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Motivated by the growing significance of research on language teacher emotion regulation, the present study investigated the contributions of an online asynchronous teacher education initiative to L2 teachers’ emotion regulation. Drawing on Gross’ (1998, 2015) model of emotion regulation, the data gathered from interviews with four teachers prior to and after the course, their reflective narratives, online discussions, and class observations were qualitatively analyzed. The analyses pointed to the microgenetic development of teachers in terms of the incremental learning and application of the course content (i.e., emotion regulation) to their instructional practice. In other words, the participants incrementally drew on the learned strategies to up/down-regulate their emotions as English teachers. Additionally, the participant teachers tended to articulate their thoughts via reflective narratives by adopting the professional discourse, further implying the participant teachers’ access to their cognitions.

Listening anxiety is the feeling of apprehension that learners might experience when trying to comprehend information from others. This anxiety associated with listening comprehension has been a significant focus of academic research for the past few decades. Foreign language listening anxiety (FLLA) can be triggered by different factors, including affective pressure, cognitive load, or communication disorders. However, there is a lack of appropriate conceptual models to accurately pinpoint the sources of anxiety related to listening. This research introduces a novel model in a non-experimental correlation research design to scrutinize the efficacy of cultural intelligence (CQ) and reflective thinking (RT) in predicting the source of FLLA among EFL learners. To accomplish this, a sample of 250 EFL students was administered the three scales for the constructs under study. In terms of the statistical analysis, structural equation modeling (SEM) was run to examine the fit of the conceptual model. The findings showed that both CQ and RT affect FLLA. However, RT was a stronger predictor of FLLA than CQ. Notably, critical reflection was found to be the strongest predictor of FLLA in the RT. Besides, both cognitive and behavioral dimensions equally influenced FLLA for CQ. Lastly, the results and implications for reducing FLLA are discussed.

Using Kane's interpretive argument model and Messick's validity argument approach, this study rigorously examined faculty and PhD candidate’s perspectives on PhD admission interviews in Iranian universities. We interviewed 10 professors and PhD interviewees which provided comprehensive insight into nuanced perspectives. We conducted rigorous content analysis to identify prevalent themes, forming a strong foundation for our analysis. This study emphasizes the vital requirement for standardized evaluation criteria, robust support systems, and an enhanced interview process to ensure fair and inclusive admission systems. Additionally, our development of guidelines based on Toulmin's reasoning model underscores the originality of our contribution and its potential to benefit stakeholders and the Ministry of Science, Research, and Technology (MSRT) in Iran. The findings highlighted the importance of standardized criteria, support, and a stronger interview process for fairness and inclusivity in selecting PhD candidates. Faculty stressed clear guidelines to remove subjectivity, while candidates voiced concerns about unclear expectations and proposed added support like mentoring and preparation programs. Based on Toulmin's reasoning model, the study crafted validity argument guidelines for this context. As a result, these proposed changes will impact stakeholders and the MSRT by enhancing the PhD candidate evaluation process and ensuring a fairness and inclusivity. This study provides valuable insights to improve PhD admission procedures at Iranian universities by integrating standardized criteria, enhancing support mechanisms, and fostering fairness in decision-making.

This bibliometric analysis explores the integration of semiotics within educational contexts, highlighting a transformative shift towards multifaceted understandings of knowledge construction through language, multimodality, and educational transformation. Drawing on 1823 publications from the Web of Science database, this study employs both co-citation and co-word analysis to reveal prevalent themes and keywords in the field of semiotics in education. The co-citation analysis highlights the evolution of semiotic theories and their application in educational practices, from foundational concepts introduced by pioneers such as Saussure and Peirce to modern interpretations that consider the impact of digital technologies on semiotic resources. Co-word analysis, on the other hand, uncovers key research topics such as multimodality, multiliteracies, and the role of technology in mediating semiotic learning processes. This investigation is novel in its comprehensive approach to mapping the semiotic landscape in education through bibliometric methods, offering insights into how semiotic theories shape educational practices and outcomes, especially in language teaching and learning. By synthesizing findings from diverse research clusters, this study emphasizes the importance of adopting a multidisciplinary approach to understand the dynamic interaction between semiotics, technology, and learning. It contributes to advancing educational research by highlighting the transformative potential of semiotics in crafting more engaging, inclusive, and effective learning environments in the digital era.

The main purpose of this study is to present and evaluate a model to execute successful On the Job Training Course for Iranian EFL teachers. In order to achieve the goal of the study, 441 teachers of different language institutes in several cities of Iran were asked to complete a self-made questionnaire which was designed based on some face-to-face interviews and observation documents of 26 teachers. As factor analysis was the most crucial concern of this study, the 43 items of the questionnaire were piloted on a sample of 147 EFL teachers. Regarding this matter, the scale in this study enjoyed having a sufficient communality value greater than 0.5 for 25 questions in the questionnaire out of 43 questions. Pearson’s correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The result revealed that the research model was in the domain of acceptance. The findings of this study can provide fruitful information for English teaching and learning stakeholders, educational policy makers, supervisors, and those involved in second language teacher education as well as English language teachers in EFL contexts.

This study explores the impact of supplementary blended learning on the listening comprehension skills of Iranian English as a Foreign Language (EFL) learners. A sample of 60 male Iranian EFL learners was selected from a population of 100 learners studying English at Pardis Language Institute, Hamadan, Iran, via double-stage sampling. After being selected, participants were sorted into two groups, that is, a control group and an experimental group. In the treatment sessions, all participants listened to parts of the American English File (book 2). The participants in the control group received the usual procedure of teaching listening in the institute. In the experimental group, the students received target language input via videos and supplementary reading materials before classes so that they had sufficient exposure to the input. The listening topics were uploaded on a common social networking site, i.e., the telegram application, which was also reserved for giving teachers feedback on the students’ questions. The results of the data analysis showed that supplemental blended learning had a statistically significant effect on EFL learners’ listening comprehension. In other words, the research question was answered positively, and the corresponding null hypothesis was rejected.

This study examined how Iranian intermediate EFL learners' writing complexity, accuracy, and fluency were affected by collaborative online writing using Wikis. The language proficiency of 75 EFL learners was gauged based on their performance on the Oxford Quick Placement Test (OQPT). They were intermediate male and female EFL learners studying English at three language institutes in Shahrekord, Iran. The participants were then split into two groups at random: a Wiki group (WG), and a control group (CG). Afterwards, learners in the control and experimental group were given a cause-and-effect prompt as a pre-test, and their writing complexity, accuracy, and fluency were assessed using CAF measures. Following the pre-test, the participants in the experimental group began a six-week training period in the collaborative environment of Wiki. The same instructional materials and procedures were presented to the control group, but in a non-collaborative, face-to-face setting. Similar to the writing pre-test, a writing post-test was given to both groups at the end of the intervention, and the writings were graded. In comparison to the conventional methodology, the results obtained revealed that the instructional method via Wiki was advantageous and effective in enhancing writing skills. This result is consistent with theories supporting the use of technology-based approaches in EFL writing settings. The main outcome of this research is that the ease and viability of teaching and learning writing are significantly and meaningfully influenced by giving learners control over their learning through Wiki.

This study aimed to examine the effects of a teacher education course on EFL teachers’ self-efficacy in formative assessment. The researchers employed a mixed-method design that combined quantitative and qualitative approaches to investigate the effects of the course. Thirty EFL teachers participated in the study and completed pre- and post-intervention questionnaires to assess their formative assessment self-efficacy beliefs. In addition, semi-structured interviews were conducted to gather qualitative data on teachers’ beliefs about formative assessment. The quantitative data were analyzed using paired-sample t-tests, and thematic analysis was conducted for the qualitative data. The results indicated a significant increase in teachers’ formative assessment self-efficacy beliefs. The findings suggest that providing teacher education courses focused on formative assessment can effectively enhance EFL teachers’ self-efficacy and utilization of such assessment methods in online classroom. The current study has some pedagogical implications and recommendations for the implementation of similar courses and potential areas for future research are also discussed.