عزیزه چالاک

Objectives: Task-based speaking courses have gained prominence in language education as an effective approach to enhancing communication skills and learner engagement. By focusing on tasks and interactions, these courses not only promote language proficiency but also foster collaboration among students. The present study was to find whether motivation and anxiety predicted the Iranian EFL learners’ progress in task-based speaking courses. Methods: A total number of 120 intermediate Iranian EFL learners of Safir-e-Andisheh Language Institute in Isfahan, Iran, were selected by convenience sampling following the administration of the Oxford Quick Placement Test (OQPT). Afterward, a ten-session task-based speaking training was conducted using the speaking tasks presented in American English File-Book 2. The data were collected using the Motivation in Foreign-Language Learning Questionnaire, the Foreign Language Classroom Anxiety Scale, and a speaking test. A speaking assessment rubric, comprising vocabulary, grammar, intonation, pronunciation, and fluency, was used to assess speaking on a scale of 1-10. The obtained data were analyzed by standard multiple regression. Results: The findings revealed that interest in foreign languages, pragmatic benefits, and English for professional reputation predicted the speaking progress of EFL learners; furthermore, communication apprehension and fear of negative evaluation significantly predicted the speaking progress of EFL learners. Conclusion: In conclusion, the study highlights the significant role of both motivation and anxiety in predicting the progress of Iranian EFL learners in task-based speaking courses. By understanding these factors, educators can better design programs that enhance learner engagement and improve speaking proficiency.

Productive skills have a vital role in learning the English language as they provide foreign learners with opportunities to practice real-life activities in the classroom. The photo-based method for teaching language skills has been developed due to advances in visual technology, the shift to student-centered learning, and the demand for 21st-century skills. Thus, this study aimed to examine the effectiveness of utilizing Photovoice on Iranian intermediate learners’ English language productive skills. The research followed a quantitative quasi-experimental design that included pretest and post-test equivalent treatment and control groups. Sixty intermediate female language learners were chosen from a private institute in Isfahan, Iran. First, they were selected conveniently and then they were homogenized based on their performance on the Preliminary English Test. They were divided into two experimental ( n = 30) and control ( n = 30) groups. The experimental group received Photovoice as a methodological innovation, incorporating reflective and collaborative activities, while the control group received routine language instruction involving traditional teaching practices such as lectures, textbook exercises, and grammar drills. One pretest and one post-test were administered to assess the learners’ speaking and writing skills. Then, between-subjects MANOVA and t-tests were employed to analyze the data. The results revealed that Photovoice significantly helped students improve their speaking and writing skills. The present study might have useful implications for curriculum designers, language learners, teachers, and other researchers who are considering the use of Photovoice in language classes.

The study of the symbiotic relationship between language and culture, along with the call for a rigorous theory and systematic investigative framework, has been a longstanding pursuit. In the past decade or so, Sharifian’s Cultural Linguistics (CL) has demonstrated its potential as a robust theoretical framework and a sharply honed investigative, analytical instrument with a multidisciplinary origin (including English as an International Language (EIL) to explore the interplay between language and culture. The present paper aimed at reviewing the applications of the CL approach and methodology in language-related studies. Arguing for the evolving role of culture in language education and research in the era of (post)digital revolution, this paper attempted to demonstrate the insights the theoretical and analytical frameworks of CL could bring to the realm of language teaching and learning. In so doing, as a starting point, the paper provides a concise overview of the principles and practices of the relatively novel interdisciplinary field of CL. First, the theoretical frameworks of the CL approach are described. This is followed by an explanation of the analytical frameworks of the CL methodology. Finally, some critical reflections on the CL’s approach and methodology are offered. This synopsis is then followed by a state-of-the-art account of the application of CL in language-related studies in the era of (post)digital revolution. The paper concludes with the future directions in such an interdisciplinary venture.