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The present study scrutinized the probable significant correlation between Iranian language learners’ emotional intelligence (EQ) and reading proficiency. Moreover, the significant predicting role of the participants’ EQ for their reading comprehension proficiency was investigated. To this end, 196 Iranian B.A. English language teaching students at Islamic Azad university of Neyshabur attended the study. They formed unequal proportion of gender. The study followed a quantitative descriptive design, in which the significant correlation between the variables and the significant predicting role of EQ were investigated. As the normality of data was proved through Kolmogrow-smirnow test, the parametric statistical analyses, including descriptive statistics, Pearson correlation coefficient, independent sample T-test, and linear regression analyses were employed. The data collection instruments were an ETS TOEFL reading comprehension test and Bar On’s (1997) inventory of emotional quotient. The findings demonstrated significant positive correlation coefficients between the participants’ reading proficiency and overall EQ as well as most of its subcategories. Three highest positive significant correlation coefficients were seen among the participants’ reading proficiency level, happiness, problem-solving, and emotional self-awareness successively. The results of linear regression analysis also reflected that EQ significantly predicted the participants’ reading proficiency. No significant differences were found between the genders concerning EQ. The findings laid emphasis on the influential importance of psychological non-linguistic factors in improving linguistic competence of language learners. Language teachers should be acutely conscious of the highly influential role of psychological paradigms in boosting language learning process of language learners.

A needs analysis (NA) study was carried out to determine how well course objectives and actual classroom activities aligned with the English language needs of learners enrolled in a communicative EFL course in Iran.  Brown’s (2016) NA framework was adapted with a focus on the democratic and discrepancy view of NA. A case study design utilizing triangulation of data collection was employed to collect and analyze both quantitative and qualitative data. A questionnaire, classroom observations, and post-observation interviews were among the methods used to collect information from 143 learners and 10 teachers. The questionnaires were quantitatively analyzed using frequency counts, percentages, and one-way repeated measures ANOVA analyses to identify learners'' language needs. The qualitative dimension of the study provided a complete picture of course objectives and classroom activities and tasks. The results of the questionnaire showed that the majority of learners agreed that all general English skills were fundamental to communicating in English and ranked speaking skill, followed by writing, as the most needed skills. Also, a review of course objectives indicated that the learning objectives of the English course aligned with learners’ English language needs.  However, according to classroom observations and post-observation interviews, classroom goals were not focused on attaining communicative tasks and activity objectives. In fact, teachers’ teaching objectives did not meet the learners'' communicative needs and were limited to teaching four skills at comprehension, grammatical, and lexical levels. Misalignment between assessment tasks and course objectives was reported as one of the contributing factors.

Adaptive teaching addresses students’ diversity and their immediate learning needs. Particularly, in the high-interactive context of English teaching, fostering adaptive teaching in teacher professional development programs not only stimulates teacher change at the micro level, but also facilitates implementing the organizational and curricular innovations imposed by authorities at the macro level. The current English teaching literature lacks a measure for evaluating and fostering adaptive teaching within higher education. Hence, within the present study, the Interconnected Model of Teacher Professional Growth (IMTPG) was adapted and validated as a measure for evaluating and fostering teacher adaptability for 183 international English teachers in higher education. Structural Equation Modelling (SEM) was employed for validating two different enactment and reflection links in the original IMTPG, and the final adapted IMTPG for adaptive teaching (At-IMTPG) was proposed. The AT-IMTPG can be applied for evaluating how adaptive English teachers are, seeking to resolve the problem of implementing educational innovations by English teachers in higher education. It can also be used to design teacher professional growth programs for fostering adaptive teaching within English teaching higher education. Such a change in the classroom level is hoped to be translated into an educational change in English teaching higher education.

Developing textbook material is a crucial component of any curriculum, which should be based on sound and systematic techniques. In a detailed view, considering the importance of knowing English not only as an international language but as the language of commerce, tech and science, English course needs to be programmed efficiently to provide a suitable circumstance of learning for learners. In this regard, the present study is to develop a new English textbook for Iranian Senior High Schools to provide an opportunity for high school students as well as teachers to be actively engaged in the text, questions, and images of the textbook based on William Rummy’s Technique to keep up with the developments of the field. The results of the study demonstrate demonstrates that the involvement index is appropriate enough to actively engage the learners in the newly developed English textbook. That is, the texts, questions, and images within the textbook are suitably developed to engage the students actively.

Problems in appropriately using the article system in English are globally known simply because they are observed in learners with different L1 backgrounds. The present study is dedicated to an investigation of the nature and degree of such problems when it comes to using articles for mass nouns by Persian-speaking learners. Data is elicited and analyzed from three proficiency groups. It is shown that even highly advanced learners do not have native-like mastery over the issue. It is also shown that L1 transfer is present in many cases of error. Explicit contrastive instruction based on the two languages is suggested as a more efficient way out. The results are also discussed within the framework of the Interpretability Hypothesis as they do not seem to support it.

The present study aimed at investigating the effect of peer and teacher scaffolding through a process approach in a technology-enhanced environment on vocabulary learning among high and low self-regulated learners. Participants of the study were 120 English as a Foreign Language (EFL) learners who were selected based on their scores on a sample copy of the Oxford Placement Test (OPT). The participants were divided into three groups each consisting of 40 learners. One group of the participants received peer scaffolding; the second group was exposed to teacher scaffolding via the Telegram app based on process approach principles, while the third group served as the control group. The control group received conventional vocabulary teaching in such a way that the Telegram app was not employed. The learners in the control group were also provided with vocabulary exercises in the vocabulary book (English Vocabulary in Use). Data were collected through a sample copy of OPT, a vocabulary test, and a self-regulation questionnaire. The results of a one-way ANOVA revealed that both peer and teacher scaffolding significantly affected vocabulary learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on vocabulary learning. The results of a two-way ANOVA indicated that the main effect of treatment on vocabulary learning was significant; however, there was no statistically significant difference between the effects of the two treatment modalities on students’ vocabulary learning.

  MMetadiscourse as a self-reflective linguistic device plays an important role in both making a coherent academic text and interacting with readers. Using a sequential mixed method design, the present study investigated the use of metadiscourse markers in the abstract section of 70 master thesis abstracts written by Iranian TEFL students at the University of Mazandaran. The study further examined TEFL graduated students’ (n=7) perspectives on the employment of these markers in their thesis abstracts. Based on Hyland’s (2005) model, the interactive and interactional metadiscourse markers were identified in the data. Next, the whole corpus was carefully examined word by word to report on the frequency of metadiscourse marker use. The findings revealed that interactive metadiscourse markers were used three times more than interactional metadiscourse markers. Moreover, transitions and hedges were more frequently employed while evidentials, boosters and self-mentions were less frequently used. Findings from the qualitative data collected through conducting email interviews with graduated TEFL students suggested that they had positive perspectives towards the use of interactive metadiscourse markers in contrast with the use of interactional metadiscourse markers in their thesis abstracts. The results of this study can offer a number of pedagogical implications for explicit instruction of metadiscourse markers in thesis abstracts.

The purpose of this study was to examine gender and discipline-based Differential Item Functioning (DIF) and Differential Distractor Functioning (DDF) on the Islamic Azad University English Proficiency Test (IAUEPT). The study evaluated DIF and DDF across genders and disciplines using the Rasch model. To conduct DIF and DDF analysis, the examinees were divided into two groups: Humanities and Social Sciences (HSS) and Non-Humanities and Social Sciences (N-HSS). The results of the DIF analysis showed that four out of 100 items had DIF across gender, and two items had discipline DIF. Additionally, gender DDF analysis identified one item each for Options A, B, and C, and four items for Option D. Similarly, the discipline DDF analysis revealed one item for Option A, three items for Option B, four items for Option C, and three items for Option D. The findings of this study have significant implications for test developers. The identification of potential biases in high-stakes proficiency tests can help ensure fairness and equity for all examinees. Furthermore, identifying gender DIF can shed light on potential gender-based gaps in the curriculum, highlighting areas where male or female learners may be disadvantaged or underrepresented in terms of knowledge or skills.

This study intended to investigate the interplay of critical thinking explicit instruction, academic writing performance, critical thinking ability, and critical thinking dispositions of Iranian students. To this end, 140 students of Jahrom University of Medical Sciences (73 males and 67 females) were selected. They were divided into the experimental and control groups. Both groups received instruction in academic writing course for 15 weeks 3 hours per week. However, the experimental group received instruction integrated with critical thinking strategies. The students in both groups were administered pre- and post-instruction tests to examine the effectiveness of instruction. Three instruments were utilized in this study including, the researcher-developed essay test, Ennis-Weir Critical Thinking Essay Test, and California Critical Thinking Dispositions Inventory (CCTDI). Descriptive statistics and independent-samples t-test were used to analyze the data. The results indicated that there were statistically significant differences between the mean scores of the experimental and the control groups. The results also showed that some CCTDI subscales were not significantly different at the posttest such as, truth-seeking, cognitive maturity, and open- mindedness, whereas the mean posttest scores of other CCTDI subscales had significant difference such as, analyticity, CT inquisitiveness, CT self-confidence, and systematicity. The experimental group had a higher score in the academic writing test compared with the control group. Changes in students’ critical thinking ability, academic writing performance, and their critical thinking dispositions suggest that the CT techniques have been fruitful, and more efforts should be made to integrate the explicit instruction in critical thinking into academic courses.