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      • Open Access Article

        1 - Foreign Language Classroom Anxiety, Positive Orientation, and Perceived Teacher and Student Emotional Support among Iranian EFL Learners
        Shiva Azizpour Javad Gholami
        Research has demonstrated that many factors underlie foreign language classroom anxiety. This correlational study is an attempt to investigate the relationship between foreign language classroom anxiety (FLCA), positive orientation, and perceived teacher and student emo More
        Research has demonstrated that many factors underlie foreign language classroom anxiety. This correlational study is an attempt to investigate the relationship between foreign language classroom anxiety (FLCA), positive orientation, and perceived teacher and student emotional support among Iranian EFL learners and examine the predictive power of positivity and perceived teacher and student emotional support on FLCA of Iranian EFL learners. To this end, 213 Iranian teenage and adult beginner EFL learners (127 teenagers and 86 adults) filled out the FLCA scale (Horwitz, Horwitz, & Cope, 1986), the positivity scale (Caprara, Alessandri, Trommsdorff, Heikamp, Yamaguchi, & Suzuki, 2012), and the teacher and student emotional support scales (Johnson & Johnson, 1983). Afterward, the researchers examined the correlations among variables, and multiple regression was run to find out the predictive power of positive orientation and perceived teacher and student emotional support on classroom anxiety. The findings revealed that there were significant relationships among all variables. Further, positivity and perceived teacher and student emotional support significantly predicted FLCA levels of Iranian teenage and adult beginner EFL learners. It is noteworthy that EFL teachers require formal training to establish rapport and positive relationships with their students, minimize their FLCA, and create a friendly, supportive, and non-threatening learning environment in their EFL classes in Iranian language schools. Manuscript profile
      • Open Access Article

        2 - A Comparative Study of the Effects of the TBLT Method and ENGAGE Model on Iranian EFL Learners' CAF in Writing Performance
        Javad Gholami Mohaddeseh Salimpoor Aghdam Mahnaz Saedi
        The ever-growing needs for writing ability in English in the global context has given priority to finding more effective ways to teach L2 writing. A thorough analysis of the pertinent literature indicated a dearth of empirical research in ELT regarding the effect of app More
        The ever-growing needs for writing ability in English in the global context has given priority to finding more effective ways to teach L2 writing. A thorough analysis of the pertinent literature indicated a dearth of empirical research in ELT regarding the effect of applying the ENGAGE model on the writing skills of L2 learners. Therefore, the current study sought to ascertain how the ENGAGE Model and Task-based Language Teaching (TBLT) method affected the complexity, accuracy, and fluency (CAF) of Iranian EFL learners' writing performance. Sixty-seven Iranian female EFL learners aged 18 to 25 at Urmia University language center were chosen for the quasi-experimental study based on their level of proficiency on the standard Oxford Quick Placement Test (OPT) in 2022. The participants were randomly divided into three groups and instructed based on the principles of the ENGAGE model (n = 22), TBLT model (n = 24), and control group (n = 21). Pretesting, intervention, and post-testing were all the processes that the study participants underwent. The null hypotheses were tested after the data were analyzed by applying multivariate ANCOVA (MANCOVA) measures. The study of the post-test data revealed that the ENGAGE model, as opposed to TBLT, had a more significant effect on the overall L2 CAF in Iranian EFL learners' ability to write essays. The results of the present study can be applied by ELT experts and curriculum designers in EFL and ESL settings. English learners and instructors can use the ENGAGE model to address linguistic and metalinguistic issues. Manuscript profile