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Research within EFL education highlights specific challenges in fostering critical reading and collaborative learning skills among students, extending to the implementation of Virtual Literature Circle (VLC). Notable issues include persistently low engagement levels and limited participation observed within conventional instructional methods. Moreover, there exists a substantial gap in providing meaningful collaborative learning experiences in English as a Foreign Language (EFL) contexts, emphasizing the need for alternative approaches. This study investigated the impact of VLC within a Critical Reading class tailored for EFL students. Through a sequential explanatory mixed-methods design involving a cohort of 25 EFL students at STKIP PGRI Sidoarjo, the study examined their engagement with VLC and subsequent skill development. The findings revealed promising advancements, with students demonstrating increased engagement and active participation during VLC sessions. Additionally, students reported enhanced critical reading skills and a deeper understanding of literary texts through collaborative discussions within VLC. However, challenges persist, including the importance of diversified group dynamics, structured facilitation, and support mechanisms. Notably, students expressed a preference for the collaborative learning format facilitated by VLC over traditional instructional methods. These findings underscore the critical importance of VLC in addressing challenges and enhancing collaborative learning experiences for EFL students.

This study scrutinized the impact of Web 2.0 on the language achievement and self-regulated learning of Iranian EFL learners in online language courses. A mixed-methods approach was employed to leverage the Learning Management System (LMS) alongside WhatsApp as a supplementary tool in the experimental group. In the quantitative segment conducted over a three-month semester, an experimental design was implemented involving 24 Iranian male and female students from the Iran Language Institute (ILI). These participants were divided into two coeducational online classes: LMS and WhatsApp were utilized in the experimental group (n=12), while the control group (n=12) solely employed LMS. Quantitative data were gathered using the Oxford Placement Test (OPT), the Language Learning Self-Regulated Scale, and pre-test and post-test assessments. Concurrently, the qualitative phase entailed interviews with 8 participants, aimed at capturing nuanced insights into the advantages and disadvantages of utilizing WhatsApp alongside LMS for online learning. The quantitative outcomes revealed a notable impact on language achievement and self-regulated learning among EFL learners in the experimental group, emphasizing WhatsApp's supplementary role. Furthermore, qualitative findings shed light on the multifaceted aspects of employing WhatsApp in conjunction with LMS, unveiling both its merits and drawbacks. The implications for online EFL classes are substantial, offering valuable insights into optimizing digital platforms for enhanced language learning experiences.

Different linguistic constructions, including comparative, superlative, similative, and equative constructions, are employed to convey the concept of comparison. Equative and similative constructions exhibit the highest semantic and structural resemblance out of all the specified constructions. In such constructions, two entities -referred to as the comparee and the standard- are compared based on a specific characteristic or quality. In equative constructions the comparison is based on a gradable property, where one of the referents has the property to a higher degree, while similative constructions compare the similarity in manner. This study explored the equative constructions in the Laki language by primarily relying on classification put forth by Haspelmath (2017). The data for the present study consists of 123 equative sentences taken from spoken interviews with twelve individuals residing in Noorabad city. The findings indicate that speakers mainly use seven strategies to convey the concept of equality in Laki. Furthermore, the data show that in numerous equative constructions in Laki, there is a preference for omitting the standard marker while retaining the degree marker

This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. face-to-face classroom settings had any effect on Iraqi EFL learners’ speaking ability. It also attempted to examine the intervening effects of some factors including age (teenagers in the language institute vs. adults in the university), gender, social class, and the learners’ English language proficiency levels.  To achieve these purposes, a group of 224 Iraqi EFL learners at a university and a private language institute in Kufa, Iraq passing conversation courses were selected and randomly divided into four groups. The two experimental groups (both in university and language institute settings) received instruction on pragmatic markers in online vs. face-to-face conversation classrooms while the two control groups (in university and language institute settings) did not receive instruction on pragmatic markers in online vs. face-to-face conversation classrooms. An English language speaking test was given to the learners to assess their oral performance before and after the treatment. The test was randomly selected from IELTS speaking tests. For the teenagers in the language institute, a simplified speaking task was designed based on IELTS criteria for assessing speaking performance. The results indicated that generally those who received pragmatic instruction outperformed those who did not receive such kind of instruction and the participants in face-to-face classrooms outperformed their virtual counterparts in terms of speaking ability. The study also examined the intervening effects of some social and personal factors including age, gender, social class and level of language proficiency. Based on the findings of this study, the male participants and the students from higher proficiency levels outperformed females and their lower proficiency counterparts in terms of speaking ability. However, they did not show any differences with regard to age and social class. This study offers important implications for EFL teachers, learners and material designers, with regard to the promising effect of face-to-face instruction of different pragmatic features of language through speech acts on learners’ speaking skill. 

personality is one of the essential factors to acquire a second language. The Socio-affective strategy helps learners to adjust emotions and motivations. This study investigated the impact of extroversion and introversion on the using socio-affective strategies. The participants of the study were 26 EFL Iranian students at university level at Islamic Azad University, Tabriz Branch. The students who were willing to participate were selected from BA/MA/PhD classes. This descriptive quantitative study used two questionnaires. First, the researcher administered the personality questionnaire developed by Cain (2011) to categorize students into two groups of introvert and extrovert. Next, the socio-affective questionnaire was answered by students. The results of the statistical analyses revealed that there is a significant difference between introverts and extroverts in using socio-affective strategies and the mean score of introverts is higher than extroverts. Also, the results of this study revealed that there is a significant difference between introverts and extroverts in using socio-affective strategy in writing skill. The finding of the study suggests implications regarding the use of socio-affective strategies in introverts and extroverts.

The current research investigates the impact of two types of corrective feedback such as elicitation, and clarification requests - out of five types of corrective feedback - on the speaking abilities of Iranian intermediate EFL learners who are either introverts or extroverts. Participants in the study included 172 intermediate level students in 11 groups: 10 experimental and 1 control groups. They were language learners studying English in The Iran Language Institute in three branches: two branches in Babol, and one in Sari. The tools applied in this quasi-experimental research were: Oxford Placement Test (OPT) to achieve the homogeneity of the groups, speaking section of IELTS as pre-test and post-test and a Learning Style Survey to examine extraversion and introversion. ANCOVA and two-way ANOVA statistics were employed to analyze the data. The findings revealed that the extroverts had better performance in elicitation while the introverts had better performance in clarification corrective feedback. Employing the findings of the study, teachers can create a supportive and inclusive atmosphere that encourages both introverted and extroverted learners to participate and engage in speaking activities.

The present investigation attempted to see if using literary texts could lead into any change in learners' interest or perception toward literature. The research also attempted to find students' perception on using literary content in language learning based on learners' opinions. The investigation finally sought to discover the way learners' interest in literature changed as a result of using literary texts as the instructional content. The Research employed a mixed-method design to answer the questions proposed in the study. After analyzing data through t-test, Gain-score comparison and thematic analysis, the results showed that using literary content worked as useful and constructive for learners in language learning and life objectives. The results further confirmed that learners' interest level improved positively due to using simplified literary texts, whereas, the positive role could not be seen in using authentic literary content. Accordingly, content selection from literature along with considering learners' life needs are able to make language learning more attractive to learners. The results also support that developing newer books with literary texts can provide learners with different knowledge like cultural awareness, social knowledge or historical background, which seem to be urgent life needs in today's modern society.

In the increasingly interconnected world, English proficiency has become essential for developing technical skills and opening up global career opportunities. However, Iranian technical and vocational education (TVE) suffers from adequate attention to the English language for students’ specific fields of study and occupations. Accordingly, the present study aimed to bridge the existing gap in Iranian TVE through a comprehensive needs analysis and the development of a blended TBLT-based ESP course tailored to second-year vocational school students specializing in photography. Initially, needs analysis was conducted through interviews with TVE administrators at the Ministry of Education in Iran, experienced photography teachers, and photography students to develop the course. After the accurate investigation of fundamental course components, the course was implemented and its effectiveness and possible challenges were evaluated. The findings showed that photography students found the blended course effective in terms of learning photography terminology and tools in English, practicing photography and editing techniques, using multimedia and interactive games, and enhancing motivation and self-confidence. However, the students also encountered some linguistic and technological challenges. Ultimately, by contributing to the ongoing discourse on ESP course development, this study emphasizes the need for ESP courses and the preparation of students for future careers.

Recruiting efficient EFL teacher educators (TEs) is crucial for language institutes as it can directly affect the quality of language instruction and, consequently the success of language institutes. Nevertheless, language institute policies for employing TEs and strategies for their professional development have not been well-documented. To this end, semi-structured interviews were conducted in this qualitative study to investigate 30 language institute managers’ recruitment policies and professional development strategies for employing non-native English TEs in the Iranian EFL context. The participants’ answers to interview questions were transcribed and analyzed based on the three levels of the open, axial, and selective coding process. The results revealed that job experience, academic/educational competencies, and digital literacy are the most important features implicating the recruitment of TEs. As for professional development strategies for TEs, the main ones included holding regular meetings for TEs, asking TEs to take part in professionally relevant seminars, workshops, and webinars, and encouraging them to make peer observations of teacher education courses. These findings have implications for language TEs' recruitment and their professional development.

Traditional methods of scaffolding for language teaching have turned out ineffective, leading to the exploration of innovative approaches such as blended learning. While blended learning has shown effectiveness in various language aspects, its impact on scaffolding for speaking proficiency remains unclear. This study investigated the impact of peer scaffolding on speaking proficiency in traditional face-to-face classes versus blended classes. The participants consisted of 42 advanced learners, randomly assigned to a control group (traditional classes) and an experimental group (blended classes). Pre-tests and post-tests were conducted using speaking topics to assess speaking proficiency, and evaluations were done using established criteria. The control group received instruction and speaking practice using conventional methods, while the experimental group had access to online resources and was engaged in face-to-face sessions guided by peers and the teacher. Dscriptive statistics and t-tests were employed to analyze the data. The findings indicated that the experimental group, which received peer scaffolding in the mixed class, performed better in speaking ability compared to the group that received peer scaffolding in the conventional class. These findings have implications for language teachers, material developers, and policy makers, emphasizing the potential benefits of integrating peer scaffolding within blended learning environments to enhance speaking proficiency for advanced learners.

L2 learners' pragmatic development could be manifested by their proper speech act production. Due to the existing differences among languages, errors in speech act realization are inevitable. Employing well-established teaching methods could help L2 learners overcome their problems in speech act production. This endeavor aimed to explore the effects of explicit metapragmatic instruction on Iraqi EFL learners' use of English requests, apologies, and refusals examining the possible intervening role of error type and gender. The study sample comprised 80 English major B.A. students at Al-Kufa University, Iraq. Within six online sessions, the EG received instruction through direct awareness raising and being provided with metapragmatic information. Data analyses indicated that explicit pragmatic instruction significantly improved the students' speech act realization. Additionally, while the female learners benefitted more from the intervention and a higher percentage of sociopragmatic, compared to pragmalinguistic, errors were amended after the treatment, the variables of gender and pragmatic error types did not have significant intervening effects. The findings imply that developing pragmatic competence via direct pragmatic intervention and metapragmatic knowledge awareness needs to receive much attention on the part of Iraqi language instructors, materials developers, and curriculum designers, as it could greatly help learners avoid pragmatic failures.

One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at designing and validating a Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers. In so doing, an exploratory mixed-methods design was used. The participants of the qualitative phase included 20 male and female Iranian English teachers who were selected through available sampling. In the quantitative phase, 200 male and female Iranian English teachers participated through available sampling. To collect the data, a semi-structured interview was used. To analyze the data, qualitative thematic analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Cronbach’s Alpha Test were used. According to the results, the Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers was developed in 42 Likert items in three sub-scales including pedagogical effectiveness (items 1 to 23), socio-cultural effectiveness (items 24 to 33), and empowering effectiveness (items 34 to 42). Six items were omitted in EFA and 36 items remained in the final scale. It was designed in a four-point Likert range from 1= strongly disagree to 4= strongly agree. It was shown that the developed scale is valid and reliable. The findings have some implications for EFL teachers, learners, teacher education instructors and policy makers

The purpose of this cross-sectional mixed methods sequential explanatory study was to find out the effects of enriching McCroskey's (1992) Willingness to Communicate (WTC) questionnaire using oral-visual role-play on EFL responses from comparing the responses of 117 pre-intermediate EFL learners to this instrument before and after the enriching act. This study relates to sociolinguistic research in order to develop more authentic data collection and assessment. The quantitative results indicated no statistically significant effect in average score of the responses, and a decrease in reliability from original to the enriched one, but individual and item internal changes. Then, it followed up with 12 purposefully selected typical respondents to explore those quantitative results in verbal protocol after each administration of original and enriched WTC questionnaire that detected source of variability due to purpose, place, visualization, age, gender, and personality of the interlocutors in the role-plays. The quantitative and qualitative findings from the two phases of the study are discussed with reference to the prior research. Finally, implications and recommendations for EFL instructors, supervisors, and language assessors are provided.