کریم شعبانی

Although several studies have examined the effectiveness of Artificial Intelligence (AI) tools in enhancing L2 speaking , it remains unclear whether learners with low and high levels of anxiety benefit similarly from AI-based instruction. The present study examined the extent to which learners with varying levels of anxiety, specifically high and low, benefit from an AI-based speaking assistant, Character AI. This r esearch involved 30 intermediate EFL learners from a language institute, who were identified and labeled as high -anxiety (HA) and low-anxiety (LA) groups based on their anxiety scores. Following a sequential explanatory mixed-methods design, the initial phase involved administering the Oxford Placement Test (OPT) to determine participants' language proficiency, followed by a pre-test that served as a benchmark of their speaking proficiency before exposure to the Character AI app. Over the course of the study, participants engaged with Character AI for speaking practice and feedback. The results showed that Character AI-based support was beneficial for promoting FL speaking by fostering enhanced interaction and oral communication. It was also observed that learners with lower initial anxiety levels demonstrated greater improvements in speaking, implying that anxiety may moderate the benefits of AI-driven educational technologies. The qualitative findings underscore the potential of AI technologies as robust tools in L2 speaking, facilitating personalized, interactive, and learner-centric learning experiences. The present outcomes provide substantial insights into the interactions between psychological factors, technological integration, and language acquisition within the English as a Foreign Language (EFL) framework.

Academic writing has emerged as a central area of inquiry among researchers specializing in English as a Foreign Language (EFL) writing. Utilizing a mixed-methods research design, the current study aimed to explore the mediatory role of digital literacy in the writing improvement of EAP learners in a ChatGPT-supported writing course. Following the administration of the Oxford Placement Test (OPT) and digital literacy questionnaire, a cohort of 100 upper-intermediate learners from a non-profit university in Mazandaran, Iran was randomly selected. The participants were then split into two experimental groups (high vs. low digital literacy) and two control groups (high vs. low digital literacy), with each group consisting of 25 participants. The experimental groups received writing instruction that incorporated ChatGPT, while the control groups were taught implementing traditional pedagogical methods devoid of ChatGPT. Data were gathered through pre- and post-writing assessments along with semi-structured interviews. Results from the pre- and post-tests indicated that the experimental groups with either high or low digital literacy exhibited significantly superior academic writing outcomes compared to the control groups. However, no notable disparity was evidenced between the two experimental groups. Analysis of the interviews revealed that ChatGPT contributed greatly to their writing accuracy and fluency, while creating several challenges namely the generation of inappropriate responses and limited access. On implication side, suggestions are offered for prospective EAP students, teachers, teacher educators, and syllabus designers along with a sketch of possible avenues for further exploration.

While a growing body of research testifies to the benefits of asynchronous computer-mediated communication (ACMC) for foreign language learning, its contributions within the field of interlanguage pragmatics (ILP) have remained underexplored. To address this gap, the present study aimed to unveil the impact of mobile-assisted (text vs. voice messaging) ACMC on Iranian English as a foreign language (EFL) learners' pragmatic learning of apologies and requests. Utilizing a mixed method, pretest-posttest design, data from sixty intermediate Iranian EFL learners studying English at Shokouh Language Institute in Babolsar, Mazandaran were obtained based on the results of an Oxford Placement Test (OPT). The participants were assigned into two experimental groups (text-messaging, N = 20; voice-messaging, N = 20) and one control group (N = 20). A Written Discourse Completion Test (WDCT) and semi-structured interviews were used for data collection. The pretest and posttest analysis revealed the experimental groups’ significant gains through both text and voice messaging, with only a negligible difference between their effectiveness. The qualitative findings led to the detection of three significant themes a posteriori, namely flexibility and convenience, lower pressure, and promotion of collaborative learning and emotional engagement. The findings suggest that by incorporating multiple modes of interaction, mobile-assisted ACMC grants learners a variety of technological affordances to enrich their pragmatic learning.

Intralingual translation is mainly motivated by the intention to modify the text to facilitate the listener's understanding. The present study attempts to examine the differences between VOA Special English and Regular English due to intralingual translation at the levels of phonology, lexicon, and syntax. To this end, 36 samples of passages of varying lengths dealing with academic discourse from non-modified (Regular English) and VOA’s modified (Special English) corpora were randomly selected and analyzed. The comparative analysis showed a significant difference between the modified and non-modified corpora in speech rate, syntax, and lexicon. Further investigation revealed that Special English was characterized by slower readings, increased pauses and tone units, more frequent and limited words, no idioms, repetitive and unmarked nominal clauses, and impersonal subjects in active voice structures. The findings of the study have implications for English teachers and material developers.

The current study, setting a two-fold goal, attempted to see whether the preemptive focus on form (FonF) under either planned or unplanned conditions could contribute to increasing lexical diversity in written narratives and, second, to find whether there was a trade-off between the lexical diversity and accuracy. To this end, 32 beginner learners were selected following a Quick Oxford Placement Test and assigned into two groups to receive preemptive FonF under no-planning and pre-task planning conditions. The analysis of the results through a set ofrepeated measure ANOVAs and independent-samples t-tests revealed that the first group with unplanned condition outperformed the one with pre-task planning in lexical diversity. The results also revealed the trade-off between the lexical diversity and accuracy. That is, both lexical diversity and accuracy were significantly taken care of under unplanned preemptive condition whereas pre-task planning hindered attendingto lexical diversity and, thus, both aspects simultaneously. It was concluded that providing learners with appropriate conditions through form-focused instruction can set the ground for activating their linguistic knowledge and letting them attend to different linguistic aspects during writing.