This study aimed at investigating the effect of using Telegram stickers on EFL learners’ vocabulary learning. To this end, 60 Iranian intermediate EFL learners (30 males, 30 females) at Islamic Azad University, Shahreza Branch studying in the second semester of the academic year 2016-2017 were selected through the convenience sampling method. They were then assigned randomly to the experimental and control groups. Then, a pretest was administrated to measure the learners’ vocabulary knowledge in both groups. The experimental group took their lessons via Telegram while the control group experienced the conventional teaching techniques. After the intervention period, an approved post-test was administered to both groups in order to check the participants’ possible progress. The statistical analysis of the scores indicated that teaching vocabulary through Telegram stickers could lead to outstanding advantages for the learners. In other words, social networking had a positive impact on learning new vocabulary items among Iranian EFL learners. Findings have illuminative implications for language learners and teachers as well as materials developers. Manuscript profile

The aim of this study was to compare the Exceptional Student Learning English (ESLE) web application and traditional application and the evaluation of the ESLE app mainly from the exceptional student parents' perspective. To this end, five exceptional student parents with their exceptional children were selected among 30 parents in Isfahan in Isfahan province. Open-ended questionnaires were sent to five parents to collect the parents' feedback on the ESLE app and their perceptions of mobile apps-assisted language learning experiences. Results indicated that, ESLE game-based app has encouraged exciting opportunities for personalized and learner-centered environments with flexible access to learning materials anytime and anywhere. The novel and enjoyable ways of learning would have a great potential to increase learning motivation and encourage lifelong learning habits. More research will be needed in the young filed of MALL in order to suggest the right direction to effective language learning. Findings have illuminative implications for teachers, exceptional students, parents, and app developers. Manuscript profile

This 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

Critical 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

This research study aimed to develop a mobile app to enhance exceptional students’ English vocabulary learning and to evaluate the Exceptional Student Learning English (ESLE) app, mainly from exceptional students’ perspectives and different experts’ perspectives. The ESLE app, an interactive mobile game, was developed using multiplatform and the digital game-based learning instructional design model. In the first stage of the study, 40 exceptional students with intellectual and physical disabilities were selected and assigned non-randomly to an experimental and a control group (20 in each group); they were all grade 7th to 9th junior high school students. The experimental group received vocabulary instruction through the ELSE app, and the control group was taught conventionally. The groups were compared both before and after the treatment. The app was then analyzed according to the analytical framework of Hubbard (2011). To this end, 12 English teachers and computer experts were selected purposefully. Open-ended questionnaires were sent to 12 participants to collect the experts’ feedback on the developed app. The study results showed that all exceptional students improved their vocabulary skills after engaging with the game-based app. The experts’ feedbacks showed their positive attitudes towards using the ESLE app for exceptional students’ English vocabulary learning. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words to exceptional EFL learners. The study also offers implications for EFL material developers and application designers. Manuscript profile

The goal of this study was to see how technology affected EFL students' interaction and satisfaction during the COVID-19 outbreak when they were learning in online classes. Following the identification of the study's homogeneous participants, the participants were exposed to two types of treatment, namely, online through the platform of Sky Room and face-to-face, traditional education. The treatment lasted for 10 sessions, 60 min each. In order to investigate the participants’ satisfaction, the satisfaction scale developed by Wu et al. (2010) was administered among the participants at the end of the treatment. In addition, to investigate the effect of online education on EFL learners’ interaction, the interaction scale established by (Karaman, 2015) was run among the participants after the treatment. The results of the Chi-square test revealed a significant difference between the interaction and satisfaction levels of the participants in online and traditional classes with the interaction and satisfaction levels being higher in online classes. The results have pedagogical implications for policymakers as well as practitioners. Manuscript profile

The aim of this study was to investigate the effectiveness of (ESLE) Exceptional Students English Learning game-based app to help students with English vocabulary learning disabilities to gain vocabulary skills in and after school program. To this end, 40 exceptional students with intellectual and physical disabilities (20 in each group), grade 7th to 9th junior high school, 30 special needs education teachers, and 30 parents of exceptional students were selected. The four exceptional students’ teacher who worked in special education schools were interviewed to elicit the needed information for the purposes of the study. The first part of the semi-structured interview used in this study was related to ESLE app. The second part of the interview was related to their perceptions about collaboration with families. To this purpose, parents’ and teachers’ perceptions and practices of game-based app to support exceptional students were examined. Thus, the study addressed the issue of students with disabilities by reviewing the challenges faced by teachers who teach students with disabilities and how they overcome these challenges. A mixed-method design by extending with follow-up phase to measure whether exceptional students retained the knowledge they learned while engaging with the app was used. The results of the study showed that all of the exceptional students improved vocabulary skills after engaging with the game-based app. Findings have illuminative implications for many EFL teachers in applying an effective method in teaching new words. Manuscript profile