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This comparative study deals with the archetypal journey of self-realization as represented in Paulo Coelho's The Alchemist and Elif Shafak's The Forty Rules of Love. Both novels feature protagonists who starts a spiritual journey to realize their true selves and fulfill their fates. The study also discovers how the writers use different literary techniques to transmit the archetypal journey of self-realization. For example, Coelho deploys the theme of the personal legend which stands for a person's unique ideal which serves as a guiding force for Santiago throughout his journey. On the other hand, Shafak benefits from the Sufi concept of the dervish, which represents a person going after spiritual enlightenment through separation from material possessions. Indeed, it focuses on the protagonists' self-realization journeys to discover the archetypal motifs, symbols, and narrative structures. These selected novels share thematic points embedded in mysticism, spirituality, and personal growth. From these perspectives, the purpose of this article is to provide a general understanding of how these contemporary works contribute to the wider discourse on self-discovery within the context of the protagonists’ archetypal journey.

This study aims to provide a comprehensive synthesis of the research landscape on Teacher Well-Being by integrating bibliometric and qualitative content analyses. Drawing on 1,256 peer-reviewed articles indexed in the Web of Science database between 1995 and 2025, the study first employs bibliometric techniques using R and VOSviewer to map trends, collaborations, and thematic tracks. Subsequently, a content analysis was conducted on a selected subset of 107 high-impact articles to categorize research purposes and contextual characteristics. Findings reveal strong thematic topics around resilience, burnout, job satisfaction, emotion regulation, positive psychology, equity, self-efficacy, reflective practice, and self-reflection. Both analyses highlight critical gaps in theoretical integration, methodological rigor, and international collaboration. While the United States, Australia, and the United Kingdom dominate in output and citations, emerging hubs such as China exhibit increasing engagement but limited global connectivity. The study underscores the need for longitudinal designs, culturally responsive research, and comparative international studies to advance the field. This research helps create a clearer, more inclusive and policy-relevant understanding of teacher well-being by emphasizing its systemic and relational aspects.

Transfer of learning from English course to other contexts is one of the most fundamental objectives of English for Special Academic Purposes (ESAP) instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduate students who participated in an ESAP course assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. Sixty engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The variation in participants’ writing skills throughout the semester was recorded and analyzed. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). The participants’ evaluations of the treatment they had received was assessed through a focus group interview. Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis of the LTSI demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.

Partant d’un diagnostic des difficultés linguistiques des élèves, une démarche didactique de la réécriture accompagnée a été adoptée et développée dans une séquence didactique centrée sur le type argumentatif. L’analyse qualitative des données montre que les élèves du groupe d’intervention ont nettement progressé par rapport au groupe contrôle. Les écrits de ces derniers font apparaître un net progrès dans l’écriture d’un texte et ses procédures. Une analyse quantitative et statistique, réalisée à l’aide du logiciel SPSS, vient par la suite confirmer les résultats de l’analyse qualitative. Les résultats soulignent l’importance de l’enseignement des procédures rédactionnelles et de la distanciation par rapport à l’écrit. Ces éléments, et d’autres, nous ont offert des pistes didactiques intéressantes qui peuvent constituer des hypothèses de recherche pour des études ultérieures.

The increasing ubiquity and impact of audiovisual content has turned it into one of the primary objects of study in a number of disciplines in humanities, including Translation Studies. In the recent decade, audiovisual translation (AVT) has been a thriving research focus in many parts of the world. This article aims at mapping AVT in the context of Iran by reviewing the published Persian AVT research worldwide. The article is organized into two parts: the first part provides an overview of the main research articles, delineating the main research trends in AVT research in Iran. The second part presents and discusses research gaps and areas that merit further scholarly attention by academia. The article concludes that research on the topic in Iran is still in a fairly early stage, with the studies focusing mainly on the dubbing and subtitling of audiovisual products. Particularly, accessibility research in the context of (non-)interactive audiovisual products is yet to attract focused attention. Certain areas are highlighted and recommended for future research

his study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TEQ in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.

As a trigger to communication, motivation still includes undiscovered aspects which require further investigation. Hence, considering the newly proposed dual continuum model of motivation, this study investigated the relationships among willingness to communicate (WTC), active/passive motivation, and foreign language achievement (FLA) among 216 high school English as a foreign language (EFL) learners. The modified version of the active/passive motivation scale (APMS) was revalidated using confirmatory factor analysis (CFA). Structural equation modeling (SEM) revealed significant relationships among active/passive motivation, L2WTC, and FLA. Additionally, six models were proposed for the prediction of learners’ L2WTC and FLA. The findings indicated that socio-cultural and sensory-perceptual active motivation as well as cognitive and sensory-perceptual passive motivation significantly predict learners’ L2WTC, while only cognitive active motivation predicts FLA. Furthermore, passive motivation predicts FLA in all sub-constructs. Finally, active motivation is a negative predictor of FLA if mediated by L2WTC. Overall, the study highlights the importance of passive as well as active motivation in promoting WTC and improving FLA among EFL learners.

riting assessment literacy (WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables, impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data were collected through semi-structured interviews with ten in-service L2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments, but they stated that they mostly used summative assessments in writing classes. Macro-level contextual factors turned out to mostly impact teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and the provision of more efficient assessment training for language teachers in teacher education programs.

Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research, therefore, examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as a pretest. Next, the experimental group experienced concept-mapping instruction, whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as a posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment supports the statistical results. The findings offer several instructional implications.

English Medium Instruction (EMI) is increasingly adopted in higher education worldwide, yet its application in music education within non-English-speaking contexts remains underexplored. The application of EMI plays a crucial role in improving learners' English skills and subject matter, which can also affect learners' achievement. The most important predictor of learners' performance and success is self-efficacy, which is also a relevant concept in the area of music performance. This Review investigates the role of self-efficacy in shaping music students' academic achievement in EMI settings, where language and performance intersect. The study aims to identify how learners' self-efficacy in their musical and linguistic abilities influences their success and motivation. It contributes to EMI literature by highlighting self-efficacy as a mediating factor between language proficiency and academic performance in music education. The findings offer practical implications for curriculum design, instructional strategies, and learner support. Specifically, the study emphasizes the need to integrate self-efficacy-building practices—such as performance feedback, peer collaboration, and goal-setting—into EMI-based music instruction to enhance both linguistic and artistic development.

Although reflective teaching and well-being have been promoted as a means to promote teaching quality, there is little empirical evidence to illustrate their impact on enhancing professional development. To fill this existing gap, this study adopts a mixed-methods approach to examine the contribution of reflection and psychological well-being as predictors of professional development. In so doing, 350 English language teachers participated in a survey and follow-up interviews. The correlational analysis confirmed the positive relationship among these three constructs, and a structural equation modelling indicated that both reflection and well-being significantly predicted professional development; however, well-being was a stronger predictor compared to reflection. The qualitative analysis of data revealed four main themes contributing to professional development among teachers. The pedagogical implications are also elaborated and discussed.

Cet article examine le rôle de l’intelligence artificielle (IA) dans l’amélioration de la compétence orale chez les apprenants de français langue étrangère (FLE) en Iran. Il s’interroge sur la manière dont l’IA peut contribuer, de manière efficace et contextualisée, au développement de cette compétence dans un environnement culturellement spécifique. L’étude repose sur une enquête menée auprès de 20 apprenants de FLE en Iran. La collecte de données s’est effectuée à travers un questionnaire ciblant leurs compétences orales, leur expérience d’usage de l’IA et leur perception de l’adéquation culturelle des contenus générés. L’analyse des données mobilise une approche mixte (quantitative via SPSS et qualitative) et un cadre théorique pluridisciplinaire. Ce cadre s’appuie sur la théorie de la compétence communicative de Dell Hymes, la théorie de l’adaptation culturelle de Kim et Hall, les approches discursives-pragmatiques de John Searle et surtout sur la théorie du carré tensif de Fontanille. Les résultats indiquent que l’IA permet d’améliorer la prononciation et la fluidité, encourage l’usage des expressions idiomatiques françaises et développe la souplesse linguistique. Par la création d’environnements vérisimilitudinaires (contextes d’interaction réalistes et culturellement cohérents) et des retours personnalisés en temps réel, l’IA favorise un apprentissage actif et individualisé. Toutefois, certaines limites subsistent : la difficulté à reproduire les dimensions émotionnelles, gestuelles et implicites des interactions humaines, ainsi qu’à intégrer la diversité dialectale régionale.

ranslated literature almost always involves a degree of manipulation of the source text for a certain purpose. Such manipulations are imposed by the ‘patrons’ who try to regulate the relationship between the literary system and the other systems a society is composed of. Working on this fundamental broadly-acknowledged assumption about translation, the present study aimed at identifying the concepts that are often manipulated in translated literature published in contemporary Iran. It also attempted to spot the manipulative strategies imposed on translations and the counter-manipulative strategies adopted by translators to sidestep those manipulations. Drawing on the findings of the so-called ‘Manipulation School’ and Dukāte’s typology of manipulation strategies, it conducted a comparative analysis of the source texts and translated versions of four American novels recently published in Iran. The codification of the data revealed the frowned upon taboo concepts to be descriptions of, or references to, sexual activity, physical contact between the sexes, human body, extramarital relationships, swear words, prostitution, nudity, homoeroticism, alcoholic drinks, and dancing. The most frequent manipulation strategies were 1) deletion of the taboo concepts, 2) substitution of the concepts with totally different concepts, and 3) attenuation of the forbidden words, that is to say, expressing them in a more polite, softer language. Although the manipulation mechanism is most effectively in place, the translators seemed to have occasionally applied creative strategies to evade the imposed manipulations. Such counter-manipulative strategies were classified as legitimization, archaism, use of less familiar words, degenderalization, denunciation, and borrowing in this study.

Lexical bundles, starting with the anticipatory it, mostly serve as stance expressions (e.g., it is necessary to ). While most research centers on anticipatory, it-bundles in one single discipline, not much has been done across different disciplinary areas. Therefore, based on an adaptation of the functional taxonomy proposed by Hewings and Hewings (2002), this research attempted to detect it-bundles using a corpus of 400 research papers in L1-English and L1-Persian in applied linguistics (AL) and information technology (IT) to probe the possible significant resemblances and disparities. According to the results, IT writers employed fewer bundles than their AL counterparts, and their overuse was more impressive than that of their L1-English peers in AL. However, AL and IT writers showed similarity in their use of functional categories; AL writers also made heavier use of two functional categories: emphatic and epistemic. As for practice, writing instructors can exploit the findings of this study to facilitate academic writing instruction. They can also help students to achieve a better comprehension of anticipatory it-bundles .

The Elicited Imitation Test (EIT) is widely recognized for its reliability in research settings as a proficiency assessment tool. However, there exists a need to examine its predictive validity in English as a Foreign Language (EFL) classrooms. This study investigates the extent to which the EIT, alongside the Oxford Placement Test (OPT), can predict students' academic achievements in an English for Academic Purposes course, including overall grade point average and scores in listening, speaking, grammar, and vocabulary. The study also examines the relationship between students' perceptions of their listening and speaking skills and their EIT performance. The study involves 41 participants, with data analysis conducted using both regression and correlation methods. Results show that the EIT significantly predicts students' grade point average and language skills. Students' self-perceived speaking and listening abilities reasonably align with their actual performance on the EIT, and it seems that factors related to comprehension weigh heavily in their considerations. These findings have significant implications for EFL research and pedagogy.

Writing assessments in the EFL context today have put a great concern on language acquisition and proficiency testing. However, diverse techniques and practices require a comprehensive synthesis to better understand trends, gaps, and best practices. This study reviews and synthesizes prior research on writing assessments in EFL contexts. It examines the dominant assessment approaches, their effectiveness, and their impact on EFL learners' writing skills holistically. The study employs a meta-synthesis approach. Fifty journal articles indexed by Scopus, ERIC, Crossref, Google Scholar, DOAJ, Copernicus, and other indexing databases between 2018 and 2024 were selected as the data to review in this study. The data selection was conducted to ensure the relevance and quality of the literature reviewed. The results include a variety of assessment practices such as teacher feedback, self-assessment, peer-assessment, blended or collaborative assessment, automated writing evaluation (AWE), and artificial intelligence in EFL writing settings. The study also concludes that, despite the diversity and complexity of writing assessments in EFL contexts, there is a strong need for more standardized and contextually valid assessment practices. Effective assessments align with instructional goals and offer meaningful feedback that supports student learning. The study recommends developing comprehensive assessment frameworks tailored to specific EFL contexts, providing more training for educators in assessment literacy, and conducting further research into the long-term impact of various assessment practices on the writing development of EFL learners.