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Few studies have explored how English-as-a-foreign-language (EFL) preservice teachers can do collaborative reflective practice (CRP) to enhance their knowledge and skills, using artificial intelligence (AI) tools. The main purpose of this study, adopting a basic interpretive qualitative design, is to investigate how CRP can be implemented with ChatGPT to develop preservice EFL teachers professionally. After selecting the participants through a purposive sampling procedure and exploring the perspectives of eight preservice EFL teachers and two teacher educators through narratives, interviews, observations, and group discussions, the data were analyzed through thematic analysis. The results of data analysis showed that employing CRP implemented in ChatGPT has the potential to provide several benefits, including the ability to contemplate new experiences, connect theory and practice, acquire knowledge and expertise, become critical and autonomous, embrace challenges and opportunities, improve professionally, socially, and emotionally, regulate emotions and thoughts, and foster creativity. Furthermore, the use of ChatGPT in CRP can function as a virtual mentor and collaborator to engage with preservice teachers, find problems and resolve issues, and enhance professional growth. The findings of the present study may carry implications for teacher educators and policy makers to enhance social and reflective practices as they integrate AI into teacher education programs to enhance preservice teachers’ cognitive and social functioning.

Language learning is a multifaceted process influenced by a range of cognitive, emotional, and psychological factors. This study explores the relationships among spiritual intelligence (SI), foreign language enjoyment (FLE), and willingness to communicate (WTC) among Iranian high school learners of English as a Foreign Language (EFL). A quantitative approach was employed, utilizing structural equation modeling (SEM) to analyze data collected from 280 high school students in Kerman Province, Iran. The participants, selected through convenience sampling, included 78 males and 202 females, with ages ranging from 16 to 19 years. Data were gathered using three validated instruments, i.e., a WTC questionnaire, an SI scale, and an FLE scale. The findings reveal robust positive correlations among the three constructs, with both SI and FLE emerging as significant predictors of WTC. Additionally, a strong interdependence was observed between SI and FLE, highlighting their mutually reinforcing roles in shaping learners’ communicative tendencies. These results underscore the importance of integrating psychological and emotional dimensions into language education, offering valuable insights for educators seeking to enhance learners’ willingness to engage in communication.

Task-based instruction has gained significant attention in second language research, particularly in how task conditions impact learner performance. This study examined the differential effects of repetition and rehearsal, two distinct task-readiness conditions, on the immediate and delayed L2 performance of EFL learners with low Working Memory Capacity (WMC). A quasi-experimental design was employed to address the research questions. Four instruments were utilized: the Oxford Placement Test (OPT), a WMC test, a practice task, and a main task. Thirty-eight EFL learners were randomly allocated to two groups, each exposed to a distinct readiness condition—rehearsal or repetition. Participants were selected from an intermediate-level English course at a private language institute using convenience sampling and then randomly assigned to the two conditions. Both groups accomplished an oral task twice, with the rehearsal group being aware of the second performance in advance, while the repetition group had no such awareness. Task performances were evaluated based on Complexity, Accuracy, and Fluency (CAF). The results indicated that although both conditions positively influenced task outcomes, only the rehearsal group showed statistically significant improvements across all CAF dimensions in both immediate and delayed performances. These results contribute to the growing body of research on individual differences in task-based learning by demonstrating that rehearsal is a more effective readiness strategy than repetition for EFL learners with low WMC. This finding can inform instructional design and classroom practice in contexts where cognitive load is a concern.

In spite of the longitudinal attempts of the educational authorities, English has failed to have a proper position in the ELT educational system in Iran, resulting in the weak performance of Iranian EFL learners. As a result, this study was carried out to integrate sociocultural theory, multimodality theory, multiple intelligence theory, and social identity theory to develop a comprehensive conceptual model for understanding and overcoming ELT curriculum challenges. A transformative sequential mixed research design was adopted to explore the challenges, perceptions, and provision of the model. First of all, a total of 49 articles were selected from well-established journals to map the related challenges. The review and comparison processes were conducted based on Tricco et al.’s (2018) PRISMA_SCR model (thematic analysis). The extracted categories of challenges were explored in relation to the principles of the four mentioned theories, and nine categories were selected to align with the principles of the mentioned theories. Then, 403 participants from three categories of stakeholders (pre-service teachers, in-service teachers, and scholars) were chosen, and their perceptions were assessed through the administration of a researcher-developed Likert-scale questionnaire. Moreover, some interview questions were drawn up to guide the qualitative phase, and an observation checklist was developed to assist in monitoring ELT classroom practices (to confirm the extracted challenges and assure the validity of the questionnaire). The results, obtained through SPSS and SEM statistical platforms, revealed that all three groups of participants considered authenticity, lack of communicative skill, deficiency in teacher training programs, and malfunctioning assessment methods as the most important challenges. This study has highlighted the effect of the application of the principles of sociocultural and social identity theories in developing an optimal learning environment that is socially and culturally responsive. Moreover, the principles of multimodality theory have emphasized the positive effect of the application of different instructional resources in promoting engagement and development among EFL learners. On the other hand, the principles of multiple intelligence theory call for differentiated instruction and assessment to address various cognitive and emotional capacities of learners. By integrating sociocultural, social identity, multiple intelligence, and multimodality theories, this study has provided a holistic framework for reforming the most significant ELT curriculum challenges.

The integration of generative AI like ChatGPT into EFL pedagogy presents both opportunities for fostering higher-order thinking skills and risks to academic integrity. A research gap exists regarding the simultaneous impact of ChatGPT on the crucial triad of critical thinking, creativity, and self-reflection within the Indonesian EFL context. This study aimed to fill this gap by quantitatively measuring the effect of ChatGPT on these skills and qualitatively exploring students' perceptions of the learning process. The study used a mixed-methods sequential explanatory design. Participants were 100 undergraduate students, randomly assigned to either an experimental group (n=50) or a control group (n=50). Data were collected using three validated instruments: the Critical Thinking Scale, the Creative Thinking Scale, and the Reflective Thinking Scale. In addition, a semi-structured interview guide was used to obtain qualitative data. Quantitative data were analyzed using ANCOVA, and qualitative data using thematic analysis. The findings revealed that the ChatGPT group achieved statistically significant gains in critical, creative, and reflective thinking scores compared to the control group. Qualitative results revealed a duality in student perceptions; they valued the AI for fostering skills through idea generation and safe practice, but expressed concerns about risks such as cognitive offloading and skill atrophy.

In the second language (L2) assessment realm, cognitive diagnostic assessment (CDA) emerges as an exceptionally practicable methodology, enabling a meticulous analysis of linguistic competencies and furnishing granular insights into learners’ proficiencies and deficiencies, thereby charting precise remedial pathways. The primary objective of this research was to develop a cognitive model of attributes underlying an International English Language Testing System (IELTS) assessment descriptor, namely grammatical range and accuracy. The model sought to enable the development of a diagnostic instrument informed by CDA, which would investigate candidates’ grammatical strengths and weaknesses to improve their performance in the IELTS. Through a multi-stage process involving qualitative data collection, interpretation, and synthesis, a comprehensive scheme emerged, categorizing cognitive attributes into two main areas: (a) knowledge of grammatical forms, including pronouns, determiners/quantifiers, adjectives, adverbials, nouns/noun phrases, verbs/tenses, and prepositions, and (b) familiarity with structural nuances, including punctuation and structural sophistication. These nine micro-level attributes comprised several sub-components aligned with three proficiency classes: A1-A2, B1-B2, and C1-C2. The model laid the groundwork for developing a three-booklet multiple-choice test. Alongside conducting pilot testing and item analysis, the study employed a saturated psychometric model to validate the CDA-informed instrument. The results confirmed the instruments’ internal consistency, validity, satisfactory fit, and effectiveness in classifying examinees based on attribute-specific mastery levels. The findings underscored severe weaknesses in punctuation, structural complexity, and verb tense usage, pinpointing crucial areas demanding targeted instructional enhancement. The theoretical implications highlight a refined understanding of grammatical competencies, while pedagogically, the results advocate for targeted teaching strategies.

Although there has been ample research on English as a Foreign Language (EFL) teachers’ formative assessment practice (FAP) and their agency separately, scant attention has been paid to the possible influence of teachers’ level of agency on their FAP. Accordingly, this study investigated EFL teachers’ FAP in the light of teachers’ agency. The initial participants, selected based on convenience sampling, comprised 180 male and female Iranian EFL teachers within the age range of 22 to 45. Their teaching experience fell between a few months to 21 years. The initial 180 teachers were given a Teacher Agency Questionnaire (TAQ) to determine teachers with high and low levels of agency. To this aim, 30 teachers who scored the highest and 30 who scored the lowest on the TAQ were selected. The 60 teachers were asked to fill out the Teacher Formative Assessment Practice Scale (TFAPS). Moreover, 15 teachers from each group were asked to take part in semi-structured interviews to explore their perceptions regarding their FAP. The results of parametric independent samples t-test revealed that teachers in the high-agency group scored significantly higher than their counterparts in the low-agency group in terms of both teacher-directed (p = .00<.001, effect size = 3.32) and student-directed FAP (p = .00<.001, effect size = 3.44). The descriptive and qualitative comparison of the thematic analysis between teachers in the high agency and low agency groups demonstrated marked differences both in the total number of themes and theme mentions as well as the theme contents between the two groups. Based on the findings, teacher educators are encouraged to enhance EFL teachers’ level of agency to improve their FAP.

Although researchers have used practical procedures for developing professional teacher education, such as reflective practice and action research, the role of learning-oriented assessment (LOA) in building an active learner-centered pre-service teacher education has received scarce scholarly attention. Hence, the purpose of this study is to explore how collective and reflective LOA can enhance EFL pre-service teachers’ learner-centered teacher education. For this purpose, 15 Iranian EFL pre-service teachers were selected through a convenience sampling procedure from a teacher-training college in Iran. The study was built on a qualitative intrinsic case study, the data were collected from the participants through observations, self- and peer-assessment practices, portfolios, and semi-structured interviews, and the collected data were inductively analyzed. The results of the inductive thematic analysis indicated that pre-service teachers became active, cooperative, and flexible. Firstly, pre-service teachers concentrated on reflective self-assessment, collaborative peer-assessment, and portfolios. Secondly, pre-service teachers were more self-directed and autonomous by taking more actions, planning their development, making decisions, and learning. Thirdly, pre-service teachers accelerated their positive emotions, such as growth mindset, flexibility, curiosity, and criticality. The findings promise implications for implementing learning–oriented assessment to promote teachers’ agency and autonomy in their teaching careers.

As the aftermath of globalization and the increased demand for localized information, translation assumed a significant position in the world of news. Due to this close connection, in recent years, journalistic concepts such as gatekeeping and framing contributed towards much interdisciplinary research in the field of translation studies. Nevertheless, many other topics have remained untouched by translation scholars, one of which is the seminal concept of news value manifested in the linguistic and semiotic dimensions of news products. Exploring news values and their relation to translation offers potentials for a better grasp on the nature of translated news and the process of news translation in newsrooms worldwide. Consequently, the headlines of 120 translated news pieces related to two international conferences were analyzed using Bednarek and Caple’s (2017) discursive news value analysis framework. These news headlines were published on four renowned Iranian news websites from 2021 to 2023. The results revealed that these websites construct similar patterns of news values and establish eliteness, negativity, and superlativeness more than other news values in their translated headlines. This was an indication of the lack of originality among news websites in reporting international events and also their orientation toward following a predetermined ideological positioning. As a whole, the present research is a true interdisciplinary one attempting to learn about the construction of news values in the context of Iran and translation discourse and unveil news agencies’ motivation in linguistically constructing and establishing these values.

This study investigates the effects of task complexity and task repetition on the reading comprehension of Iranian EFL learners. The primary aim was to determine whether varying levels of task complexity and the repetition of these tasks could lead to significant enhancements in learners' reading comprehension abilities. A pretest-posttest design was utilized to assess the participants' performance before and after the intervention. Statistical analyses, including the One-Sample Kolmogorov-Smirnov Test and paired samples t-tests, were conducted to assess data normality and evaluate the significance of observed differences. The findings indicated that both task complexity and task repetition had a substantial positive impact on the reading comprehension scores of Iranian EFL learners. Task complexity promoted deeper cognitive engagement, while task repetition facilitated retention and mastery of reading skills. These results suggest that incorporating strategically designed complex tasks and repeating them can enhance reading comprehension in EFL contexts. The study concludes that task complexity and repetition are effective strategies for improving reading comprehension among Iranian EFL learners. The enhancement in comprehension can be attributed to the cognitive challenges posed by complex tasks and the reinforcement provided through task repetition. Educators are encouraged to integrate tasks with varying levels of complexity and to implement repetitive practice within their instructional strategies. This approach not only aids in comprehension but also fosters a more engaging learning environment. Future research should explore the optimal levels of task complexity and repetition to maximize learning outcomes and examine their applicability in diverse educational contexts.

While gamification has been extensively examined as an innovative teaching strategy, its potential to strengthen reading comprehension, critical thinking, and self-directed learning (SDL) in Islamic higher education has not been fully explored. Much of the existing research focuses primarily on its motivational impact, with less attention given to how gamified learning management system (LMS) environments can simultaneously support cognitive and metacognitive development. To address this gap, the present study evaluated the effectiveness of an LMS-based gamified reading comprehension course on undergraduate students’ learning outcomes at STAI Diponegoro Tulungagung, Indonesia. A quasi-experimental design was applied, involving 70 students who were randomly assigned to an experimental group (n = 35) and a control group (n = 35). Data were collected through pretest and posttest on reading comprehension and critical thinking, a structured SDL questionnaire based on Garrison’s (1997) framework (self-management, self-motivation, and self-monitoring), and follow-up interviews with six purposively selected students from the experimental group. Results indicated that students exposed to the gamified LMS course showed significantly higher gains in comprehension, critical thinking, and SDL than those in the control group. Qualitative findings further suggested that gamification fostered continuous engagement and sustained motivation, though certain challenges, including technological constraints and external distractions. Overall, the study underscores the promise of integrating gamification into LMS-based reading courses to support cognitive, affective, and metacognitive advancement in Islamic higher education.

The present paper reports a study conducted among Iranian English as a foreign language (EFL) learners, addressing the critical issue of imagined identity/community within a globalized world. The concepts of “imagined identities” and “imagined communities” (ICs) refer to the internalized self-conceptions learners develop regarding who they aspire to be and the broader social groups they envision themselves as part of in the context of language learning, respectively . Drawing on Norton’s (2000, 2001) framework of ICs, this study focused on the diverse imaginations that Iranian EFL learners possess while learning English. The study involved five participants, aged between 13 and 36, and employed a qualitative approach utilizing semi-structured interviews for data collection. Through these interviews, rich narratives illustrating the learners’ unique perspectives emerged. The findings revealed that while the imagined identities/communities differed among participants, a common thread was their significant influence on guiding learners through the language learning process. Moreover, the research indicated that a lack of awareness regarding learners’ desired membership in their ICs could detrimentally impact their engagement and commitment to language learning, often resulting in various forms of non-participation in the classroom. Pedagogical implications of the study for EFL teaching practices, emphasizing the importance of creating classroom environments that validate and support learners' ICs and foster their imagined identities/communities as essential components of effective language instruction, are discussed. The study also offers recommendations for future research endeavors to further explore the dynamic interplay between imagined identities/communities and language learning outcomes.

Despite communication challenges, research suggests that children with Autism Spectrum Disorder (ASD) can benefit from foreign language education. This aligns with their strengths in visual learning and the documented effect of Applied Behavior Analysis (ABA) in teaching language to children with ASD. Building on these strengths, this qualitative case study investigated the effectiveness of combining Applied Behavior Analysis (ABA) and Picture Exchange Communication System (PECS) strategies for teaching English language skills to an 8-year-old boy with high-functioning Autism Spectrum Disorder (ASD) at Sara Autism Center. The study employed detailed observations to explore the participant's experience learning English as a foreign language. The findings revealed a significant increase in vocabulary (30 words within three months) and highlighted the effect of ABA and PECS in facilitating language acquisition and generalization. The use of the Let Me Talk app on an iPad to support communication and parental involvement were identified as crucial factors for success. This case study emphasizes the importance of multimodal learning approaches. It also highlights the need to tailor interventions to individual needs for effective language development in autistic children. The findings offer valuable insights for educators, policymakers, and parents invested in improving educational outcomes for children with ASD.

The present study aims to explore Vietnamese English for Specific Purposes (ESP) teachers’ assessment strategies to support students’ preparation for industry demands in the hospitality sector. Using a qualitative design, it employed a two-staged data collection process comprising a narrative frame and semi-structured interviews with five experienced ESP teachers from a university in Vietnam. The data were analyzed drawing on an inductive approach to content analysis. The findings showed the teachers’ support for devising authentic assessment strategies based on available teaching materials and ESP resources to respond to industry requirements. They emphasized the need for more stringent collaboration between educational institutions and industry stakeholders to develop more relevant assessment strategies, and investment in dedicated learning resources to better prepare students for workplace communication. Additionally, the teachers advocated for specialized assessments that addressed the limitations of traditional language proficiency tests and aligned more closely with the linguistic and communicative demands of the hospitality industry. This study provides actionable recommendations for ESP teachers, program developers and course coordinators to design and deploy authentic assessment strategies that simulate real-life professional scenarios, consequently enhancing students’ employability.