The problems of epileptic EFL learners are more serious than those of normal learners. Mostly, in the context of language learning, they perform weakly in productive and verbal skills. This study investigated whether a social, meta-cognitive, and problem-solving skills training package affects foreign language anxiety, and vocabulary learning of epileptic EFL learners. The participants were selected through purposive sampling from among those referring to the Long Term Video EEG Monitoring Center in Kerman. To collect the data, the FL Anxiety Scale, TOEFL Vocabulary Test, Quick Placement Test, and the Social, Meta-cognitive, and Problem-solving Skills Training Package were recruited. To analyze the data, descriptive statistics, and ANCOVA were run. The findings of the study showed that the effectiveness of the mentioned training package on Iranian epileptic EFL learners’ FL anxiety and vocabulary learning in online was more effective than in the traditional context. The results have implications for the epileptic EFL learners and EFL teachers. Manuscript profile

In various poets' works, religious beliefs are recognizable. The role and significance of Quranic verses in Bustan are clearly evident and show that Saadi's spirit and soul have been inspired by them. One of the literary terms in Bustan is allusion which is based on simile in relation to the subject matter. His method of expression is simple, and the knowledgeable reader must have the ability to decode it in order to understand the meaning of that word or phrase, properly. Therefore, what transforms work into a lasting literary work is a deep reflection in which it is hidden, and this is the thought of a poet of a nation that forms his/her worldview. Moreover, the purpose of Saadi toward the use of allusion in his stories is not only limited to the statement of events but also his purpose is to express the transcendental thoughts that refer to ethics and knowledge. In this thesis, religious allusions, especial proper noun ones, have been identified as the specific types of allusions, and their translation methods have been examined Manuscript profile

House wives hold a specific position at home, as it is known to everyone. However, the presence of some known issues including their financial dependence to the husband, has made them a vulnerable group in the society, whatever is its development status. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992);; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). Data analysis was conducted running descriptive statistics, Kolmogorov-Smirnov normality test, Leven test, and one-way Analysis of Covariance (ANCOVA). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control . The findings have implications for top-level educational authorities, social emergency administrators, and future researchers. Manuscript profile

The present study aimed to develop and validate a model of Iranian EFL teacher classroom fairness using a sequential exploratory mixed methods design (QUAL + quan). The participants consisted of two groups. The first group consisted of 250 Iranian EFL teachers who were selected through available sampling through virtual groups in social networks. The second group of participants included 150 Iranian EFL learners at the intermediate level from different private language institutes in Iran were selected through available sampling from different virtual groups in WhatsApp or Telegram. The following instruments used for data collection in the present study: A Demographic information scale and a closed-ended questionnaire. Data analysis was conducted through thematic analysis by MAXQDA software and Structural Equation Modeling (SEM), using exploratory and confirmatory factor analysis through SPSS and AMOS 24 software. Finally, the reliability of the developed model of Iranian EFL teacher classroom fairness was estimated using Cronbach's alpha coefficient. According to the results, a model of Iranian EFL teacher classroom fairness developed in four main components, including teaching fairness, evaluation fairness, classroom management fairness, and classroom communication fairness. Finally, the proposed model of Iranian EFL teacher classroom fairness found to be valid and reliable. The findings have some implications for policymakers, teacher educators, teacher education administrators, and curriculum developers Manuscript profile

The purpose of this quasi-experimental study was to investigate the impact of technology-integrated multiple intelligences instruction on vocabulary learning and burnout of English language learners at a private primary school in Kerman. Over 6 months, two groups of 30 learners (15 students in two intact classrooms) were exposed to two forms of multiple intelligences instruction: the traditional and technology-integrated ones. The instruction was based on designing tasks to activate all intelligences in both groups. In the control group, participants received MI instruction from the teacher using classroom facilities with no use of technology. In the experimental group, participants received MI instruction through computer tools. Both groups received 24-week vocabulary training at a 30-minute interval at the beginning of each conversation class. Pre-tests and post-tests were used to measure learners’ improvements in vocabulary development and burnout (Khani et al., 2017). To analyze the data, One-Way ANCOVA was used to answer the research questions. The results revealed that the learners involved in the technology-integrated classroom proved superior compared to the traditional group in their English vocabulary and burnout. The findings suggest that nonhuman mediators (technology) are more effective than humans, possibly due to their enticing features that enhance learners' motivation and interest. Manuscript profile

This study addressed the effect of different types of Cognitive Linguistics (CL)-based instruction on EFL learners’ modal verbs learning. To explore this, a quasi-experimental pre-test posttest control group design was used. As the participants, three classes of intermediate EFL learners(60 female) from a private language institute in Kerman, Iran were selected through convenience sampling. The instruments used to collect data included the Quick Placement Test (QPT) and two parallel multiple-choice fill-in-the-blank modal verbs tests. During the treatment period, the two experimental groups benefited from conceptual instruction and verbal instruction on modal verbs. However, the control group enjoyed non-CL-based instruction on modal verbs.To analyze the data, normality test, descriptive and inferential statistics were used using SPSS21 software. The Kolmogorov-Smirnov normality test was used to check the normality of distribution of the data. Descriptive statistics including mean, standard deviation and standard error of mean was run to measure the pattern of the participants’ performance in the pre-test, immediate post-test and delayed post-test. Inferential statistics involved one-way analysis of variance (ANOVA) and Tukey Post hoc test. The results of data analysis confirmed the effectiveness of both types of CL-based instruction (i.e., conceptual instruction and verbal instruction) on EFL learners’ modal verbs learning. Moreover, as shown by the results, conceptual instruction was more effective than verbal instruction on EFL learners’ modal verbs learning. The findings have some implications for EFL learners, teachers, and curriculum planners. Manuscript profile

The 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

This research presented the use of bilingual dictionary and addressed the EFL translation students' points of view on the use of bilingual dictionary in translating polysemous words (English to Persian). Moreo- ver, it aimed at finding the possible relationship between the effect of using bilingual dictionary by stu- dents in translating polysemous words and their achieved scores. In the study 30 translation students of both genders were opted based on convenience sampling. Questionnaire and translation tests were two instruments which were employed in this study. At first, MA students were asked to translate 20 sen- tences including polysemous words by use of monolingual dictionary. After that, the second test with the same procedures were administered to the same students. However, they were allowed to use bilingual dictionary. Then, the questionnaires were distributed to them and the participants have filled them care- fully without any time limitation. At the end, all the data was gathered and analyzed. The results of this study indicated that the use of bilingual dictionary had a positive impact on the participants' performance in translating polysemous words, also they had positive perspective on the use of bilingual dictionary in translating polysemous words. Manuscript profile

An aspect responsible for lack of suitable communicative skills is inappropriate level of motivation among the learners. The goal of this study was to consider the impact of using film watching on the pragmatic motivation of EFL learners. To this purpose, an experimental study was carried out with medical students. The sample of the study was composed of 60 nursing students aged 19 to 24. To ensure that the participants English proficiency, Quick Oxford Placement Test (OQPT) was run. Finally, 54 participants established the subjects of the study; then, being randomly classified into two equal groups of experimental (EG=27) and control (CG=27). Pre and post Pragmatic Motivation Questionnaire (Tajeddin and Zand-Moghadam, 2012) were used to collect the data. The results of the study indicated that watching films by the EFL learners could impact their level of motivation significantly. The achievements suggested the extensive use of movies in the language classes that could lead to both pragmatic knowledge and the subjects’ level of pragmatic motivation. Manuscript profile