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In recent years social networking sites have affected almost all aspects of our lives. The Instagram social network has become popular among people, and there are lots of pages on this social media, which are explicitly presenting English materials to their followers. This non-experimental descriptive study aimed to determine the strength, weaknesses, opportunities, and threats of English teaching pages on Instagram . Twelve English teaching pages were observed due to their high number of followers to discover the strengths, weaknesses, opportunities, and threats. To provide more fruitful points for the SWOT analysis, ten active Instagram users were interviewed. They were asked to fill out a SWOT analysis written interview about Instagram English teaching pages. The interpretative approach and frequency and percentage were used to analyze the data, owing to the nature of the gathered data in this research. Employing the results of this study, admins of English teaching pages can take a forward step to make their pages more beneficial and more effective in the process of English teaching. The findings can also help those scholars or teachers who want to use Instagram to present their services. Being aware of the effectiveness of English teaching pages helps language learners be more cautious about selecting them as a source of learning English.

Implicatures are the implied meanings that people communicate to their listeners. They may differ from one culture to another, making translations more challenging. The purpose of this study was to examine how implicatures were treated in the English translations of Persian texts and the extent of pragmatic equivalence. To this end, implicatures in four Persian children's stories written by Hooshang Morādi Kermāni were identified and compared to their English translations, translated by Caroline Croskery. The Gricean Cooperation Principle served as the theoretical framework of the study, and four maxims of quality, quantity, relation, and manner were used to analyze implicatures. Chesterman’s strategies of pragmatic equivalence were also used to determine the strategies used in translation. According to the results, the translator was largely successful in achieving pragmatic equivalence. Additionally, literal translation, explicitness, equivalence strategy, and illocutionary change were found to be used more commonly than the other pragmatic strategies. The findings of this study could have benefits for translators to deal with pragmatic issues and for syllabus designers to create more practical content.

This research reports on how EFL teachers feel about their education based on knowing, analyzing, recognizing, doing, and seeing (KARDS) modular model. The researcher employed convenient sampling to choose 15 teachers. Due to the closure of schools in the pandemic era and the online nature of courses, English teachers are only available online or in meetings at the university. A KARDS questionnaire was used to record the teachers’ views. The questionnaire was researcher-made and it was either handed in the meetings or sent via e-mail or other routes. The data gathered showed that though the English teachers had the knowledge necessary about their jobs, most of them lacked the necessary insight required in terms of the 5 modules of education in L2 teaching. The data seem to imply that ELT education programs in Iran are mostly oriented towards teacher training, rather than teacher education.

This study aimed at proposing a framework based on Integrative Systemic Therapy (IST) for addressing foreign language listening anxiety (FLLA) among Iranian learners of English as a Foreign Language (EFL). The effectiveness of the framework in reducing the levels of FLLA among language learners was investigated when implemented by a therapist as well as by learners independently. To this end, 30 intermediate EFL learners with high level of listening anxiety were selected as participants through convenience sampling. They were then randomly assigned into control group (n=10), therapist group (n=10), and self-therapy group (n=10). The therapist group met with an experienced therapist once a week for a month and self-therapy group was just instructed on how to use the framework independently during the same period. The control group received no treatment. The scale developed by Kim (2000) for measuring FLLA and an IELTS listening test were used to explore the effectiveness of the framework. The results of the study revealed that the proposed framework was effective in reducing the levels of FLLA both when implemented by the therapist and by EFL learners independently. The findings reflected the importance of personalization when selecting foreign language anxiety-reducing strategies to enhance the effectiveness of the foreign language anxiety management

Corrective feedback (CF) as a multifaceted practice needs to be explored from different perspectives. Achieving relative consensus among language teachers and experts in a particular context on the most effective CF strategy for monolingual and bilingual language learners appears to be understudied. As such, a fuzzy TOPSIS (Technique for Order of Preference by Similarity to Ideal Solution) model was applied to accommodate varied and conflicting opinions in ranking the effect of three corrective feedback strategies including mid-focused oral metalinguistic CF, written metalinguistic CF, and oral/written metalinguistic CF. To this end, 79 monolingual Persians and 79 bilingual Turkmens aged between 13 and 18 from two language institutes in Golestan Province of Iran participated in the study comprising three experimental and one control group each. The experimental groups were provided with CF strategies on their most recurrent grammatical errors detected through pretests while the control groups received none. The results of the fuzzy TOPSIS approach ranked oral/written metalinguistic CF and oral metalinguistic CF as the best strategies for monolingual Persians and bilingual Turkmens respectively. The fuzzy TOPSIS approach provided experts with the opportunity to include their opinions on the weight of criteria and the impact of CF strategies towards enhancing the experts’ agreement on the issue. It was shown that a single CF strategy might not be appropriate for all EFL learners in different contexts. The approach also provided a framework for soliciting wider participation of the experts when conditions favor the application of multi-criteria decision-making methods, or speedier assessments are required.

This inquiry investigates the impact of Computer Concept-Mapping on Iranian EFL learners’ writing complexity and accuracy. To this end, a total of 30 intermediate EFL learners aged 14 to 16 years were non-randomly selected, homogenized in terms of general proficiency, and classified into two treatment and control groups. Also, a pretest and a posttest on the participants’ writing performance were administered at the beginning and the end of the study.. Further, the ESL Composition Profile developed by Jacobs et al. (1981) was used as a criterion for evaluating the participants’ writing accuracy and complexity. The treatment group received computer-based concept mapping instruction, while the control group was instructed through conventional writing techniques. Then, the data obtained from the two groups’ pre- and posttests were comparatively analyzed through appropriate statistical tools. Parametric paired-samples and independent-samples t-tests as well as Pearson Correlation were also used to assess the inter-rater reliability indices of the participants’ writing tests. The results of data analysis indicated that computer concept-mapping instruction entails significantly better writing performance. This finding has implications for teachers and EFL programmers to use the latest methods and tools of instruction

Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers also do not have the necessary skills in this area. To address this gap, the current multiple case study investigated four novice EFL teachers' decision-making and their underlying pedagogical reasoning in implementing instruction. The result of the constant comparative and categorical content analysis on the ten-session classroom observations and the transcribed stimulated recall interviews indicated common themes, including teachers' overusing of learners' L1, excessively using the deductive approach to teaching, failing to incorporate technology but using available resources in class during instruction, using whole-class or individual instructional techniques, and rarely emphasizing on learners' knowledge of the world. The targeted teachers made such decisions to perform their predetermined responsibilities, transfer the correct information, motivate learners, manage time, and help learners toward their language achievement. This study has implications for teachers to reflect on their instructional decisions and pedagogical reasoning, and for managers to provide them with opportunities for reflection.

The present study aimed to investigate the relationship between attitudes towards cheating, academic self-confidence, and general language ability among Iranian EFL learners. One hundred and thirty-nine university EFL students participated in this study. Findings showed that attitudes towards cheating negatively correlate with academic self-confidence and ability as measured by students’ GPA. The relationship between age, gender, level of education, and attitudes towards cheating was examined too. Analyses showed that there is a negative correlation between age and attitudes towards cheating. However, no relationship was found between gender and level of education, and attitudes towards cheating. Furthermore, psychometric qualities of the Attitudes towards Cheating Questionnaire were examined. Analyses revealed that some items had low and negative item discrimination indices. When malfunctioning items were deleted the reliability of the scale improved. Implications of the study on correlates of cheating among Iranian EFL learners and the validity of the Attitudes towards Cheating Questionnaire are discussed.

Through a descriptive Ex Post Facto research design, the relationship between teacher reflection and classroom management, the predictive power of teacher reflection components regarding classroom management, and classroom management strategies used by high and low reflective teachers were examined. To this end, 113 EFL teachers completed the Attitudes and Beliefs on Classroom Control (ABCC) Inventory (Martin et al., 1998b) and teacher reflection inventory (Akbari et al., 2010). The results of the Pearson product-moment correlation coefficient showed that there was a significant positive relationship between teachers’ reflection and their sense of classroom management. Moreover, a multiple regression was run whose findings revealed that practical and critical components of reflection are the best predictors of teachers’ sense of classroom management. Twenty teachers were also interviewed and the thematic analysis of the interview showed that high reflective teachers used different kinds of management strategies, for their students’ social, emotional, and behavioral difficulties using proper pedagogical planning and techniques of teachers’ teaching style, expertise, and experience in better assessment of the students in the classroom.