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Most studies on Written Corrective Feedback (WCF) have focused either on ESL or EFL teachers’ beliefs and practices. However, it is still not known how teachers who teach second or foreign languages other than English will provide information on the learners’ written language production. To bridge the gap in the literature, this current study reports on an interview study investigating nine university lecturers’ beliefs and their actual practices about WCF on an assignment done by the third-year exchange student of Thai as a foreign language (TFL). Quantitative and qualitative data were collected through feedback tasks and semi-structured interviews. The findings indicated that there was alignment between teachers’ beliefs of their WCF practice and their actual practice in terms of types of WCF and feedback techniques. However, the amount of feedback provided and the teachers’ time constraint, not the level of students’ ability as they thought, appeared to be the reasons for these misalignments of TFL teachers’ beliefs and practices

Languages as living and dynamic structured systems were influenced at the very first moments of the COVID-19 pandemic as they became medicalized by the use and practice of various jargons and technical terms. Meanwhile, homebound individuals around the world started to create a COVID-19 pandemic-related lexical-overload of neologisms (Coroneologisms or Corona coinages) in different languages which started to spread across the globe by mass media, and some of them even entered the official databases of the well-known dictionaries and Wikipedia corpora. This study was a scrutinized attempt to explore the English vs. Persian (Farsi) Coroneologisms across various Extensible Markup Language (XML) corpora and a huge body of E-resource discourses (websites, social media, and news channels and forums) based on embedded mixed-method design to provide a comprehensive insight into their types, structures, and meanings. To provide a better understanding of how and why particular Coroneologisms were created in terms of social, cultural, or political contributing factors, they were investigated based on the reflections of a series of sociolinguistic focus-group E-interviews with 184 volunteer English and Persian native speakers. This study might provide implications for sociolinguistics, corpus-based language studies, lexicographers, designers of corpora, etymologists, and discourse analysts in English and Persian.

In his political novel, Autumn , Ali Smith has implicitly integrated family life with political matrices of British-European relations. In this study, Autumn was investigated in light of Kenneth Burke's notions of identification, substance, symbolism, and imagination known as rhetoric of motives. Identification refers to identifying with characters having some components or substances in common. Rhetoric of motives refers to the application of terms with persuasive function that move people into action. The themes of Ali Smith's Autumn are in congruity with Kenneth Burke’s theoretical ideas represented as theme of love to explain illogical coupling of a young woman and an old man that recalls England and Europe/EU interconnection and mismatching relations. This study explored how the rhetoric and dialect of Smith that have symbolic meanings and functions is motivating through identification with characters. Burke believes that through rhetoric of motives and grammar of motives it is possible to create protagonists that people can easily identify with to persuade them into action based on their intended political views. Through rhetoric of motives by the seasonal novel via identification, symbolism, and imagination, Smith indirectly portrays the political event of Brexit (British Exit) and its consequences in British society.

The present study attempted to investigate the relationship between English language teacher perfectionism, teacher burnout, and teacher efficacy. For the purpose of the study, 114 teachers in Tabadkan District, Mashhad, were chosen. Eighty-Three of the participants were female and thirty-one were male with different majors in English language. Three questionnaires, namely the Scale on English Language Teacher Perfectionism (SELTP), Maslach Burnout Inventory, and Teacher Efficacy Scale, were used to collect data on the variables under investigation. The data were analyzed using correlational statistics and t test procedure. The obtained results indicated that there was a high positive correlation between perfectionism, teacher burnout, and efficacy, that female teachers were more efficacious than male ones, and that the magnitude of correlation coefficients was higher for the male participants.

The current study was intended to investigate the impact of Dynamic Assessment (DA) on promoting reading comprehension ability of Iranian male and female EFL learners, focusing on Guthke's Lerntest approach. In this study, the researcher used DA which unifies instruction with assessment to provide learners with mediation to promote their hidden potential during assessment. In this action research project, Guthke's Lerntest approach was used to develop the reading comprehension skill classes that integrated mediation with assessment to support 60 Iranian EFL learners' reading skill. The Guthke's lerntest approach and the mediation design are presented in detail in this article. The participants' reading scores are presented to show the effect of Guthke's Lerntest approach on promoting Iranian EFL learners' reading performance. In addition, the participants' pre and post-test scores were compared to determine whether the participants revealed significant progress after receiving Guthke's Lerntest approach in reading comprehension setting. The findings showed that participants of experimental group significantly outperformed the one in the static way. In conclusion, the results of the study revealed that employing the Guthke's Lerntest approach can offer a new condition to enhance the EFL learners' reading comprehension ability and that doing research in this field can be beneficial for EFL learners, English instructors and other researchers in other fields. 

This study aimed to investigate the impact of web-based cooperative teaching through strategy-based instruction on EFL learners’ speaking and listening skills. Moreover, the use of cooperative teaching was hypothesized to have impact on the EFL learners’ self-efficacy. To this purpose, the study followed a mixed-methods design by implementing both qualitative and quantitative data gathering procedures through tests, questionnaire and interviews. The population of the study was made up of 48 EFL learners in a language institute in Kerman, a city in the south east of Iran. In order to collect data, four instruments were used: Cambridge Placement Test to homogenize the participants, pre- and post-listening and speaking tests, a questionnaire to estimate EFL learners’ self-efficacy and finally an interview. Based on the obtained results, it was revealed that the learners in the online group improved much more satisfactorily than those taught through traditional teaching procedures. It was, therefore, concluded that collaborative teaching strategies were effective in the web environment. Besides, meaningful relationships were observed between the use of the applied strategies and the oral skills. Furthermore, the results of the questionnaire clearly indicated the learners’ self-efficacy improvement from pre- to post-administration. Finally, the resulted obtained from the interview showed the positive effect of web-based cooperative and strategy teaching in the oral language class. In fact, majority of the learners in the online group clearly maintained that using collaboration in the web-environment could enhance their learning level. The findings of the study are of much help to language teachers who observe learning problems among their students. They can also assist learners who suffer from communicative difficulties in the situations where they have to collaborate with other groups and exchange ideas.

Pre-service teacher cognition literature abounds with the concept of change as well as proposals regarding desirable conceptual changes to be undertaken so that teacher candidates can set out their path of professional development with right beliefs. Yet, such changes would seem less likely to occur if the trainees’ thoughts, beliefs, and cognitions are not identified in the first place. This study was an attempt to identify the cognitions of EFL pre-service teachers and trace possible changes expressed by the candidates. Through a convenient sample of 64 pre-service teachers studying at three teacher training colleges in Iran, this mixed -methods exploration utilized a teacher cognition questionnaire and interview techniques. Results of the cognition questionnaire indicated that many of the candidates’ cognitions were still in need of adjustments. Also, the content analysis of the interviews revealed that the candidates’ attempts during the practicum revolved mostly around challenging debilitating beliefs, developing a sense of professional agency, managing stress, and resolving tensions between contradicting beliefs. Findings suggest that the trainees’ prior experiences as language learners exerted a very influential effect on their cognitions and also their attempts to refine those cognitions.

Togetherness of English for Specific Purposes (ESP) and Task-Based Language Teaching (TBLT) has been the subject of many recent studies in English as a Foreign Language (EFL) and English as a Second Language (ESL) domain. Few studies, however, have addressed the impact of TBLT on ESP learners’ linguistic production. This study aimed at investigating the impact of task-based teaching on ESP learners’ speaking and writing. Furthermore, this study aimed to explore the ESP learners’ and instructors’ attitudes toward the nature of program and their perceived needs of tasks to be accomplished in the course. To fulfill this aim, 60 ESP students majoring in Law in 2 different classes at Allameh Tabataba’i University, Iran, and 10 ESP instructors were selected as the participants of the study. Accordingly, the students in one of the two classes received a one-semester long instruction based on the principles of TBLT as the experimental group, while the students in the other class were taught according to the content of the textbook developed for such courses. After the instruction was over, the students were given a set of standardized and teacher-made tests. The results of the data analysis indicated that the experimental group showed a significant difference in terms of improvement in acquiring productive skills. It was also revealed that there were significant differences between the participants’ attitudes regarding the nature of the course and their perceived needs of tasks. The findings of this research could provide an insight into designing opportune syllabi for ESP courses.

The focus of the present study was to explore the effect of self-directed learning method on Iranian EFL students’ writing achievement in two levels of language proficiency (pre-intermediate and intermediate). It also attempted to find out if there was any significant difference between two groups of learners, control and experimental, in each level regarding their development of writing skill. In order to reach this goal, 30 male EFL learners that were selected based on random sampling, participated in this study. After the treatment was over, both groups in each level were given the post-test, the results of which were compared with pre-test results. Then, an independent sample t -test was run to find the effectiveness of two approaches to detect the differences among the means of the two groups in each level. The results of the present research indicated that the self-directed learning method had significant effects on the pre-intermediate and intermediate students’ performance of English writing ability. The results also indicated that there was a significant difference between the two groups of learners in each level regarding their development of English writing ability.

For years, effective classroom management and the constraints which affect teachers’ classroom management have been of much concern to both teachers and teacher educators. Despite such paramount importance, this issue has been far less explored in general and the Iranian EFL context in particular. Therefore, the current study employed a phenomenological inquiry to delve into the constraints which set hurdles in the way of effective classroom management. To that end, 20 Iranian EFL teachers from different branches of the same English Language Institute were selected through purposive sampling and interviewed in person to extract thick and in-depth data. The interviews then were transcribed verbatim and their content was inductively analyzed to let frequent themes emerge. Results of the analysis indicated that four major themes, namely ‘institute-related’, ‘learner-related’, ‘teacher-related’, and ‘social-cultural differences’ frequently manifested. It should be noted that each main theme also comprised several sub-themes. Some stakeholders such as teachers and teacher educators could benefit from the findings to promote the quality of EFL teachers’ classroom management.

This study sought to investigate the problems and challenges of the current state of teaching translation in post-graduate studies. In so doing, it used a content analysis design within a qualitative method. The participants consisted of 20 (10 males and ten females) translation teachers who were selected through purposive sampling. To collect the required data, a semi-structured interview was used in the form of individual and focus group interviews. To analyze interview data, the content of transcribed interviews was qualitatively analyzed by the researcher to identify the common themes and categories in them, based on an exploratory theme-based approach. The results of the thematic analysis of interview data led to the identification of some problems and challenges including students’ lack of willingness to learn translation, the emphasis on practical elements in teaching translation, lack of an effective teaching translation program, students’ demotivation, and so on. Moreover, a program consisting of five steps was suggested for using technology in teaching translation in post-graduate studies in Iran. The findings have some implications for translation teachers and students, and authorities.

New technologies can change everything in the world and people can have different reactions to them. Some people tend to use innovations but some people do not, due to the influence of different factors. Personality type can be considered as one of those factors that might have a relation with the feelings toward the innovations. Therefore, this paper explores the relationship between Iranian EFL teachers’ personality traits and their sense of technophobia and technophilia. Two hundred and ten Iranian EFL teachers participated in this study. The Big-Five Personality Traits Questionnaire (John & Strivastava, 1999) and Technophobia and Technophilia Questionnaire (Martínez-Córcoles, Teichmann, & Murdvee, 2017) were used in the current study. To find the answers to the research questions, Pearson correlation, Structural Equation Modeling (SEM), and independent-sample t-test were used. The results showed that all subscales of personality traits were negative significant predictors of technophobia except Neuroticism. Moreover, the results indicated a positive significant relationship between overall technophilia and all constructs of personality traits.

This mixed-method study endeavored to solicit the perspectives of Iranian collegiate students passing the obligatory course of medical English through Navid Learning Management System and its acceptance during COVID-19 pandemic. Utilizing Technology Acceptance Model, this study also sought to examine the possible effect gender, academic degree, instructional mode, and e-learning duration in LMS may have on the participants' attitudes. An online survey was employed to gather data from 78 Iranian students. Semi-structured interviews with ten participants were conducted as well to shed more light on the quantitative data regarding main advantages and disadvantages of medical English learning through Navid. The data were analyzed through descriptive and inferential statistics along with inductive thematic analysis, respectively. Findings revealed that Iranian collegiate medical students viewed Navid as a comprehensive e-learning platform to be favorable in terms of its system/service quality, student/educational service quality, and perceived satisfaction, but its perceived satisfaction was not aligned with their needs. Moreover, neither the individual variables, (viz., age and academic degree), nor the instructional variables (viz., instructional mode and e-learning duration) were predictors of the discrepancies among the participants in their perspectives and acceptance of Navid. Learning ubiquitously and lacking face-to-face communication were the main advantage and disadvantage of learning medical English through Navid, respectively. Results revealed that although under the Covid-19 pandemic the acceptance of Navid and students' satisfaction with its use might not be related to the individual and instructional variables in the medical English courses, it might not be the case in others.

The current mixed-method research aimed to investigate the effects of self-constructs on self-regulation. To this end, a number of 127 Iranian EFL learners were chosen randomly as the sample of the study. To collect data, semi-structured interviews were designed. Also, correlation analysis and regression analysis were run on the data. The results of interview data suggested that motivated learners who reported self-regulation tended to display positive visualization of their ideal L2 self and self-efficacy beliefs. Besides, the result of correlation analysis indicated that ideal L2 self had stronger association with self-efficacy beliefs than with self-regulation, suggesting that it is necessary to hold positive beliefs towards language learning in order to visualize oneself as a proficient and successful language user. Of the two self-constructs, self-regulation turned out to be most strongly associated with self-efficacy followed by ideal L2 self indicating that what characterizes self-regulated learners is that their levels of self-efficacy is higher compared to those who are not. Finally, the result of regression analysis revealed that self-efficacy and, to the lesser extent, ideal L2 self were found as direct predictors of self-regulation. It seems unlikely to be a motivated learner without the actual beliefs in ones’ ability and a strong actualization of one’s image as a successful language user.