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Interlanguage pragmatic learning strategies (IPLS) as particularly tailored language learning strategies for acquiring L2 pragmatic knowledge have been recently paid paramount attention in the pragmatics literature. These strategies are, therefore, related to some other social variables which are central to pragmatic development such as L2 social identity. Because of the importance of the IPLS and the rarity of research about the relationship between IPLS and with L2 social identity as a highly pragmatic-oriented variable, the current study tried to investigate the contribution of various forms of IPLS to L2 social identity among a randomly selected sample of 125 upper-intermediate to advanced EFL learners at a state university in Iran. During the two-phased data collection procedure, first, the participants filled out Locastro’s (2001) L2 social identity questionnaire, and then Malmir and Tajeddin’s (2015) IPLS inventory in two subsequent sessions. Data analysis using multiple regression revealed that all types of IPLS were significant contributors to L2 social identity except for the memory IPLS. Among the other five types of IPLS, social IPLS was a significant and strong contributor to L2 social identity. Affective and compensatory IPLS were significant moderate contributors to L2 social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L2. The results of this study imply that L2 teachers can enhance social identity among the learners by fostering the knowledge of various forms of IPLS.

Listening comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ progress on two types of listening comprehension items, receptive-response and productive-response, through diagnostic assessment (DIA) and dynamic assessment (DA). To do this, a Nelson proficiency test was administered among 120 EFL students in six classes, out of which, 90 students whose scores were in the acceptable range were selected. The classes were then randomly divided into three groups of control, DIA, and DA. As the pretest, a KET listening test in two sections of receptive-response and productive-response items was used to check the learners’ initial performance. Next, as for the treatment, in the DIA group, the learners took four listening tests with receptive-response and productive-response items in the form of test-feedback; in the DA group, the learners took the same four tests in the form of test-mediation-retest, and in the control group, the learners practiced receptive-response and productive-response items after each listening activity. At the end of the study, another KET listening test in two sections of receptive-response and productive-response items was administered to the participants to investigate the three groups’ progress from pretest to posttest. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run, and the results showed that both DIA and DA resulted in significant improvements in the learners’ performance on both receptive-response and productive-response listening items; however, the difference between the two types of assessment was not significant.

Along with growing technology, the flipped learning model has emerged as an alternative to conventional teaching methods. The present study attempted to investigate the students' perceptions of a flipped learning classroom experience contrasted with those of a non-flipped or conventional classroom. To this end, 23 Iranian EFL learners were assigned to two groups. During the first ten weeks, non-flipped teaching was applied to class A and flipped learning to class B. After the midterm, during the next ten weeks, the teaching methods were reversed. The students were interviewed in-depth about their impressions of the learning experience. Also, a questionnaire and students' portfolios were used to draw comprehensive conclusions. The qualitative analysis of data revealed four themes: flipped or non-flipped, working with technology, group commitment, and student-teacher relationship. Overall, learners had contrasting views about learning in the flipped classroom. In general, they preferred non-flipped classroom.

This study examined the association between teacher educators’ personality traits and their interpersonal behavior at Farhangian University (Teacher Education University in Iran). A sample of 148 student teachers majoring in Teaching English as a Foreign Language (TEFL) at two branches of Iranian Teacher Education University evaluated their teacher educators’ interpersonal behavior by the questionnaire for teacher interaction (QTI). The teacher educators (N=17) also completed the QTI and the NEO Five-Factor Inventory (NEO-FFI). The results of correlational analyses indicated significant associations between educators’ personality traits and their interpersonal behavior. More associations were observed between educators’ personality and student teachers’ perceptions of interpersonal behavior while fewer associations were observed between educators’ personality and the educators’ self-perceptions. Moreover, the results revealed that all educators’ personality traits except for Openness were significantly correlated with the two interpersonal behavior dimensions of Influence and Proximity. When stepwise regression analyses were done for the Influence dimension, the strongest model for prediction included Neuroticism and Conscientiousness while for the second dimension, Agreeableness emerged as the sole, significant predictor of educator Proximity.