The interdependency between education and psychology has been valued for a long time and the educational psychology as an interdisciplinary field reconciling these two disciplines has been introduced to the field of teacher education. However, theoretically present in teacher training programs, the practical ways of applying educational psychology has not gained enough attention. The interviews with 21 Iranian EFL teachers and educators reveal that those teachers start their career after doing a teacher education course, do not have enough awareness to deal with learners’ cognitive and emotional problems. Therefore, the researchers tried to put psychological theories into practice through assigning some mini-action research during the teacher education courses. To check the effectiveness of the method, two groups (experimental and control) were selected and then their awareness of psychological issues while reflecting on their teaching process were compared after the treatment. The qualitative findings of the study indicate that the method was successful in increasing pre-service teachers’ psychological awareness towards language teaching. The method is beneficial for those designing and planning teacher education courses. Manuscript profile

The main purpose of this study was to find out the effects of synchronous (online) approaches on Iranian EFL learners’ vocabulary development and attitude. To this end, a population of 75 homogeneous students studying in Iranmehr English Language Institute, cooperated as participants. As for the collection of the needed data, a blended learning questionnaire was employed, The collected data were analyzed through one-way ANOVA and independent-samples t-test. The results displayed that there was a significant difference between synchronous and conventional methods of learning vocabulary in reading context. They also revealed that synchronous approach provided the learners with a chance to get the teachers’ feedback immediately, and take part in learning and self-monitoring process of their progress actively. The results also indicated that students and teachers view synchronous approaches as more effective than the conventional approach, and thus can assist language teachers to make a more creative learning atmosphere and ease the learning processes in terms of vocabulary retention and use. Manuscript profile

This article describes a comparative ethnography that investigated how teachers’ immunity would affect personalized vocabulary instruction in IELTS preparation courses. The idea of this paper arose when the basic concept of CLT which has become a fundamental approach of IELTS is off-target for some teachers. So, this study embarked to fill in a gap to describe and compare the personalization level of IELTS vocabulary instruction of five teachers from two ethnographic institutions. Based on the main concepts, this study presented a framework for analysis and categorization of personalized IELTS vocabulary instruction. It also designed using Retrodictive Qualitative Modeling through which the researchers used semi-structured interviews and informal discussions to explore teachers’ archetypes, then, they benefited from classroom observations to see the reasons. The results obtained from the analysis revealed that those teachers with adaptive immunity type had the highest personalized instruction in the cognitive-based level. However, the teacher with maladaptive immunity type, had the highest performance in segmented personalization level which made their students have approximate performance in critical thinking. Also, teachers with productive immunity type had considerable performance in Whole- Person personalization that conducted their students to have proper performance in using critical words and phrases in IELTS. Manuscript profile

There is no clear-cut, universal consensus on the nomenclature and essence of interpreting types and sub-types, modes, settings and modalities, and the sequence of presentation of modes in the curriculum because different authors and practitioners in the field view these concepts and their hierarchy from various angles and vistas. The uppermost objective of this study was to taxonomize interpreting types and modes to befit a standardized curriculum in the Iranian academia in the light of a qualitative research conducted within the ethnography of the Islamic Azad University South Tehran Branch. To this end, 243 books, 126 articles, 36 websites, 19 clips and 12 podcasts were qualitatively scrutinized as the source materials for content analysis. Moreover, 15 interpreters, 18 interpreter trainers, 32 M.A. and 86 B.A. English Translation Studies students participated by filling out a 5-item researchers-designed open-ended questionnaire. Based on the findings, the inventory of interpreting types and modes were taxonomized and the order of modes was sequenced to be used in an interpreter training discipline in Iranian higher education. Manuscript profile

This present study was carried out to investigate the effect of computer-based dynamic assessment (CBDA) on Iranian EFL learners’ performance in writing and their attitude towards CBDA. To do so, 60 intermediate EFL learners were chosen out of 120 EFL learners based on their performance on the Nelson Language Proficiency Test. Next, they were randomly divided into two equal groups; CBDA as the experimental group and a control group. Based on a pretest and posttest design, group-specific writing instruction followed by an attitude questionnaire was conducted. The experimental group underwent CBDA while the control group was exposed to the conventional writing skill instruction. The pertinent parametric and nonparametric statistical analyses indicated both significant differences between the CBDA and control groups on developing writing performance, on the one hand, and positive attitude towards CBDA, on the other. The study’s findings suggest that teaching and assessing writing skills through a computer can improve students’ performance in writing. Alongside its theoretical contributions to the field, it may assure the practitioners of the cognitive and emotive applicability and efficacy of CBDA in EFL settings in general and in teaching writing skills in particular. Manuscript profile

Ethics is a crucial issue in the different dimensions of human life; hence, there seems to be a dire need for research to be conducted on ethics in different domains including translation studies and interpreting. This qualitative-exploratory research aimed at investigating the attitudes and strategies of applying ethics in in- terpreting through employing a triangulation method. Twenty interpreters sat for an interview and a ques- tionnaire, and the contents of three video clips were analyzed to detect ethical codes through axial coding in Grounded theory. Twenty-four detected codes were divided into three groups of pre-task (in-built) attitude (six codes), while-task (delivery) strategy (15 codes), and post-task (three codes) of dynamism of ethics in interpreting, and then the percentage of the participants who had pointed out each of these codes was calcu- lated. Since 15 codes out of these 24 codes were allocated to while-task strategy and seven out of these strategies were pointed out as very important codes of ethics, it was concluded that ethics in the while-task process of interpreting plays a more significant role than in pre-task and post-task during a task of interpret- ing. Also, 12 effects of considering professional ethics in the quality of interpreting were extracted from participants' words. Alongside designing a course of study named ethics in interpreting and establishing an interpreting syndicate are the most important implications of this research. Manuscript profile

The present research study aimed to explore covert processes of editing and revision which were involved in writing four different academic text genres (i.e. abstract, conclusion, data commentary, and cover letter) in English language. To this end, six EFL learners with Persian as their mother were recruited to participate in this study. All the participants attended an induction session and each individual participant was invited to attend four writing sessions (total of 26 sessions for all 6 participants). Think-aloud protocol was employed for participants to verbalize all their thought processes, including stray notions, false starts, and incomplete or fragmentary thoughts, while performing the composition tasks. All the writing sessions were video-recorded and the participants were asked to insert their texts in Microsoft Word, which was in fact linked to the keystroke logging program, that is, Inputlog. The composition tasks were then dropped into Inputlog software to trim (i.e. reconstruct text production). The collected data were analyzed using qualitative content analysis as an interpretation and analysis method based on a three-step procedure proposed by Strauss and Corbin in grounded theory (open coding, axial coding, and selective coding). The results offered four main processes of planning, formulating, evaluating, and reformulating. The reformulating process was further subdivided into editing and revision. To draw a more accurate comparison between the processes, the researchers needed to resort to a statistical apparatus and run the Test of Chi Square. The results of chi-square indicated that there were significant but weak differences between the processes of editing and revision among different text genres. The results of the study would contribute to an understanding of how writing, editing and revising processes could integrate the learners into the process of academic writing. Manuscript profile

The present study was an attempt to find out whether there were any exclusive strategies regarding illustration in the rendition of children‟s illustrated books. Further, it investigated whether the existing intersemiotic models were sufficiently responsive to the demands of Iranian translators and children. Cases of the study included three children‟s illustrated story books for age groups B and C (Group B-children in the first grades of primary school/ Group C- children in the last grades of primary school) in two formats (the first one the original book, the second one the translated book). The utilized method for conducting this qualitative research was Grounded Theory. The research instruments were semi-structured interview and content analysis. The intersemiotic model of translation propounded by Aguiar and Quieroz and the hermeneutic approach of Steiner were chosen as the study framework. The interviewees were among stakeholders of children‟s literature; illustrators, translators and publishers. The findings revealed that there are no exclusive strategies as regards illustration. In addition, although the existing intersemiotic models are acceptable as foundational models, these models do not provide sufficient utility to decode every interfering factor in translation of children‟s illustrated books. Ultimately, the research resulted in a novel model for rendition of the children‟s illustrated books. Manuscript profile

Teacher education programs, and more specifically practicum courses, play a vital role in pre-service teachers’ lives since these programs are opportunities for them to get perspective on the reality of their future career. With no doubt, the most important objective of any teacher education courses is to help teachers become reflective. That is why there have been numerous studies to investigate the effect of ref- lectivity on teachers’ success and to propose methods and technique to enhance this skill. This study pro- poses a three-dimensional reflectivity model considering three different aspects of a teaching context. These interwoven factors are pedagogical, psychological, and socio-cultural aspects. These aspects are extracted from a semi-structured interview with 21 experts. Testing this model on group of student- teachers and analyzing their teaching portfolios both qualitatively and quantitatively reveals that applying the model in designing the tasks and projects of teacher education programs can increase teachers’ reflec- tivity and give them insight into how to deal with any shortcomings in their future classes. This model can reshape the teacher education programs and provide the student-teachers with an opportunity to practice something more than pedagogical concerns in these courses. Manuscript profile

The present paper provides a detailed description of target situation analysis of the ESP needs of border guarding police cadets. It was conducted as a part of a comprehensive ESP needs analysis research whose results have been used to develop an ESP curriculum for police cadets at Iran’s Amin Police University. The importance of English language in border guarding missions and lack of a proper ESP curriculum in the faculty were among the reasons of ESP curriculum development for police officers. The researchers utilized a qual/quan design (exploratory sequential - qualitative first). The study was conducted in 2018-2019. The participants were chosen from among 249 participants of current BA cadets, ESP teachers, and graduate frontline officers, managers, and commanders. The data were gathered utilizing semi-structured interviews and a researcher-made questionnaire. Through target situation analysis, the researchers determined the target needs in border guarding, the needs related to language skills in academic/target career, extra needs, the type of curriculum and materials they might need, the possible situations of applying English in the academic/target career, and specific border police content and subjects. The results are to be used in designing and developing an ESP curriculum, syllabus, and materials for police cadets who study ESP in the Faculty of Border Guarding at Amin Police University. Manuscript profile

As onomatopoeic words or expressions are attractive, the users of languages in the fields of religion, literature, music, education, linguistics, trade, and so forth wish to utilize them in their utterances. They are more effective and imaginative than the simple words. Onomatopoeic words or expressions attach us to the real nature and to our inner senses. This study aims at familiarity with onomatopoeia, its trans- lation, and usage by bringing pure studies on onomatopoeia into practice, and drawing a map of verbal onomatopoeic utterances in the nature more objectively. It also wishes to pave the way in future for providing onomatopoeic dictionaries and other reference books. To do so, it has primarily followed a library research by which the researcher gathered information through legitimate references and heuris- tically and qualitatively analyzed it. The pertinent instrumentation comprised in content analysis of Tintin’s story books in English language, and first and second translations in Persian language each in four volumes via Hinton et al.’s model of sound symbolism, semi-structured interview, and inter-rated coding with 10 readers and a publisher. Data analysis shows that Persian translations of onomatopoeias are phonetically and culturally adaptable to the original texts. Manuscript profile