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Cet article présent, nous ne projetons en aucune façon d'établir ou de définir ce qu'est l'art, dont l'œuvre d'art en ontologie. Ce n'est pas notre préoccupation aujourd'hui, et non plus davantage de la plupart des artistes contemporains. À la recherche d'une ontologie bien particulière sur l’œuvre d’art contemporain, Roger Pouivet, le philosophe contemporain français, l'appelle « l'ontologie appliquée ». Il s’agit de considérer l'œuvre en tant que telle, sans se préoccuper des catégories fondamentales qui la possèdent. À ce stade, il paraît nécessaire de parler du changement de paradigme dans le champ d’arts plastiques, qui résulte de l'apparition des œuvres des textes écrits ou oraux.  En ce qui concerne le concept de « Zugganzes » de ’Heidegger, il faut bien comprendre, quoi qu'il en soit, le cumul des éléments nécessaires jusqu’à ce que l’établissement d’un système s’achève. Cela veut dire que pour un processus de créer une œuvre d'art contemporain il explique qu’à la fois chaque élément a son rôle clé, même indispensable, et une mission pour compléter le rôle des autres éléments. Au fur et à mesure de cet article, nous répondrons aux questions de recherche : 1) Comment peut-on mettre en avant un processus de détermination d'une œuvre d'art qui s'enrichit des textes écrits ou oraux, en époque contemporaine ? 2.) Pourquoi et pour quelle raison a-t-on choisi de mettre en lien les deux concepts de « Zugganzes » et de l'hypothèse de « l'ontologie appliquée » dans ce travail de recherche ? Cette recherche essaye de nous montrer que: les œuvres d'art contemporaines qui sont considérées comme des textes visuels enrichissent des textes écrits ou oraux. En effet, cet acte vise à attirer l'attention des spectateurs en tout temps et en tous lieux. À la fin, on comprendra qu’il est possible de créer visuellement des textes symboliques en pratiquant simultanément les textes écrits ou oraux comme des éléments visuels et en profitant de leurs contextes.   

This research explores translation dynamics through the innovative lens of chaos theory, focusing on how the butterfly effect manifests in linguistic transfer. By challenging traditional linear translation models, the study demonstrates how seemingly minor initial conditions can generate profound, cascading interpretive consequences across textual landscapes. Adopting a complexity science perspective, among others, the research examines translations of Rumi’s Masnavi and Camus’s L’Étranger to highlight translation’s inherently nonlinear and adaptive nature. The theoretical framework integrates insights from complexity science, poststructuralist theory, and translation studies, offering a sophisticated analytical approach that moves beyond reductive binary conceptualizations. Using purposive theoretical sampling, the study traces how subtle translation choices recursively shape semantic and cultural interpretations. By emphasizing translation’s sensitivity to initial conditions, the research contributes to emerging scholarship that views translation as a complex, dynamic system characterized by intricate interactive processes. Methodologically, the study employs qualitative case analyses to reveal the profound complexity of translation.

The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at Vali-e-Asr University of Rafsanjan in Iran. The students were asked to complete the WDCT and rate themselves on that test. Four raters scored the WDCT tests. According to the FACETS results, there were significant differences in students' performance between the two methods. The stable fit statistics and differing levels of difficulty measures for each test method indicated that each test had a unique way of differentiating the test taker's pragmatic ability. Based on the results, both DSAT and WDCT are acceptable measures for pragmatic ability; however, there are some fitness problems in DSAT. This shows the unpredictable pattern of ratings in the DSAT. It is recommended to have rater training to obtain more accurate results from the DSAT. Finally, the implications were discussed.

Dynamic assessment (DA) is an innovative way of assessing students’ knowledge. Given the importance of knowing how to reduce writing apprehension and improve writing self-efficacy in language learning, this study investigated the effects of models of DA including Buddoff’s Learning Potential Measurement Approach (LPMA), Carlson and Wiedl’s Testing-the-Limits Approach (TLA), and Intensive Mediated Learning Experience (IMLE) on L2 writing apprehension and self-efficacy. The participants were 302 students in four groups. All groups were given the writing apprehension and writing self-efficacy questionnaires as pretests, followed by 20 sessions of treatment. The same questionnaires were given in the last session as posttests. The collected data were analyzed using one-way Analysis of Covariance. The results showed a significant difference among the four groups’ writing apprehension and writing self-efficacy mean scores on the posttests. The findings also revealed that the IMLE group outperformed the other two groups. Based on the results, it was concluded that employing DA models can be conducive to reducing writing apprehension and improving writing self-efficacy among EFL learners. The findings of the present study can have useful implications for teachers, students, material designers, and language assessors.

Artificial intelligence (AI) is changing language education through personalized and interactive practice. However, its impact on language achievement and emotional aspects of learning is unclear. Therefore, this mixed-methods study investigated the effects of Chatbot-Assisted Language Learning (CHALL) on learners’ English language achievement and sense of metavolvement—the deepest level of metacognitive engagement. In phase 1, the Sense of Metavolvement Scale (SOMS) was developed and validated. In phase 2, following a quasi-experimental design, 44 intermediate Iranian EFL learners were divided into an experimental group (n=22, using the AI chatbot Pi) and a control group (n=22, receiving conventional classroom instruction). Both groups had pre- and post-tests for language achievement and metavolvement, and the experimental group sat for semi-structured interviews post-intervention. There were significant gains in the experimental group’s in-class metavolvement and language achievement. There were also significant differences between the two groups in post-test metavolvement, while there was no significant difference in their post-test language achievement. Furthermore, interview data illustrated CHALL as a low-anxiety practice context with cultural and pragmatic limitations. Therefore, CHALL can complement but not replace conventional instruction.

In light of ongoing challenges in writing education and the needs of digital-native learners, this study explored the effectiveness of using the free version of Grammarly in the writing development of EFL learners. Thirty-three TEFL students at Shahid Rajaee University were randomly selected and participated in the study. Using a quantitative one-group design, their writing performance was assessed through six tasks and analyzed via one-way Repeated Measures MANOVA. The results indicated a consistent improvement in overall writing performance through the regular use of Grammarly as an automatic corrective feedback tool. To identify which writing components improved, an RM-MANOVA was conducted on grammar, spelling, punctuation, and clarity. The analysis showed significant improvement only in grammatical accuracy, with other aspects remaining unchanged. These findings highlight Grammarly’s potential in enhancing grammatical skills. The study contributes to ELT by encouraging the integration of ICT-related content into the EFL curriculum and teacher training programs, emphasizing the role of AI tools in language learning. These findings highlight the increasing impact of AI-powered tools in improving writing skills for language learners. Educators should balance automated feedback with personalized instruction. As research on effectiveness of Grammarly is still limited, further studies are necessary to fully understand its educational potential.

Foreign language (FL) teacher agency, as a significant part of teachers’ professional development, encompasses self-organized efforts to augment professional growth. This study aimed to develop an ecological FL teacher agency model through a sequential exploratory mixed methods design based on which an assessment scale measuring FL teachers' agency value was developed. In the qualitative phase, developing and validating the FL teacher agency model, firstly, an interview guide was developed and piloted in a group of 10 TEFL teacher educators from Farhangian Teacher Education University in Tehran. Then, 30 in-service EFL teachers were interviewed. The data were analyzed through MAXQDA to find the components of the tentative conceptual model of teacher agency.  Based on the interview analysis, the preliminary draft of the EFL teacher agency scale was developed.  The refined EFL teacher agency questionnaire encompassing the three components of Autonomy, Freedom, and Choice was administered to 354 randomly selected EFL teachers. The scale's reliability was gained through Cronbach's alpha, and its construct validity through Exploratory Factor Analysis (EFA). The study findings could be used by foreign language teachers, teacher educators, and TEFL teacher agency researchers. 

The following paper was designed to focus on how learners’ process different communication inputs (Listening, Speaking, Reading and Writing) and secondly, how gender differences play a significant role in this process. However, materials and instruction methods must also affect individual responses to given tasks. A study on these issues will necessitate the development of gender sensitive instructional materials with a special focus on improving individual comprehension strategies. First year graduate students with English as a compulsory subject of the two selected institutions were taken for our study. In this paper we have reported the differences between the male and female attitudes of the learners and their beliefs in acquiring LSRW skills for learning English as a foreign language (EFL). Survey questionnaires (through Google forms) and interview questions were designed. One sample T-test and paired sample test were taken whereas, interview question responses were analysed to validate the data. The findings revealed that average responses regarding the difficulty of listening skills are statistically significant and correlation between male students learning listening skills are better in the collaborative learning environment whereas the female students depict a positive and moderate correlation for the same. However, it is also found that there is no significant difference between the overall performance of female and male students and the implications have been discussed in the paper.

The primary objective of this research was to explore how the mindsets and perseverance of English as a Foreign Language (EFL) teachers in Iran impact their well-being. Using Structural Equation Modeling (SEM), data from 375 EFL teachers, selected through convenience sampling, were analyzed. The results revealed a direct and positive correlation between a teacher's growth mindset and their well-being. Additionally, the study found that the relationship between a teacher's growth mindset and well-being was influenced by their level of grit. These findings suggest that educators can significantly contribute to fostering growth mindsets and perseverance among EFL teachers, thus improving their well-being. Ultimately, this research underscores the importance of these teacher characteristics in enhancing the well-being of EFL instructors and offers practical guidance for educators aiming to support them.  

One of the key components for effective communication and promoting second/foreign language learners’ ability to produce meaningful performance is controlling their language anxiety. This study investigated the relationships among personality types, locus of control, and foreign language anxiety within the context of Iranian EFL learners. A non-experimental type based on a quantitative approach, the present study enjoyed a correlational design. Its participants were 317 Iranian EFL learners who all were undergraduate university students from both genders. The context of this study was the EFL face-to-face educational settings and the participants were from different fields of study at the university level in Iran. Data collection was conducted via three psychological questionnaires for measuring the variables. For data analysis, Pearson correlation and Regression analysis were used to specify the correlation between variables. To examine the mediation role of variables, Z Sobel and Bootstrapping tests were incorporated in the analysis. This study revealed significant relationships among participants’ personality types (extroversion and introversion), locus of control, and foreign language anxiety. The findings showed that there was a significant negative relationship between personality and locus of control and also a significant negative relationship between personality types and foreign language anxiety. Mediation analyses further illuminated the negative mediating role of the locus of control and the positive mediating role of the personality, shedding light on their nuanced dynamics. This study has implications for language educators, practitioners, and policymakers in terms of tailoring interventions to address individual differences and create supportive learning environments.

The increasing advancement of technology in the field of teaching English as a foreign language (EFL) has turned blended learning—a combination of online and in-person learning—into an innovative educational approach. Given the significance of investigating students' attitudes toward learning environments in different EFL contexts, this mixed-methods study was set to examine Iraqi university EFL students' attitudes toward blended EFL courses and investigate gender differences in this regard. Thus, 250 EFL students were selected from five public Iraqi universities via convenience sampling method and completed the questionnaire of the study. Of these participants, a random sample of 25 students was also selected for interview sessions. The questionnaire results suggested that due to serious technological and instructional drawbacks, such as lack of appropriate infrastructure and insufficient technology knowledge, Iraqi EFL students had generally negative attitudes toward EFL blended courses. Gender also played no significant role in students' attitudes. In interviews, they emphasized the importance of technology training programs to pave the way for effective blended EFL courses, mentioning some important benefits for this hybrid approach. The pedagogical implications of the findings are also discussed.