies at least eight human intelligences, one of which is linguistic intelligence. Gardner (1983) also calls this intelligence the intelligence of words, since it is mainly concerned with written and spoken forms o MoreGardner’s Multiple Intelligences Theory (MIT) specifies at least eight human intelligences, one of which is linguistic intelligence. Gardner (1983) also calls this intelligence the intelligence of words, since it is mainly concerned with written and spoken forms of language. This new theory of intelligence which gives emphasis to learner variable has been used in language learning and teaching settings. The present paper studies possible relationship between L2 learners’ linguistic intelligence and their writing ability, and writing assessment criteria. 33 female homogeneous Persian speaking EFL learners participated in this study. The instruments used were the Multiple Intelligence Developmental Assessment Scales (MIDAS), designed by Shearer (1996), and the participants’ two writings. The linguistic intelligence index was taken from the MIDAS and the participants' average scores on two writing tasks were used as an index of writing products. The writings were scored based on Jacobs et al.’s scale of five criteria: content, organisation, language use, vocabulary, and mechanics. The correlational analysis of the results revealed a significant relationship between participants' linguistic intelligence and their performance on writing. Furthermore, the results of regression analysis showed that among all five criteria, vocabulary shows higher correlation with linguistic intelligence. Possible implications of the findings for language teaching and teaching writing will be discussed. Manuscript profile -
Open Access Article
49 - Contrastive Rhetorical Analysis of Argumentation Techniques in the Argumentative Essays of English and Persian Writers
رضا بیریا معصومه یخابیThe present study intended to compare and contrast the techniques used by English and Persian writers to develop argumentative essays. To this end, 20 argumentative essays (10 in English and 10 in Persian) were selected from among the available online argumentative essa MoreThe present study intended to compare and contrast the techniques used by English and Persian writers to develop argumentative essays. To this end, 20 argumentative essays (10 in English and 10 in Persian) were selected from among the available online argumentative essays with the same length and topic. These essays were analyzed with focus on the frequency of the four argumentation techniques of refutation, rhetorical questions, statistics, and appeal to authority. The results of the study revealed that while the writers in both languages made use of all these four techniques, they significantly differed regarding the frequency of refutation and rhetorical questions. While English argumentative writers preferred direct, explicit techniques, Persian writerswere mainly in favor of indirect techniques. The findings also suggested that in EFL contexts, cultural differences and their influence on rhetoric and formal writing can make it difficult for Persian learners of English to write logical argumentative essays in the new medium. Manuscript profile -
Open Access Article
50 - A Comparative Study of Persian Translated and Non-Translated Political Texts: Focus on Simplification Hypothesis
احمد علی بابایی زهرا صالحیThis study sought to examine simplification hypothesis, a translation universal, in Persian translated political texts and their comparable Persian non-translated political texts in terms of lexical density, type-token ratio and average sentence length. To do so, 300 pa MoreThis study sought to examine simplification hypothesis, a translation universal, in Persian translated political texts and their comparable Persian non-translated political texts in terms of lexical density, type-token ratio and average sentence length. To do so, 300 paragraphs were randomly selected from three Persian political translated and three Persian political non-translated books. Then, the lexical density, type-token ratio and average sentence length of each paragraph were calculated through AntConc 3.2.0w software. After that, the t-test procedure was performed to see if the observed differences between the two corpora were statistically significant. The results of the data analysis showed that the lexical density and type-token ratio of the political translated texts were higher than those of the political non-translated texts but the average sentence length of the political translated texts was lower than that of the political non-translated texts. The overall findings of this study challenge and limit the validity of simplification hypothesis in that lexical density and type-token ratio of translated political texts may not be lower than those of non-translated political texts. Manuscript profile -
Open Access Article
51 - The Legacy of Postmodernism: The Heightened Power of Lexicon over Syntax
بهروز عزبدفتریThis paper is composed of three parts: part one deals with the trends of language study, the interest of philosophers in determining the meanings of ʻ meaning ʼ, sentential meaning versus pragmatic meaning, and the powerful role of words in conducting social affairs, wi MoreThis paper is composed of three parts: part one deals with the trends of language study, the interest of philosophers in determining the meanings of ʻ meaning ʼ, sentential meaning versus pragmatic meaning, and the powerful role of words in conducting social affairs, wielding political leverage, and expressing imagistic fancies in poetry. The second part, drawing on Vygotsky’s (1973) views, seeks the genetic roots of thought and speech. The third part focuses on a discussion regarding external speech, egocentric speech, and inner speech. This part also highlights differences between Vygotsky’s view and Piagetʼs view regarding the nature and functions of these parts of speech. Manuscript profile -
Open Access Article
52 - Translation and body-part terms:The case of cheshm ‘eye’ in Persian
فرزاد شریفیانTranslating body-part terms from one language to another presents a significant challenge due to the fact that such terms are usually associated with cultural conceptualisations, such as those of emotions and mental activities, which in many cases vary across languages. MoreTranslating body-part terms from one language to another presents a significant challenge due to the fact that such terms are usually associated with cultural conceptualisations, such as those of emotions and mental activities, which in many cases vary across languages. A literal translation of a body-part term from SL to TL, therefore, may alter the conceptual basis of the term, which may have significant semantic or pragmatic implications. This paper focuses on the case of cheshm ‘eye’ in Persian, a body-part term that is predominantly associated with emotions, including love, envy, and greed, as well as character traits such as naivety or wilfulness. The analysis of some Persian expressions that are associated with the body-part term ‘eye’ reveal significant differences with the connotation of ‘eye’ in English. For example, the conceptualisation of understanding is seeing, is not a dominant conceptualisation in everyday use of language by Persian speakers. There are, however, some words which do refer to the process of visual perception and which are mainly used in association with thinking. These expressions seem to be reminiscent of a historical cultural conceptualisation that can be traced back to the Pahlavi language, the major form of Middle Persian. The observations made in this paper call for a cultural-conceptual level of analysis, as a step in the general process of translating from one language to another. Manuscript profile -
Open Access Article
53 - Understanding the Misunderstood: An Insight into the ESL Student
زهره اسلامی راسخ تریشیا کرEnglish is now considered a global language used for communication in diverse settings and between interlocutors with different linguistic and cultural background (Eslami, 2013). As a result, there are increasingly more culturally and linguistically diverse students lea MoreEnglish is now considered a global language used for communication in diverse settings and between interlocutors with different linguistic and cultural background (Eslami, 2013). As a result, there are increasingly more culturally and linguistically diverse students learning English for social, economic, and educational purposes. This diversity can be overwhelming to teachers, particularly those that have not had meaningful interactions with people different from themselves and for those ill prepared to meet the needs of culturally and linguistically diverse learners (CLDLs) (Arias & Poyner, 2001). The lack of teacher preparation for second language student requires further investigation and examination if we are to create institutions of learning that are equitable and fair for all. This paper addresses the challenges that English as a Second Language (ESL) students face in English dominant countries such as the United States. We also provide research-based instructional suggestions for teachers to address the needs of CLDLs. To this end, the tenets of culturally responsive teaching are also discussed. The review has implications worldwide for teaching English to the culturally and linguistically diverse while validating the students’ first language and culture. Manuscript profile -
Open Access Article
54 - Critical Thinking in General English Coursebooks Taught in Iranian Universities
مریم عزیزیThe present study aimed at providing an evaluation of General English Coursebooks taught at some Iranian universities. To this end, a retrospective evaluation was designed to examine the reading comprehension questions of 10 selected General English coursebooks to the e MoreThe present study aimed at providing an evaluation of General English Coursebooks taught at some Iranian universities. To this end, a retrospective evaluation was designed to examine the reading comprehension questions of 10 selected General English coursebooks to the extent to which they fostered critical thinking. Then, reading comprehension questions of all units in the CBs were analyzed based on Facione’s (2011) critical thinking model (consisting of 6 features); the data were analyzed and the occurrence percentage of each feature was calculated in each CB. The results revealed the representation of critical thinking features of Facion’s (2011) model and the extent to which the Coursebooks matched the criteria in fostering critical thinking. The findings of the study seem to suggest that Iranian university students are unlikely to become critical thinkers through the study of such coursebooks. Manuscript profile -
Open Access Article
55 - A Comparative Study of Textual Metadiscourse Markers in Introduction and Method Sections of Applied Linguistics Research Articles
Alireza Jalilifar Fariba KabezadehOne important approach to macro structure study of a text is to analyze it in relation to its generic structure. The present study investigated variations in the use of textual meta-discourse markers (TMMs) in two major sections of research articles (RAs), that is intro MoreOne important approach to macro structure study of a text is to analyze it in relation to its generic structure. The present study investigated variations in the use of textual meta-discourse markers (TMMs) in two major sections of research articles (RAs), that is introduction and method. It aimed to find out how TMMs are deployed and whether differences in the rhetorical structures of introduction and method account for any change in the distribution and use of TMMs. Sixty-five RAs from international journals published 2005 onward were selected. In order to identify TMMs, Hylands' (2004) model of metadiscourse markers (MMs) was used. Findings marked variations in the use of TMMs in introduction and method sections which, in turn, justify generic variations in the two sections. An awareness of the kinds of meanings that can be construed and the linguistic resources available to do so may be an important step in students’ learning to manage these resources in their own writing. Manuscript profile -
Open Access Article
56 - On the Relationship Between Foreign Language Classroom Anxiety and English Achievement
فرهاد قربان دردی نژادThe aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxi MoreThe aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxiety using FLCAS. Participants’ scores on their final English test were also used as the measure of their English achievement. The results revealed foreign language classroom anxiety significantly and negatively correlated with English achievement. Implications for both teachers and learners and suggestions for further research are provided. Manuscript profile -
Open Access Article
57 - Exploring Language of Psychology in Journal Articles and Popularized Online Texts: Does Audience Make a Difference?
محمودرضا عطایی پروین مشتاقیScholars have investigated how authors structure their messages according to their communicative purposes and their intended audience. This article examines whether English research articles (RAs) and popularized texts (PTs) as representations of two different communica MoreScholars have investigated how authors structure their messages according to their communicative purposes and their intended audience. This article examines whether English research articles (RAs) and popularized texts (PTs) as representations of two different communication purposes and target audiences utilize distinct lexicogrammatical features. The corpus comprised English research articles and science popularized texts in psychology. We examined the distribution of lexicogrammatical features indicating interpersonal and social relationships. The findings indicate that the distribution of linguistic features is different across these two genres. The findings promise implications for writers of online psychology texts and call for further research on psychology texts. Manuscript profile -
Open Access Article
58 - The Effect of Songs and Movies on High School Students’ Language Achievement
حمید رضا حق وردی صغری عبد پورThe aim of this study was to examine the effect of song and movie on the language achievement of high school students. To conduct the study, 60 high school male and female students were randomly divided into an experimental group and a control group in a learning Englis MoreThe aim of this study was to examine the effect of song and movie on the language achievement of high school students. To conduct the study, 60 high school male and female students were randomly divided into an experimental group and a control group in a learning English at Saee English Language Institute in Dehdasht. The data were collected through two instruments: a pre/post achievement test, and a questionnaire, which were both designed by the researcher. The data obtained from the administration of the test and the questionnaire were analyzed using independent samples t-tests and paired samples t-tests and the findings were compared to examine the effect of songs and movies on student's learning . The result of this study showed that the implementation of song and movie used in the study had a significant effect on student's language achievement in their listening, reading, vocabulary and grammar. Manuscript profile -
Open Access Article
59 - The Relationship between Intelligence and Foreign Language Learning, and the Role of Practice
Masoomeh Salehi Firooz SadighiThis study investigates the relationship between intelligence and foreign language learning in general, and the learning of vocabulary and grammar in particular. It also investigates the effect of extra practice on foreign language learning on learners with equal intell MoreThis study investigates the relationship between intelligence and foreign language learning in general, and the learning of vocabulary and grammar in particular. It also investigates the effect of extra practice on foreign language learning on learners with equal intelligence. The participants were 182 high school students at grades two and three. They were given Raven’s Progressive Matrices, which is a test of general intelligence, and an achievement test of English based on their EFL textbook at school. The English test consisted of two subparts: vocabulary and grammar. Correlation coefficient was run on intelligence test scores and English test scores. The results showed a weak positive relationship between intelligence and foreign language learning, and learning of vocabulary and grammar. For investigating the effect of practice, some students who attended English classes and some of those who didn’t were chosen in a way that their mean intelligence score was equal. Then their mean English test score was calculated. The mean English test score of the students who attended English classes was significantly higher than those who didn’t. These results suggest that intelligence affects foreign language learning, but extra practice can offset the effect of intelligence. Manuscript profile -
Open Access Article
60 - The Effect of Output on Subsequent Input in EFL Contexts
مینا کاظم زاده سعید تاکیThis study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign lang MoreThis study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign language (EFL). They were homogeneous in terms of their language proficiency. The participants were assigned to two treatment groups: one output and one non-output. The output group went through three phases beginning with writing a story in English based on four cartoon pictures. Then, they read a model story describing these cartoon pictures. Finally, they were asked to recall the story in as much detail as possible. While the non-output group went through only the last two steps (input and recall). The results showed that when the participants produced the output and then received the input, they could recall the subsequent input better. Manuscript profile -
Open Access Article
61 - The Effects of Text-Structure Awareness on Reading Comprehension of Iranian EFL Learners
عزیزه چالاک نسیم صدرThis study aimed at determining the relative efficacy of text-structure strategy instruction, compared to that of traditional instruction, on the reading comprehension of Iranian EFL learners. Forty Iranian advanced participants (23 male and 17 female students) particip MoreThis study aimed at determining the relative efficacy of text-structure strategy instruction, compared to that of traditional instruction, on the reading comprehension of Iranian EFL learners. Forty Iranian advanced participants (23 male and 17 female students) participated in this study. They were divided into 2 groups including a control group and an experimental group. To choose advanced language students with no statistically significant differences in reading skill and no text-structure knowledge, both groups were pretested with an Oxford Placement Test (OPT), a text-structure knowledge test, and the reading section of TOEFL, respectively. Then, during 4 weeks, the students in both groups were taught reading comprehension through 4 passages. The students in the control group were taught traditionally and the students in the experimental group were taught through text-structure awareness instruction. At the end of the fourth week, the students were post-tested to determine the effects of the intervention program. The results revealed that the reading comprehension of both groups improved significantly; however, the text-structure awareness instruction group outperformed the traditional instruction group significantly. Manuscript profile -
Open Access Article
62 - The Effect of Ideology on the Rendition of Political Texts in Iranian Persian Newspapers and Western English Newspapers
سعید تاکی سعیده عمیدThis study aimed at finding about the extent to which ideological tendencies would influence the news writers’ strategies in providing the finished product. It also attempted to uncover the underlying ideological assumptions hidden in the source text and the targe MoreThis study aimed at finding about the extent to which ideological tendencies would influence the news writers’ strategies in providing the finished product. It also attempted to uncover the underlying ideological assumptions hidden in the source text and the target text. For this purpose, the controversial issue of Iran’s nuclear program was selected and the data was extracted from Tehran Declaration and the Iranian president’s speech together with their renditions in Western English newspapers. Then, the syntactic and semantic features of the original text were set against those of the English renditions based on Hodge and Kress’s framework (1996). The Chisquare test was used to determine whether there were any significant ideological differences. The results revealed significant differences in terms of ideological tendencies. Manuscript profile -
Open Access Article
63 - The Emotional Value of the Phrase ‘I love you’ for Iranian Bilinguals
علی جهانگرد شری هولدریدMisunderstanding the emotionality of a word or an emotion-laden word used inaccurately or inappropriately might lead to pragmatically unwanted and embarrassing effects. The present study’s objective was to analyze the perception and use of the phrase ‘I love MoreMisunderstanding the emotionality of a word or an emotion-laden word used inaccurately or inappropriately might lead to pragmatically unwanted and embarrassing effects. The present study’s objective was to analyze the perception and use of the phrase ‘I love you’ in Iranian bi/multilingual’s different languages. The aim was to identify if variables of sociobiographical, learning history, and social and linguistic context of L2 use affect the perceivedweight and use of this phrase. The research was conducted using both quantitative (statistical correlation) analysis and qualitative (open-ended questions) to investigate the research question. Twenty Iranian bi/multilingual participants answered an emotional language valuation questionnaire derived from a subsection of the Bilingualism and Emotion Questionnaire (BEQ) database. Our research found that there was no statistical association with the variables except language dominance. Furthermore, seventy percent of the participants reported feeling that ‘I love you’ had the greatest weight in their L1regardless of their age, gender, education level, whether they learned the L2 in a natural, instructed or mixed environment, the onset age of learning, even if they had a high degree of socialization and an extensive network of interlocutors in their L2. Manuscript profile -
Open Access Article
64 - Gender Differences in Output-input Processing Sequence
مینا کاظم زاده اکبر افقریThe present research reports on a study which examined the role of gender in the input processing preceded by output processing. Forty-six males and fifty-two females studying at Iran Language Institute were assigned to four treatment groups (two output and two non-outp MoreThe present research reports on a study which examined the role of gender in the input processing preceded by output processing. Forty-six males and fifty-two females studying at Iran Language Institute were assigned to four treatment groups (two output and two non-output groups). First, participants in the output condition were asked to write a story in English based on a series of pictures. Second, participants in both conditions read a model story written by a native English speaker about these pictures. Third, both sets of participants were required to recall in writing what they had already read. The results indicated considerable effect of output-input sequence on learners’ acquisition of the targeted vocabulary items and grammatical expressions. However, the gender of the participants was found to have no significant role on the input processing preceded by output processing. Manuscript profile -
Open Access Article
65 - Intensification of Apology Strategies in Persian: A Politeness Perspective
Mohsen ShahrokhiThis paper is an endeavor to investigate whether apology supportive intensification is motivated by contextual variables in Persian. In this respect, the relevant apology speech acts were collected through the administration of a Discourse Completion Test consisting of MoreThis paper is an endeavor to investigate whether apology supportive intensification is motivated by contextual variables in Persian. In this respect, the relevant apology speech acts were collected through the administration of a Discourse Completion Test consisting of situations which varied in terms of Social Dominance, Social Distance, and Severity of Offence. The elicited data was analyzed and codified according to a coding scheme developed by Blum-Kulka et al. (1989). The results indicated that participants’ assessment of contextual variables motivated the strategy they used as apology supportive intensifications. Moreover, the study identified the use of culture-specific strategies as far as apology speech act supportive intensifications are concerned. Manuscript profile -
Open Access Article
66 - Failure in Communication in a Second Language Context, a Threat to Identity
مهرداد عرفانیان جلیلی غلامرضا زارعیThe present study investigated the effect of L2 communication failure on the identity of an individual. As identity is a social construct and a function of communication and group membership, we aimed to investigate how failure in language use by itself, as a dimension MoreThe present study investigated the effect of L2 communication failure on the identity of an individual. As identity is a social construct and a function of communication and group membership, we aimed to investigate how failure in language use by itself, as a dimension of socialization process, can influence an individual’s identity. To study the effect of communication failure on the mental states of individuals, 25 adult subjects of both genders, 13 men and 12 women having had a failing experience of L2 communication in L2 context were randomly selected. An in-depth interview including and reflecting the feelings of the research participants at the time of their unsuccessful communication rendered much information about the social effects of such failure. A qualitative analysis of the interviews revealed that communication failure resulting from low language proficiency can threaten a person’s identity not only in the second language, but also to some extent in the first language. Manuscript profile -
Open Access Article
67 - A Comparative Study of Translation Quality as Done by Bilinguals and Trilinguals: A Case Study of Persian Bilingual and Kurdish Trilingual Translation Students of English in Iran
شیما مومنی اکبر افقریIndividual case studies by linguists have concluded that early bilingualism is advantageous to children’s cognitive and linguistic development. Also, the existence of more than two languages in the brain suggests that multilinguals enhance cognitive control when c MoreIndividual case studies by linguists have concluded that early bilingualism is advantageous to children’s cognitive and linguistic development. Also, the existence of more than two languages in the brain suggests that multilinguals enhance cognitive control when compared to bilinguals. Accordingly, this study examined the differential roles of bilingualism and trilingualism (multilingualism) on the quality of translation. Participants were 48 BA students of translation. In order to homogenize them in terms of English language proficiency, Oxford Placement Test was administered. The participants were asked to translate 30 sentences from English into Persian. After collecting the participant’s translations, three raters evaluated the quality of their translations. The results revealed that the performance of the trilinguals on the translation was significantly higher than that for the bilinguals. Moreover, the correlation between trilingualism and the quality of translation was higher than the correlation between bilingualism and the quality of translation. Manuscript profile -
Open Access Article
68 - Does Communicative Language Teaching Really Work? A Critical Appraisal
زهرا معصوم پناه محمد رضا طالبی نژادWhen asked to identify the methodology they employ in their classrooms, most teachers claim to use “Communicative Language Teaching” (CLT). Even with the shift of attention from insistence on methods toward post method condition, CLT has not lost its dominan MoreWhen asked to identify the methodology they employ in their classrooms, most teachers claim to use “Communicative Language Teaching” (CLT). Even with the shift of attention from insistence on methods toward post method condition, CLT has not lost its dominance in ELT. However, most teachers neither stop such a claim nor think critically why they do so. Therefore, this paper is an attempt to go through a critical appraisal of Communicative Language Teaching. This is done first by going through a brief review on the basic claims, tenets, barriers and problems of implementing CLT especially in EFL contexts. Then, a framework is proposed touching upon the shortcomings of the available models and theories for criticizing language teaching methods. Finally, it looks at how the design is implemented in practice by focusing on CLT and examines the framework based on the claims and tenets of CLT, with particular reference to research findings and available literature. It is argued that CLT helps learners in building automaticity and self-confidence; empowering meaningful learning; developing intrinsic motivation; employing multiplicity of strategies; and fending for learners’ language ego. Culture, sociopolitical consciousness and interlanguage stages of development are important to CLT. It allows for the initiative of the learner and is most probable to be informed by a mediation rather than medium view. However, there are several problems with CLT. The most important one is in regard with the practicality, unilaterality, and non reflexivity of method. Moreover, it assumes teachers as helpless victims of ideological imposition and disregards their agency in the teaching / learning process. Manuscript profile -
Open Access Article
69 - EFL Reading Comprehension Questions in Iranian High School Books: A Critical Thinking Perspective
زهرا شارقی مجتبی مطلبی کیاIn line with the studies in EFL/ESL contexts confirming the positive relationship between critical thinking ability and reading comprehension, this study intended to investigate how frequently critical thinking was used in the questions of EFL reading comprehension in I MoreIn line with the studies in EFL/ESL contexts confirming the positive relationship between critical thinking ability and reading comprehension, this study intended to investigate how frequently critical thinking was used in the questions of EFL reading comprehension in Iranian high school books. To this end, Critical Reading Questions (CRQs), Vocabulary in Context (VIC), Literal Comprehension (LC), and Extended Reasoning (ER) were identified. The focus of the study was on ER questions, which lead to critical thinking. The reason was that the crucial problem of the students lies in textually implicit information in the texts. To classify the questions for CRQs, Petersonʼs (2008) model was employed, and to specify critical thinking question types, a framework proposed by Academic Skills Unit (2008) was used as reference. To collect the data, the researchers identified the total percentages and frequencies of questions related to the passages in English Books I, II, III, and Pre-University. The findings revealed very little attention to critical thinking within the objectives of the questions of Books I, II, and III. Fortunately, the Pre-University book could be helpful to provide the students with fruitful exercises which fostered the application of ER questions. This study highlights the need for raising researchers' and teachersʼ awareness of ER-based reading comprehension questions. Manuscript profile -
Open Access Article
70 - A Study of Translation of Fillers and Catch Phrases in Two Persian Translations of The Catcher in the Rye
مرضیه صفاری محمود هاشمیانConsidering the formality of language, colloquial language is one of the language levels that might be used by the author for an effective characterization and making the atmosphere of the story. This language has different features such as the use of short, ungrammatic MoreConsidering the formality of language, colloquial language is one of the language levels that might be used by the author for an effective characterization and making the atmosphere of the story. This language has different features such as the use of short, ungrammatical sentences, repetition, hesitation, catch phrases, and fillers. These features should be reflected in translation thoroughly. In this study, we focused on the fillers and catch phrases as a subpart of colloquial expressions in particular. Fillers are the sounds, words, and phrases used to fill pauses in speaking. Catch phrases, on the other hand, are the expressions used repeatedly to represent a person’s ideas or points of view. These two subparts of colloquial language have the feature of “repetition” in common and this feature should be maintained in the process of translation. In this study, the frequency of the strategies used in the translation of the fillers and catch phrases,applied by the Persian translators of the Catcher in the Rye,(i.e., Karimi, 2002, and Najafi, 1998) were computed to see how the translators dealt with repeated expressions and how the style and content of TTwere affected. The analysis of the data indicated that repetition, as one of colloquial stylistic aspects of the text, is lost when the translator uses the strategies of “repetition” “cancelling” and “omission.” Manuscript profile -
Open Access Article
71 - Attitude and Cognitive Specificity of Second Language Learning: A Study of Mobile-Assisted Islamic Culture-based Vocabulary Learning
علیرضا جلیلیفر زهره گونیبند شوشتری سعید خزاییThis study attempted to address the issue of how to incorporate formulaic sequences into English forms of Islamic instructions through the medium of high-tech media. To this end, formulaic representation of Islamic culture-based materials, consisting of 90 vocabulary it MoreThis study attempted to address the issue of how to incorporate formulaic sequences into English forms of Islamic instructions through the medium of high-tech media. To this end, formulaic representation of Islamic culture-based materials, consisting of 90 vocabulary items similar to the words and phrases used in Islamic cultural settings. They were integrated with multimodal cell-phone delivery of cued and non-cued content accessed by 218 Iranian male and female high-school juniors at a pre-intermediary level of English language proficiency. The participants were placed into four different working memory (WM) ability groups, using visual and verbal WM tests, via the short message service (SMS) and multimedia messaging service (MMS) in 18 virtual didactic sessions. Upon treatment, after the end of each virtual session, they were formatively evaluated on their recognition and recall of L2 vocabulary through the mobile-assisted testing module (MATM). The results indicated that except for learners of low-visual and low-verbal abilities the other three groups treated with content containing pictorial or formulaic representations performed significantly better on the tests. The study concluded that written and pictorial cues could provide useful complementary information. Manuscript profile -
Open Access Article
72 - Engagement Markers: a Technique for Improving Writing Skills
Hamid Allami Haleh SerajfardWriters use metadiscourse markers to create and maintain relationship with their readers, influencing them by addressing them directly in various ways. The present study aimed at exploring the use of engagement markers as related to the quality of texts produced by IELT MoreWriters use metadiscourse markers to create and maintain relationship with their readers, influencing them by addressing them directly in various ways. The present study aimed at exploring the use of engagement markers as related to the quality of texts produced by IELTS student writers. To this end a quasi-experimental design was conducted through which 30 university level IELTS student writers were selected to comprise an experimental group which received instruction on the use of engagement markers. Another group of 30 students was selected to form the control group which received instruction on developing compositions only through a process method. The results indicate significant differences between the performance of experimental group and that of control group in terms of effectiveness of produced texts. Manuscript profile -
Open Access Article
73 - A Contrastive Rhetoric Analysis of 'Code Glosses' in Medicine Academic Research Posters Written in English by Native and Iranian Writers
محمدرضا طالبی نژاد فریبا قدیانیThe present contrastive rhetoric study was aimed at analyzing 'Code Glosses' in a corpus of 60 Medicine Academic Research Posters (MARPs) written in English by Native and Iranian writers. To the best of the researchers’ knowledge, none of the previous studies had MoreThe present contrastive rhetoric study was aimed at analyzing 'Code Glosses' in a corpus of 60 Medicine Academic Research Posters (MARPs) written in English by Native and Iranian writers. To the best of the researchers’ knowledge, none of the previous studies had focused on this case. The two mentioned categories of MARPs published from 2012 to 2013 were selected randomly and regardless of particular specialty of medicine disciplinary. MARPs written by native and Iranian writers were respectively taken from F1000 posters site and Fifth International Congress (FIC) on Quality Improvement in Clinical Laboratories held in Tehran, Iran. Hyland’s (2005) model was used as the framework of the study and ‘Code Glosses’ were scrutinized in the corpus as the sub-type of meta-discourse markers. In line with the goals of the study the researchers conducted the following procedures: First, they performed the quantitative analysis of ‘Code Glosses’ by text analyzer_ MAXQDA software. Then, they performed the qualitative analysis manually to be sure of meta-discourse functionality of the counted markers in the context. Finally, they ran Chi- Square tests at α=0.05 to determine the probable significant differences between two categories of MARPs. The results of the study showed a significant difference between MARPs written by Native and Iranian writers in using rhetorical strategies regarding' Code Glosses'. It can be concluded that the observed difference was due to writers’ different first language and cultural context. Manuscript profile -
Open Access Article
74 - Most and Least Difficult Persian Tense Structure: Mozare' in L1-L2/L2-L1 Translation Processes
افروز شهامت نژاد غلامعباس زواریThe intrinsic attraction of translation with the aim of discovering and transferring meaning, on the one hand, and the oceanic complexity of language, on the other hand, have added impetus to the momentum of translation studies. One obvious area is the set of ubiquitous MoreThe intrinsic attraction of translation with the aim of discovering and transferring meaning, on the one hand, and the oceanic complexity of language, on the other hand, have added impetus to the momentum of translation studies. One obvious area is the set of ubiquitous concepts realized in given structures. An instance is the Persian (L1) tense structure ʻmozareʼ with five concepts expressed in their corresponding English (L2) structures. Specifically, this study sought to answer how L1-L2/L2-L1 translations of ʻmozareʼ would be done in terms of processing time needed. To answer the above question, 50 English translation (fe)male undergraduates, at Islamic Azad University of Isfahan (Khorasgan) were, first, screened out to 23 on a restricted PBT TOEFL and, then, tested via a test involving both L1-L2 and L2-L1 translations of mozare concepts. Findings indicated that in L2-L1 translation, the translation of simple present into mozare took longest, that is, was most difficult, whereas in L1-L2 translation, the translation of mozare into present perfect took longest, that is, was most difficult. Pedagogically speaking, findings could be used for both language translator and language teacher trainer programs. Moreover, the research could be replicated for other similar high-frequency multiple-concept structures. Manuscript profile -
Open Access Article
75 - Teaching English Polysemous Words to Iranian EFL Learners: Underlying Meaning Approach and Sense Selection in Comparison
ناصر رشیدیThe primary goal of this experimental research was to replicate Nakahara's (2005) experiment on Iranian learners' acquisition of polysemous words, and to see whether the underlying meaning approach is an effective strategy to teach polysemous words to low proficiency le MoreThe primary goal of this experimental research was to replicate Nakahara's (2005) experiment on Iranian learners' acquisition of polysemous words, and to see whether the underlying meaning approach is an effective strategy to teach polysemous words to low proficiency learners or not. The participants were 46 female first grade students with the age range of 14 to 15 studying in two intact classes of the same high school instructed by the same teacher (researcher). To achieve the research objective, the participants were taught 40 polysemous words using two distinct approaches: one traditional sense selection approach, and the other more modern reference specification approach through the presentation of the underlying meaning. To analyze the collected data, t- test was used. Results of the analysis indicated that the application of underlying meaning approach was more beneficial to Iranian learners than the traditional alternative; that is sense selection approach. The study ends with the pedagogical implications of this principled approach for teaching polysemous words that both EFL teachers in teaching and learners in learning have difficulty with. Manuscript profile -
Open Access Article
76 - Schematic Structure of Job Advertisements in English and Persian: A Comparative Study and Preliminary Framework
Biook Behnam Nasrin BehnamIn this study the researchers intended to investigate the similarities and differences in the schematic structures of English and Persian job advertisements. In order to reach this objective, the researchers selected 20 job advertisements from Washington Post and 20 job MoreIn this study the researchers intended to investigate the similarities and differences in the schematic structures of English and Persian job advertisements. In order to reach this objective, the researchers selected 20 job advertisements from Washington Post and 20 job advertisements from The Times; and also 20 job advertisements were selected from each of the following Persian newspapers Aseman-e dusti and Sahand. The selected data were analyzed for their moves and sub-moves and a separate X-move schematic structure was proposed for each. The regularities present in the data were calculated manually and an overall schematic structure (structural framework) was proposed for each set of the English and Persian job advertisements. The researchers were then able to compare the two overall schematic structures to investigate the existing similarities and differences. The results indicated that regularity existed in certain moves of the proposed structural frameworks, but there was no specific fixed pattern in their occurrence. That is, there is a difference in the distribution and sequence of the employed moves. Our results were in line with Bhatia's (1993) study in that the proposed schematic structures appear not to vary systematically cross-culturally and that more evidence and research are needed in this area. Manuscript profile -
Open Access Article
77 - Linguistic Theory and Cultural Conceptualisations
فرزاد شریفیانFormal theories of language have so far been developed out of the study of a limited set of morphosyntactic properties of Indo-European languages. Motivated by a search for linguistic universals, these theories have often led to the formulation of highly idealised model MoreFormal theories of language have so far been developed out of the study of a limited set of morphosyntactic properties of Indo-European languages. Motivated by a search for linguistic universals, these theories have often led to the formulation of highly idealised models encompassing abstract mechanisms and components. This paper challenges such models and argues for the role of culture in linguistic theories. It presents examples from several languages where various syntactic and discoursal features appear to embody schemas and categories that dwell in cultural and ontological systems. The examples show how grammatical properties such as noun classifiers, pronoun systems, honorifics, demonstrative, etc. may reflect culturally constructed conceptualisations of experience. It is therefore maintained that theories of language need to employ cultural conceptualisations as a tool in accounting for many aspects of linguistic structure. Manuscript profile -
Open Access Article
78 - Congratulation Speech Acts Across Cultures: The Case of English, Persian, and Arabic
حسین وحید دستجردی نجمه نصریThe present study is an attempt to investigate the cross-cultural differences with regards to the production of a relatively understudied speech act, namely, congratulations. To this end, 48 American native speakers were asked to fill out a Discourse Completion Test (DC MoreThe present study is an attempt to investigate the cross-cultural differences with regards to the production of a relatively understudied speech act, namely, congratulations. To this end, 48 American native speakers were asked to fill out a Discourse Completion Test (DCT) consisting of 4 situations on each of which the participants were asked to offer congratulations. Besides, the translated versions of the DCT were used to elicit data from 50 Persian native speakers as well as 44 native speakers of Syrian Arabic language. The corpus was analyzed to determine the congratulation strategies used and the frequencies of their occurrence. The content of semantic formulas as well as their shifts according to the status of the hearer were also investigated. Analysis of the data revealed several similarities and differences among the three groups, which will have implications for researchers as well as language teachers. Manuscript profile -
Open Access Article
79 - The Impact of Individual Age Differences on the Use of EFL Vocabulary Learning Strategies
زهرا شوشتری سمیرا حیاتی سامیان سعید خزاییThe present study intended to identify Iranian EFL learners' vocabulary learning strategy use and to find out any relationship between the learners' age and their vocabulary learning strategy use or vocabulary test performance. To that end, 60intermediate Iranian EFL le MoreThe present study intended to identify Iranian EFL learners' vocabulary learning strategy use and to find out any relationship between the learners' age and their vocabulary learning strategy use or vocabulary test performance. To that end, 60intermediate Iranian EFL learners, 25 males and 35 females, studying English at a well-known language institute were selected according to their performance on the Oxford Placement Test (OPT). Then, they were divided into 2 groups according to their age: teenagers and adults. Four instruments were used to collect the needed data, namely OPT, a vocabulary learning strategy questionnaire, a vocabulary test, and an interview. The vocabulary learning strategy questionnaire and the vocabulary test were administered in two consecutive sessions. The results indicated that both groups of learners used rote learning (RL) strategies more frequently than other categories of memory strategy, but there were some differences in their ordering of other subcategories of memory strategy. While there was a negative relationship between the teenagers' age and their vocabulary test performance, no relationship was found between the adults' age and their vocabulary test scores. Overall, the findings imply the need for classroom pedagogy to integrate strategy instruction for students of different age and proficiency levels. Manuscript profile -
Open Access Article
80 - Gender Representation in ELT Materials: A Critical Discourse Analysis of Top Notch
Saeed Taki Atefeh ShahbaziThis study was carried out to investigate aspects of gender as represented in one of the currently used English language series in Iran, namely, Top Notch. In effect, the study analyzed the series in terms of nine major aspects of gender: female and male’s charact MoreThis study was carried out to investigate aspects of gender as represented in one of the currently used English language series in Iran, namely, Top Notch. In effect, the study analyzed the series in terms of nine major aspects of gender: female and male’s characters, female and male’s pictorial representations, female and male’s titles, activities, firstness of female and male in the mixed gender dialogues. To this end, Fairclough’s (2001) three dimensional model was adopted in order to extract the ideology behind these textbooks. The results revealed that the series tends to favor a certain gender. Manuscript profile -
Open Access Article
81 - Assessing the MA Course “Translation Workshop” at Islamic Azad University: Theory and Practice in Translation
شیرین سلیمی بنی حسین حیدری تبریزیThe present study aimed at dealing with MA translation workshop context and translation theories in practice. Moreover, it investigated MA translation students' expectations in the matter. To do so, the MA translation students of Islamic Azad University accepted in 2011 MoreThe present study aimed at dealing with MA translation workshop context and translation theories in practice. Moreover, it investigated MA translation students' expectations in the matter. To do so, the MA translation students of Islamic Azad University accepted in 2011-2012 academic year were selected as the population of the study. Then, as a convenience sampling, the participants were selected from Islamic Azad University of Khorasgan and Islamic Azad University of Shahreza. In order to gather the required data, a 5-point Likert-scale structured questionnaire containing 44 items based on four domains was developed. The 63 participants’ answers were analyzed and the findings of the study revealed that the reality of workshop context is far from students' expectations and their future needs. It seems that MA translation students did not get enough satisfaction from translation practices in workshop context at Islamic Azad University. Furthermore, MA translation workshop does not appear to have achieved its purposes in either theoretical or practical aspects of the program in translation education. Manuscript profile -
Open Access Article
82 - Iranian Marriage Proposal (Khaastgaari) in Light of Critical Discourse Analysis
غلام رضا زارعی الهام صدریAs opposed to western cultures, marriage proposal in Iran takes place in a formal family-gathering called Khaastgaari ceremony and develops through negotiations between the prospective couples’ families. There are embedded factors that invisibly control these nego MoreAs opposed to western cultures, marriage proposal in Iran takes place in a formal family-gathering called Khaastgaari ceremony and develops through negotiations between the prospective couples’ families. There are embedded factors that invisibly control these negotiations; thus, word choices and behaviors of participants mirror the invisible sources of domination that govern these negotiations. Drawing on the definition of discourse as any meaningful symbolic behavior, this study aims to probe into the deep layers of discoursal exchanges in Khaastgaari events and address the salient sociocultural sources of domination that govern this ancient Iranian tradition. The data obtained from observation of typical Khaastgaari events were analyzed through a thematic analysis and interpreted in light of insights gleaned from Critical Discourse Analysis (CDA). The findings revealed that discoursal exchanges in Khaastgaari events represent the traditional superiority of family and parents over children and also reproduce dominant gender relations in Iranian social life. Besides, seeking prestige and observance of religious norms are other sources of sociocultural prescription for participants’ discoursal moves. Manuscript profile -
Open Access Article
83 - The Effect of Computer-Assisted Language Learning (CALL) On Learning Idiomatic Expressions: A case of Iranian EFL students
Omid TabatabaeiComputer Assisted Language Learning (CALL) deals with teaching of foreign or second languages via computer programs and softwares and can offer many potential benefits for both learners and teachers (Zinovjeva, 2005). A strong knowledge of idioms will help students to b MoreComputer Assisted Language Learning (CALL) deals with teaching of foreign or second languages via computer programs and softwares and can offer many potential benefits for both learners and teachers (Zinovjeva, 2005). A strong knowledge of idioms will help students to be better speakers and negotiators. This study seeks to find the most effective way of learning English language, to implement a computer program that supports and enhances the pedagogy, and then measures how effective people can learn idioms by using computer programs. The sample consists of 60 female university students who are 18-22 years old and are all Iranian and majoring in English Translation at Shahr-e-kord university. They were selected through the administration of Quick Placement Test (QPT) and were divided into 2 groups (the control group and the experimental group). The first part of the work was the development of a computer program for teaching the new idioms of English book 136 American English Idioms. The next step was teaching the new idioms of the lessons to two groups of 60 students, in one of which the medium of instruction of the idiom was Idiom LX software and in the other one the traditional method presented by a language teacher and the results were analyzed using SPSS. The results showed that the use of the above-mentioned software led to higher ability of the learners in long term recall of the English idioms and it can also be used as an effective educational material for improving the students' learning of English idioms and also for changing their negative attitudes toward learning English idioms as a difficult and in some cases an impossible task. Manuscript profile -
Open Access Article
84 - Undergraduate Argumentative Writing in English as a Foreign Language: a Gendered Perspective
عباس زارعی شینا کوارDetermining whether gender-related differences exist in the linguistic characteristics of writing in formal contexts is one of the concerns of recent research on gender in second language writing. This study aimed to explore gender differences in undergraduate argumenta MoreDetermining whether gender-related differences exist in the linguistic characteristics of writing in formal contexts is one of the concerns of recent research on gender in second language writing. This study aimed to explore gender differences in undergraduate argumentative writing in English as a foreign language (EFL) in terms of lexical and discoursal features. Around 100 Persian-speaking male and female EFL learners with insignificant differences in English proficiency at the time of the study and with similar background literacy experiences performed an opinion-based writing task under exam conditions. Combined corpus analysis and discourse analysis techniques were used to describe and compare their texts in terms of writing quality, lexical properties, and rhetorical organization. Results showed that a) male learners received significantly higher mean scores in the content and organization of their argumentative writing (t= 2.03 and 2.08 respectively, p≤ 0.04); b) female EFL learners wrote less assertively and expressed positions more obscurely as shown in the analysis of their topic sentences; and c) While male learners used both inductive and deductive overall organizations for their texts, most female learners (74.4%) wrote more deductively. Results of concordance and keyword analyses through Wordsmith Tools also illustrated that learners’ social and ideological contexts of gender contributes to their approach to academic writing in English. Manuscript profile -
Open Access Article
85 - Language Learners as Gatekeepers of Teachers’ Cognition: A Case Study of Two Classroom Conditions
منصور توکلی مهدی نصیریIn recent decades, L2 teachers’ cognition (i.e., their thinking about language, language learning/teaching and practices) has attracted the attention of research circles worldwide. But how is teachers’ cognition affected when it comes to learners’ own MoreIn recent decades, L2 teachers’ cognition (i.e., their thinking about language, language learning/teaching and practices) has attracted the attention of research circles worldwide. But how is teachers’ cognition affected when it comes to learners’ own perspective towards language, social phenomenon, or cognitive one (Firth & Wagner, 1997)? Will teachers’ perspective towards language learning and teaching be modified by the way learners look at language? In this qualitative case study, we explored the influential factors, on the part of learners, which determine teachers’ methodologies and practices. To this end, 3-month diaries of a teacher who was running 2 sets of classes (i.e., regular classes of the Ministry of Education and institutionalized classes) were analyzed. The precise, qualitative analysis of the diaries suggests that depending on the perspective of the learners towards language in different instructional settings, the cognition of the teacher altered accordingly, which led to the emergence of alternative practices. Manuscript profile -
Open Access Article
86 - Scientific Translation vis-a-vis Literary Translation: Features and Implications
بهروز عزبدفتریThis paper aimed to bring together some general yet significant classical views on scientific/technical translation while contrasting them with beliefs held by experts on literary translation. In doing so, the seminal literature on scientific and technical English, look MoreThis paper aimed to bring together some general yet significant classical views on scientific/technical translation while contrasting them with beliefs held by experts on literary translation. In doing so, the seminal literature on scientific and technical English, looking for lexical and structural features and rhetorical functions employed therein, was critically reviewed, and the role of the translator was discussed with regard to the implications of some specific characteristic features of English for science and technology (EST) materials. Manuscript profile -
Open Access Article
87 - 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 HanifThis 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 MoreThis 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 -
Open Access Article
88 - 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 KetabiOnline 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 MoreOnline 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