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Consolidating the students’ L1 permits instructors to supply clear clarifications and moderate potential challenges in comprehension. By recognizing the esteem of L1, instructors can advance more successful dialect instruction. Hence, this ponder investigated the essential variables influencing Iranian instructors’ utilization of L1 in EFL classrooms. The members of the think-about group were chosen through comfort inspection. A pairwise survey was conducted, and 32 tall school English instructors from Gorgan, Golestan, Iran, reacted to the questions. Along these lines, 20 instructors out of 32 were chosen based on their level of instruction and the consistency of their reactions. They were counseled on how the pairwise survey was answered to get more reliable reactions. After analyzing the information utilizing the Master Choice computer program and Explanatory Chain of command Handle (AHP), it was uncovered that instructors, for the most part, favored utilizing L1 to decrease negative full of feeling channels in a classroom environment, such as making less tense environment, additionally improving positive emotional channels like motivating the learners. It was also concluded that the other reasons behind the teacher's L1 utilization were for classroom administration purposes, social targets, and cognitive engagement of the understudies. The discoveries of this thinking suggest that EFL instructors and TEFL approach producers join L1 in teaching-learning and prepare more viably and intentionally.

This study aimed at examining the effect of cognitive-based learning on Iranian EFL learners' reading comprehension components; identifying the main idea, making Inferences, recognizing unfamiliar vocabulary, text organization, and information recall. In doing so, the researchers selected 84 homogeneous intermediate level male and female EFL learners with the age range 18 to 25 out of 110 conveniently nominated sample of students majoring in different fields in a Vocational and Technical college in Dezful. A standard version of Quick Oxford Placement Test (QPT) was used to homogenize the participants and the selected ones whose scores were within one SD above and below the mean, were considered as the experimental (i.e., cognitive-based learning, n=41) and control (n=43) groups in line with the nature of convenience non-random sampling. Then, the learners in both groups experienced the processes of pretesting, 12 sessions of intervention which were presented through synchronous online Interactions using Adobe Connect, and post-testing. A validated researcher-made L2 reading comprehension test tapping different reading components was used to collect the data. The results of Analysis of Covariates (ANCOVA) and Multivariate Analysis of Covariates (MANCOVA) proved the effectiveness of cognitive based learning, using Bloom’s Taxonomy levels in developing L2 reading and its components among the participants. The findings can be used to enrich cognitive learning and analytical views in the L2 reading classroom, helping both teachers and learners in this regard.

This study investigates the negotiation strategies used by Democratic and Republican candidates in the 2024 U.S. presidential debates, focusing on how language functions as a tool to navigate ideological divides in an increasingly polarized political climate. By applying a mixed-method approach, combining qualitative discourse analysis and survey data, the research examines debate transcripts alongside citizen feedback to assess the effectiveness of candidates’ rhetorical strategies. Drawing on Politeness Theory, Speech Act Theory, and Pragma-Crafting Theory, the study reveals distinct linguistic patterns: Democratic candidates employ inclusive, cooperative language to foster unity, while Republican candidates use direct, assertive language to project confidence and decisiveness. The findings highlight the role of language in shaping voter perceptions of leadership and ideological alignment, offering insights into how candidates' rhetoric resonates with their respective bases and impacts broader electoral dynamics. This research contributes to the fields of political communication and negotiation theory by offering a comparative analysis of debate strategies and providing practical implications for political strategists and campaign teams navigating the complexities of modern electoral discourse. This research contributes to the fields of political communication and negotiation theory by offering a comparative analysis of debate strategies and providing practical implications for political strategists and campaign teams navigating the complexities of modern electoral discourse.

 This study examined the predictive role of fiction reading and emotional intelligence (EI) on empathy, with mindfulness as a mediator. A sample of 300 participants (60% female; *M* age = 20.3 years) completed validated scales: Fiction Reading Frequency (1–5), Wong and Law’s EI Scale (30–150), Five Facet Mindfulness Questionnaire (15–90), and the Jefferson Empathy Scale (20–100). Path analysis was conducted using PROCESS Macro (Model 4) with 5,000 bootstrap samples. Both fiction reading (β = .32, *p* < .001) and EI (β = .42, *p* < .001) directly predicted empathy. Mindfulness partially mediated these relationships: - Fiction reading → Mindfulness → Empathy: β indirect = .10, 95% CI [.04, .16] - EI → Mindfulness → Empathy: β indirect = .17, 95% CI [.10, .25] The full model explained 58% of empathy variance (*R*² = .58). Significant correlations emerged between all variables (*r* = .32–.67, *p* < .01). Fiction reading and EI enhance empathy both directly and indirectly *via* mindfulness. This underscores mindfulness as a mechanism for translating cognitive-emotional skills into empathic capacities. Recommendations include integrating fiction-based modules into empathy training programs.

This study explores the detailed experiences and coping mechanisms of Iranian English as a Foreign Language (EFL) teachers about teacher immunity in the Iranian educational setting. A total of thirty experienced instructors of English as a Foreign Language (EFL), with an average age of 32 and an average teaching experience of nine years, were selectively chosen to take part in comprehensive interviews conducted in the Persian language. The study utilized the grounded theory technique, where interviews were transcribed and systematically analyzed using MAXQDA. The results highlight the crucial significance of a conducive work atmosphere, opportunities for professional growth, and efficient communication in enhancing teacher resilience and immunity. Peer support, strong administrative support, and favorable school rules play a vital role in cultivating a culture of mutual assistance that is essential for teacher resilience. Professional development programs improve educators' ability to adapt and increase their job happiness. The autonomy to make decisions also strengthens their resilience. Additionally, it is crucial to prioritize a good equilibrium between work and personal life, even if it might be difficult due to the blurring lines between these two domains. Mindfulness techniques and seeking social support are crucial coping methods that effectively reduce stress and burnout among teachers. This study examines how individual traits, environmental factors, and coping techniques influence teacher immunity in the Iranian EFL teaching context. The acquired insights provide useful assistance for creating interventions that aim to improve the well-being and productivity of teachers and, ultimately, the quality of education.

Writing proficiency is a key factor in the development of language skills and there are different approaches to writing development. This study sought to investigate the effect of flipped classroom, interactive classroom, and the integration of two approaches on Iranian advanced English as a Foreign Language (EFL) learners’ writing performance. Eighty-five Iranian learners enrolled in EFL programs at the Sokhan English Institution in Guilan, Iran, participated in this quasi-experimental research. There were both male and females. After homogenizing them with the Oxford Placemen, they were divided into three experimental groups: the flipped classroom, the interactive classroom, and the integration of two approaches. Three instruments were used to collect data: the Oxford placement test, the pretest, and the posttest of writing. They had 13 sessions of treatment. Data analysis by ANCOVA revealed that both flipped classroom, and interactive classroom positively impacted the writing skills of EFL learners. However, the group receiving the integration of flipped and interactive approaches treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, material developers, language institutions, educators, and students in creating a more effective environment for learning foreign languages and enhancing writing skills.

The study aims to investigate the influence of image-based and text-based concept maps on the reading comprehension abilities of Iranian Intermediate EFL learners. A total of 90 learners participated in the study, consisting of 55 females and 35 males, all between the ages of 18 and 32. Participants were selected from intact classes at three English language schools in Sabzevar, Iran. This research was organized as a quasi-experimental study, in which the participants were segmented into two experimental groups and one control group. The intervention lasted for five weeks, with two sessions each week, each session running for one hour and thirty minutes. The outcomes from the assessments were analyzed using an independent sample t-test and ANOVA test, revealing that the image-based concept map instructional approach improved learners' reading comprehension. In terms of cognitive understanding and creativity, students who utilized image-based concept mapping outperformed their peers in the text-based mapping group. Additionally, the findings indicated that the image-based concept map teaching strategy could assist students in obtaining a more profound understanding of reading materials. Teachers might consider integrating visual mapping techniques to encourage deeper comprehension and facilitate more meaningful learning experiences, which could ultimately lead to better academic performance in language learning contexts.

This study scrutinized the probable significant relationships among Iranian EFL learners’ academic self-efficacy, metacognitive reading strategies, and reading comprehension test performance. Relevantly, the significant predicting roles of the learners’ metacognitive reading strategies as well as academic self-efficacy for reading achievement were statistically investigated, increasing the depth of the study. Furthermore, the probable significant differences between the learners’ academic self-efficacy as well as the utilization of metacognitive reading strategies were investigated across three reading proficiency levels. To this end, 100 BA students, majoring in English Language Teaching at Islamic Azad University-Neyshabur Branch-Iran participated. Three standard instruments were employed, including academic self-efficacy and metacognitive reading strategies questionnaires along with the reading comprehension section of a TOEFL test. The study followed a quantitative correlational design. Since the normality of data was proved, the parametric statistical analyses, including descriptive statistics, Pearson's correlation coefficients, multiple regression analyses, and one-way analysis of variance were employed. The findings demonstrated significant positive relationships among the learners’ reading achievement, academic self-efficacy, and utilization of metacognitive reading strategies. In addition, it was found that metacognitive reading strategies can better predict reading comprehension than the learners’ academic self-efficacy. Academic self-efficacy was also proved as a significant predictor of the learners’ utilization of overall metacognitive reading strategies. No significant differences were proved between three proficiency levels in the utilization of metacognitive reading strategies as well as academic self-efficacy. The findings have some insightful pedagogical implications as well as some useful hints for language teachers and syllabus designers.

This study presents a comparative analysis of Competency-Based Language Teaching (CBLT) and traditional English teaching models in the context of Vietnamese regional universities. Drawing on national reforms such as the 2018 General Education Program and the National Foreign Language Project, the research aims to evaluate the pedagogical effectiveness, curriculum orientation, assessment practices, and learning outcomes associated with both models. A mixed-methods design was employed, including surveys with 250 students and 30 instructors across five local universities, supplemented by curriculum document analysis and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were thematically coded to uncover key perceptions and implementation challenges. Findings reveal that while traditional models offer structural clarity and familiarity, CBLT demonstrates stronger alignment with 21st-century skills, communicative competence, and learner autonomy. However, challenges such as inadequate infrastructure and limited teacher training hinder full implementation. The study concludes with practical recommendations for phased adoption of CBLT through localized curriculum reforms, faculty development programs, and integration of digital tools.Top of FormBottom of Form