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The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values ​​autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. 

A sustained, school-based approach that offers in-service EFL teachers opportunities for collaboration in creating an environment that promotes their capacity-building and instructional growth is necessary for their professional growth. This study aimed to contribute to the growing body of research on the effect of distributed leadership in teacher professional learning. Specifically, this study scrutinized the connection between distributed leadership and professional learning of teachers, focusing on the mediating role of teacher agency. A cross-sectional survey design was applied, collecting data from 458 teachers in Iran. Teacher Professional Learning Scale, Teacher Agency Scale, and Distributed Leadership Scale were completed by them. Structural equation modelling was run to analyze the relationship between variables. The findings revealed a minimal direct relationship between distributed leadership and the professional learning of teachers, with teacher agency acting as a major mediating factor. These results contribute to existing research by suggesting that distributed leadership may not have a substantial direct effect on teacher learning, but rather indirectly improves teacher agency.

Research article (RA) titles are one of the most important elements of a manuscript, influencing the reviewers’ decision and editors’ judgment, attracting the readers, and conveying the main idea of the article. Investigating 3197 RA titles published in 16 approved Iranian linguistic journals, this study aimed to map their pattern and portray their features of form and content. To this end, all the RA titles of the 16 Iranian journals publishing articles in applied linguistics up to 2022 (3197 titles) were collected. Then, they were analyzed for their length, presence of non-alphanumeric characters, syntactic structure, lexical diversity, as well as type and trend of information encoded.  Results show that RA titles in Iranian linguistic journals tend to be pretty long (average of 13.88) but mostly consist of non-repetitive words with high lexical diversity (.94). Authors mainly used colons (average of 82), hyphens (average of 79), and commas (average of 37) to form titles by nominal (average of 94) and compound (average of 82) grammatical structures. These titles mostly tended to embed information about the method, data, and results of the works and appeared to be highly informative. Interrelationships between features resulted in a checklist for RA title features that can be used by prospective researchers, academic writing instructors, and reviewers.

Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.

There is research paucity concerning EFL learners’ self-formation, taking the role of IELTS writing skills into account. With a view to this, the present study aimed to see what a model of possible self-construction before and after training on IELTS writing skills emerges and what the psychometric properties of the emerged model are. To this end, a grounded theory approach was used. Of the IELTS candidates taking part in five IELTS preparation centers in Kerman, 90 (55 males and 35 females) candidates were selected as the participants of the present study through cluster sampling. A semi-structured interview was used to identify the possible selfof the participants. Coding procedures (i.e., open, axial, and selective coding) and Structural Equation Modeling (SEM) were used to analyze the data. According to the results, a model of possible selfconstruction before and after training on IELTS writing skills emerged wherein before training on IELTS writing skills, feared possible selfwere more dominant than expected and responsible possible selves. Furthermore, after training on IELTS writing skills, expected and responsible possible selfwere constructed more dominantly than feared possible selves. Implications of the results for EFL curriculum planners, teachers, and learners have been discussed.

Human language and power of speech are not the only means of his communication with others, but a high percentage of his messages are transmitted to others willingly or unwillingly with other parts of the body and through his physical movements and behaviors, which is called body language. The messages sent by body language are much more expressive and expressive than the messages that are transmitted through speech. Imam Khamenei (Madazla-ul-Ali) has proven during his leadership and in various scenes recorded by him that he is very skilled and capable in using body language. On the other hand, one of the foundations of personality psychology is that people's movements and behavior are subject to their personality. Therefore, this research seeks to introduce the scientific and Quranic personality of the Supreme Leader, using library sources and descriptive and analytical methods to analyze the origins and Quranic foundations of Imam Khamenei's different body language in meeting with the people and leaders of some countries to pay The findings of this research indicate that the origin of his humble and kind body language in front of the people, especially the families of the martyrs, as well as his authoritative and seemingly arrogant body language, in meeting with some heads of government, are both humanizing and sublime commands of the Holy Quran. Is.

Iran Language Institute (ILI) plays a crucial role in teaching English in Iran and offers a comprehensive Teacher Training Course (TTC) for the teachers before their being employed. Still, these teachers encounter difficulties in different areas, but there are few studies investigating the teaching challenges of EFL teachers teaching at ILI. Thus, this study investigated the teaching challenges of newly-hired and experienced teachers, teaching at different age levels. The data were gathered data through 100 classroom observation forms belonging to 18 kids’ teachers, 47 young-adults’ teachers, and 35 adults’ teachers (69 experienced and 31 newly-hired). We also interviewed with 5 kids’ teachers, 5 young-adults’ teachers, and 6 adults’ teachers. It was revealed that young-adults’ teachers faced fewer challenges than kids’ and adults’ teachers. Besides, experienced teachers encountered fewer problems than newly-hired teachers. The results of the observation forms were different from the interviews. However, time management was the only problem which was mentioned in the interviews, observation forms, and different age levels. According to the teachers, the reason behind these challenges was the intensive syllabus, old books and videos, and teachers’ having to follow a series of fixed teaching steps.

lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four intact classes wrote one argumentative and one narrative essay in L2, and one argumentative and one narrative essay in L1 on different topics. Paired-samples t-tests revealed that lexical diversity surfaced more in the L1 writing of the learners. Multiple linear regressions indicated that among five measures of syntactic complexity, mean length of T-unit and clauses per T-unit better predict the quality of argumentative writing. In addition, complex nominals per clause are better predictors of narrative writing quality. Simple linear regressions showed that lexical diversity is a significant predictor of L2 writing in both genres. Based on the findings, writing instructors are advised to provide L2 learners with explicit instruction on the use of diverse vocabulary and different syntactic structures in order to help them improve the quality of their writing.

This study investigated the effects of three vocabulary development strategies of keyword method, thematic clustering and developing morphological awareness on the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental design, sixty high-intermediate to advanced Iranian EFL learners were randomly assigned to three experimental groups and partook six online sessions of vocabulary instruction during a week. Using a pre-test and three post-tests, the vocabulary repertoire of the subjects was measured. The pre-test was administered a week before the commencement of the treatment sessions; the first post-test was administered immediately after each treatment; the second post-test was held 24 hours after each treatment and the third post-test was held one week after the end of the treatment sessions. Paribakht and Wesche (1993) model of measuring vocabulary enhancement was used to quantify the vocabulary repertoire of the subjects. Split-plot ANOVA test revealed that the subjects in the keyword group outperformed the subjects in the other two groups in all the three post-tests. Moreover, it was revealed that the thematic clustering group outperformed the developing morphological awareness group. The findings of this research may have pedagogical implications for English teachers, learners and material developers.

This study aimed at investigating the L2 rhetorical organization of translation and free writing tasks in terms of cohesive devices used by Iraqi intermediate EFL learners in the narrative genre. To do so, 30 Iraqi intermediate EFL learners at Kufa university took part in the study. The participants were asked to translate three narrative texts from Arabic to English and write three narratives related to the general topics given to them as prompts. The narratives were coded and rated by two experts based on Halliday and Hasan’s (1976) framework. The data obtained from translation narratives were compared with a standard translation for each text. Results of the one-sample t-test performed on the scores of translation narratives indicated that Iraqi leaners produce shorter passages in the target language than in the source language; however, they used significantly more times than expected for certain types of cohesive devices. Moreover, comparisons between translated narratives and free narratives indicated no significant difference between the translated and composed narratives. It is argued that patterns of cohesive devices used in English output of the Iraqi EFL learners are compatible with properties of their first language. The findings also show that, unlike English grammatical properties, cohesive devices are not a problematic area and would not lead to fossilized errors in the performance of Iraqi EFL learners.

In recent years, Instagram has gained considerable attention in scientific research because of its popularity among English language learners. This study aimed to conduct a systematic review of empirical studies that investigated the use of Instagram as a mobile-assisted language learning (MALL) tool in ESL/EFL and attempted to perform a scientific mapping of the literature. To this end, a corpus of studies since 2010 was retrieved in January 2023 from six academic databases and reviewed through the stages of Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). A critical appraisal of 48 experimental studies included in this review was carried out and a meta-analysis of 11 eligible studies was conducted. The results of the meta-analysis confirmed the significant effect size of the use of Instagram in ESL/EFL. The bibliometric analysis revealed that the research productivity is up and found writing and vocabulary skills as the main focus in most of the studies. This study could have implications for teachers and researchers to gain a broad overview of the integration of Instagram in English language teaching and to know the current research trends in the field for future research.

Contrary to the traditional disciple-making efforts presented by commentators of mystical works, which aim to consolidate a fanatical attitude towards mysticism and hide any epistemological defects, these works have their own disadvantages, similar to any other knowledge system. One of these disadvantages is the categorization of "women," which, due to the continuation of the patriarchal worldview and the Mithraic origin of Iranian-Islamic mysticism, has been approached with a dogmatic and gender-oriented perspective. Therefore, within the mystical tradition, despite occasional praises given to women in Sufi works, they are generally regarded as symbols of evil passion, and the love for them is seen as figurative and lustful. In these instances, the mystical texts acknowledge their own stance, and, often in contrast to the efforts of their fanatical admirers, provide an opportunity for so-called "destructive" analyses. The present article examines the contradictions within the works of two renowned mystical poets, Attar and Rumi, specifically regarding their portrayal of "woman". By adopting a deconstructive approach, often utilizing textual evidence, it aims to highlight their patriarchal attitude. Consequently, it concludes that while researchers of mystical works have often attempted to absolve the mystic poets of their patriarchal or misogynistic gender-oriented views, the mystics themselves have not done so.