مطالعات کاربردی زبان - Iranian Journal of Applied Language Studies

Textbook evaluation is of paramount importance in ensuring that textbooks are of high quality and aligned with educational goals. This study evaluated two common English language textbooks in Iran (i.e., American English File [private schools] and Vision series [state schools]) based on the brainling (brain+ language) model, heeding EFL learners’ cognition, senses, emotions, and culture. To this end, a brainling-based scale was validated based on “cogling”, “emoling”, “sensoling”, and “cultuling” components of the brainling model and distributed among Iranian teachers (N=218) and EFL learners (N=236). It was found that there were significant differences in the brainling components present in English textbooks used in state and private schools. Moreover, the independent samples t-tests revealed that there were significant differences in mean scores for brainling components between the two types of textbooks for students. However, it is worth noting that such differences were not observed among teachers’ ratings of these components.  The results could assist content developers in incorporating brainling as a worthwhile scale for evaluating English language textbooks.

Learners’ self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners’ self-regulation.  To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning self-regulation. The comparisons showed that all three instructional methods were equally effective in improving the participants’ online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners’ self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners’ self-regulation.

This article analyzes complex words, morphologically and semantically, within the Perceptual approach introduced by Safavi (2020). The authors aim to examine the possibilities of word formation of complex words in Persian as their first objective. To achieve this goal, they examined 2850 complex words selected randomly from the Sokhan Dictionary (Anvari, 2004). Following the mentioned approach, word-formation patterns are determined based on whether the morphemes belong to closed or open classes. According to a predetermined agreement, A stands for closed class units and B stands for open class units. This study reveals 57 patterns of word formation, with ‘B + B’ appearing to be the most common among all the patterns examined. Next, the authors investigated how much closed-class units help Persian speakers interpret the semantic head of complex words examined. To reach this aim, 20 Persian speakers not having any knowledge of linguistics were given a questionnaire of 120 words made up of eight affixes selected by the authors and questioned about interpreting each word. Finally, data analysis related to the questionnaire revealed that the meaning interpretation of the words appeared to be significantly impacted by the morphemes belonging to the closed class.

English as a Foreign Language (EFL) University students usually write in their native tongue and translate it into English using Artificial Intelligence programs. The study evaluated the quality of translations generated by AI in one hand and investigated the impact of Artificial Intelligence Generated Translation (AIGT) on EFL students in another. A human translator and an AI tool were used to translate two sample texts from English into Persian. The texts were given to 30 EFL teachers to examine the quality of AI translations. In addition, 152 students randomly divided into control or experimental groups were exposed to translated texts. Results from an independent t-test showed that there was a negligible difference between the two groups. The qualitative analysis of the interview data that involved 30 participants revealed that language teachers perceived omission, addition, syntax and punctuation errors in AIGT as adequately acceptable, despite their prevalence. However, a majority of the teachers were dissatisfied with AIGT’s accuracy in rendering idiomatic expressions. Based on the results, EFL educators should acknowledge the prevalence and usefulness of AI among students, and aim to incorporate it effectively in their teaching instead of prohibiting its use.

Implicitly biased teaching practices or the unconscious discriminatory actions of teachers create the learning-threatening illusion of being biased in the minds of learners. This study identified the main manifestations of implicitly biased teaching practices in online EFL learning, and then, delved deeper into the factors shaping their manifestations. Participants of the study were 45 intermediate-level EFL learners attending an online course in an Iranian public educational institute. Each participant was required to report on the biased teaching practices manifested during the three-month course. In the end, focused interviews were conducted to identify the contributing factors to their perceptions. Results of the study came up through content analysis indicated that intermediate-level learners perceive implicitly biased teaching practices as micro-assault (underrating) or micro-insult (demeaning) behavior each of which could result in a different reaction and participation pattern among themselves. This study concludes that false expectations, negative comparisons, and the online nature of communication are the main factors determining what learners regarded as biased teaching practices. Moreover, this study rejects the efficacy of micro-invalidation in preventing implicit bias in online learning. This study encourages EFL teachers to address their implicit bias through considering the participation and development patterns of their learners.  

Nowadays, teachers are expected to demonstrate a notable level of digital competence. Therefore, the current study investigated Iranian male and female pre-service and in-service EFL teachers’ digital competence. The study employed a mixed methods approach and three instruments including a questionnaire, structured interviews, and observations were utilized. Therefore, 157 Iranian in-service EFL teachers completed the DIGIGLO questionnaire. Also, 15 in-service and 15 pre-service EFL teachers participated in structured interviews. Moreover, 30 classes were observed. To analyze the qualitative data, thematic analysis was used and in the phase of quantitative analysis, descriptive statistics and independent sample t-tests were used. The results indicated that the level of Iranian in-service EFL teachers’ digital competence was moderate to high. In addition, some similarities and differences could be seen in the interview questions between in-service and pre-service EFL teachers. Moreover, it was revealed that there were no significant differences between male and female in-service EFL teachers’ digital competence. Furthermore, it was found that a majority of teachers incorporated digital technologies into their teaching practice. The results of this study can help curriculum developers and teacher educators realize a better conception of Iranian pre-service and in-service EFL teachers’ digital competence and their practices of using digital tools.

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.

The current study explored the effect of storytelling and translation techniques on learning proverbs among female Iranian EFL (English as a Foreign Language) learners in online classes, which came into vogue after corona pandemic, and the attitudes of the learners toward proverb learning. In order to do these, participants who were 30 female high school students studying in Iranshahr whose homogeneity as pre-intermediate learners was checked via the Nelson Proficiency Test were assigned to two groups: a storytelling group, and a translation group; each group containing 15 students. Treatment lasted seven sessions and it included 50 English proverbs chosen based on the frequency of their use in Google search. In each session, the participants of experimental groups were engaged in learning seven English proverbs. The translation group were presented with L1 equivalents of the proverbs; the storytelling group were presented with a funny story about each proverb. An attitude questionnaire and a test of proverbs were applied prior to and after the treatment. The results of the paired t-test indicated that both storytelling technique and translation were effective in improving learners’ knowledge of L2 (second Language) proverbs. The results of the t-test depicted that there were no statistically significant differences between the two groups in the post-test. These findings have implications for material developers, L2 instructors, and L2 learners about the importance of the use of L2 proverbs.

The Islamic revolution of Iran in 1979 caused the replacement of a pro-western government with an Islamic republic which also affected the broadcast of foreign audio-visual products on the State TV. As such products contained taboos, some specific translation strategies seemed necessary according to Islamic laws. This study aimed to investigate how the State TV has dealt with taboos during the first and second twenty years of the Islamic Republic. To this end, four audio-visual products including Secret Army (1977) and Captain Tsubasa (1983) broadcast during the 1980s and 1990s and Wall-E (2008) and House of Cards (2013) aired in the 2000s and 2010s respectively by the State TV were selected. Procedures suggested by Brownlie (2007) were utilized to analyse taboo translation. The findings indicated that the most frequent procedure was changing taboos to irrelevant expressions in Secret Army and Captain Tsubasa, and Wall-E. This procedure was not included in Brownlie’s framework. But the most frequent one in House of Cards was toning down. It was concluded that procedures for taboo translation have been inconsistent during all these four decades and the reason might be ideological and political. Consequently, such inconsistencies may disrupt the logical relation the directors intended to create between their works and their audience and the sudden leniency of IRIB in translating taboos in the House of Cards series for ideological and political purposes may also lead to distrust of the Iranian audience.