علی بیکیان

Today technology is an integral part of professional translation; and it is generally assumed that translators’ attitudes toward translation technology tools influence their interaction with technology (Bundgaard, 2017). Therefore, the present two-phase study seeks to shed some light on what translation technology tools are and how professional translators feel toward them. The research method used is exploratory in nature, as it tends to discuss issues on which little research has been done and relies on secondary research for its data. The data required for answering the first question have been mined utilizing document analysis from language service providers’ (LSPs) websites, while the data for working out the answer to the second question have been obtained from ProZ.com Quick Polls. Based on our findings, translation technology tools fall into eight broad categories, of which the most commonly used are translation memory (TM) or computer-assisted translation (CAT) tools. In addition, it was found that most translators either do not have a love-hate relationship with technology or love it. This research is envisaged to form the basis of more detailed and conclusive studies.

There is growing agreement among researchers on the advantages of using automated feedback programs (AFPs), but most of the previous studies have evaluated more well-known AFPs like Grammarly, Ginger, etc. in English writing classes. None of the previous studies on AFPs evaluated the effectiveness of and users' perception of InstaText. Thus, this study was aimed at examining the effects of InstaText on improving the language quality (i.e., grammar, spelling, and style) of Persian-English freelance translators using InstaText for editing their English translations of Persian academic papers, which are considered technical translations. In addition, it was conducted to investigate how the said users perceived this InstaText. This quantitative study was conducted in two phases: a one-group pretest-posttest phase, where the effect of using InstaText on improving the language quality of translated technical texts was examined with 75 participants; and a survey phase, where the participants' perception toward InstaText was measured using Usefulness, Satisfaction, and Ease of Use (USE) questionnaire. InstaText did not help the participants make significant progress in grammar and spelling, but its effect on improving their style was significant. Further, the participants perceived the tool as intuitive, user-friendly, efficient, time-saving, and satisfactory.

Limiting the scope of Maritime English (ME) courses to nautical subject matters, due to the conventional views who define ME as the global language used at sea, may not be based on a real needs analysis of English for Specific Purposes (ESP) courses in ports and maritime related organizations. Utilizing a mixed-methods approach, this study aimed to challenge this traditional perception through conducting an ESP needs analysis in Ports and Maritime Organization (PMO) of Iran. All the 17 departments’ managers and/or their delegates were interviewed, then a researcher-made questionnaire which was developed according to the interviews was distributed among the experts (70 respondents). The deductive content analysis was used for analyzing the qualitative part, and the quantitative data were analyzed through descriptive statistics. It was revealed that the overall needs of PMO in terms of ESP does not concord with conventional nautical-based Maritime English courses, and it in fact encompasses a much wider variety of content areas such as “port economic, marketing and investment, legal, tariffs, agreements and contracts, education, research, strategic port administration, logistics” etc.

Lexical bundles crucially shape the discourse of specialized registers  such as religious scriptures, yet research on bundles that characterize Islamic sacred texts such as the Qur'an remains scarce. This study conducts a comprehensive corpus analysis to identify prevalent lexical bundles in an English translation of the Qur'an, illuminating their structural forms and functional roles in encoding Islamic theology. A specialized corpus of 166,807 words spanning 114 suras was constructed, with frequent bundles extracted using software and filtering based on predetermined frequency/distribution thresholds. Identified bundles were qualitatively coded for structural realizations and functional types by multiple researchers. Findings revealed a marked predominance of nominal and prepositional phrase bundles systematically lexicalizing and reinforcing core religious concepts and metaphysical tenets. The quantitative prevalence of research-oriented bundles contextualizing theological subject matter over participant-oriented ones projecting stances and experiences, suggests that the Qur’an upholds an epistemological tradition regarding itself as an inviolable corpus encoding divinely revealed spiritual verities. These findings yield profound pedagogical implications since instructional approaches elucidating prevalent bundles as linguistic "building blocks" can foster holistic mastery of authentic Qur’anic expressions among diverse learners while preserving spiritual sanctity. Furthermore, bundle-focused activities cultivate integrated literacies surrounding comprehension, rhetorical articulation, and critical analysis of the linguistic and cultural dimensions of religious texts.

English language education in Baluchistan, Iran, faces unique challenges due to the region's socio-economic conditions and limited access to resources. This study investigates the specific teaching and learning difficulties within secondary schools in this region. A mixed-methods approach was employed, gathering quantitative data from 80 teachers through a questionnaire and qualitative insights from 57 students via semi-structured interviews. The findings reveal that teachers encounter obstacles such as unclear course objectives, inadequate instructional methods, time constraints, and insufficient administrative support. Students, on the other hand, struggle with curriculum disengagement, a lack of authentic language practice opportunities, low motivation, and emotional barriers like anxiety and fear of judgment. Additionally, the limited integration of technological resources hampers effective language learning. These insights challenge the assumption that resource availability alone can improve language teaching, underscoring the importance of proper resource utilization and teacher training. The study advocates for a localized approach to curriculum design that aligns global language learning goals with Baluchistan’s socio-cultural context. Practical recommendations include modernizing teacher training, addressing emotional barriers, and creating a more supportive environment for teachers and students alike.