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The study investigated (a) pre-service teachers' strategy use in managing online classes of young learners in terms of six categories of time, interaction, assessment, behavior, instruction, and content; (b) the extent to which their practice matched their beliefs; and (c) their strengths and weaknesses in online classroom management. To collect the required data, the teaching practices of 26 pre-service teachers (f = 19, m = 7) who were MA students of TEFL (Teaching English as a foreign language) at Iran University of Science and Technology (IUST) were observed and then rated according to 40 strategies defined in a rating scale. The student teachers were also asked to rate their own online teaching, and then their scores were compared with those of the observers. They also answered three interview questions on their strategy use, strengths, and weaknesses in managing their class in the Adobe Connect. The results of this mixed methods research revealed that student teachers used time management strategies more than the other strategies in their practice and that the majority of whom overrated their strategy use. The results also indicated that their strengths in using the components of classroom management could be hierarchically ranked as time, interaction, content, instruction, behavior, and assessment. With regard to their weaknesses, assessment was found as the weakest component. This study can help teacher educators to offer pre-service teachers an appropriate instruction on their challenges of managing online classes of young learners.

Previous studies have focused mostly on the syntactic features of the linking particle (Ezafe) in simple noun phrases with little attention paid to its semantic representations and functions specifically within the context of deverbal noun phrases. The present study aims to analyze semantic functions of the linking particle as it appears between a deverbal noun and its various modifiers, and compare them with their corresponding elements in sentences in a Distributed Morphology framework (DM) in Hawrami. This study shows this ancient linker's trace in most Kurdish dialects exhibits agentive semantic functions in addition to expressing possession and modification. Furthermore, the subject of unaccusative verbs at the sentential level is realized as the patient/possessor or as the theme/possessor of their corresponding deverbal noun phrases. However, the subject of unergative verbs assumes the agentive/possessor role in their corresponding noun phrases. Moreover, the object of transitive and ditransitive verbs is represented as a patient or theme, and also as a possessed entity before the subject is realized as the possessor in the corresponding deverbal noun phrases. Results indicate that the representation of both sentences and their corresponding deverbal noun phrases within DM framework provides stronger support for a syntactic movement account of deverbal noun phrases, their semantic functions, and properties in Hawrami.

This mixed-methods study was an attempt to ascertain if experienced EFL teachers’ classroom management is related to their burnout and organizational commitment. It was also intended to unveil their perceptions and attitudes regarding the sources of their burnout and organizational commitment. For this purpose, 50 male and female experienced teachers were chosen from three English institutes in Tehran and were asked to fill up the three questionnaires: Maslach Burnout Inventory (MBI), Organizational Commitment Scale, and Attitudes and Beliefs on Classroom Control (ABCC) Inventory. They were further interviewed and observed in their actual classes. According to the obtained findings and results, the perceived classroom management of teachers did not significantly correlate with their actual management practice. Furthermore, there was a negative but statistically non-significant correlation between EFL teachers’ organizational commitment and classroom management. The correlation between teachers’ burnout and classroom management turned out to be positive but statistically non-significant as well. Considering the point that the correlations between the variables were non-significant, the predictability analyses were not conducted as the results would logically be non-significant too. Conducting the interviews, the majority of the teachers strongly believed that low commitment and burnout have nothing to do with their performance in classroom since there is something beyond the obligation to the organization, which is responsibility to learners, and no other external factors could interfere.

This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. The participants in the control group attended the traditional face-to-face writing course, without the use of any technology-based instruments. They underwent only two phases: in-class and after-class activities. Before the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. Flipped classroom integrated with MOOCs may provide valuable insights for EFL contexts, particularly by encouraging self-regulated learning and reducing teacher workload, which can support the development of academic writing skills.

Dictation is a method in which learners receive speaking input which can foster their writing skill, so this quasi - experimental study attempts to investigate the role of classroom dictation activity as a kind of dicto-gloss on improving accuracy and complexity of written performance between Iranian male and female EFL learners. For this aim, 40 male and female learners were chosen out of 59 students. Then, by administrating a Preliminary English Test (PET) 40 homogeneous participants were selected as final sample of this study. The first language of the learners was Azerbaijani Turkish and they were intermediate-level learners. Then, they were randomly divided into two intact groups, one consisting of 20 male students and the other one 20 female students. Before manipulating treatment, the participants took part in the pretest to check their accuracy and complexity of their written performance. After 10 sessions, they took part in the post-test. The data collected in this study were analyzed through independent samples t-test. Both groups in the post test had higher scores in accuracy and complexity than the pre-test. However, the findings revealed that female group significantly outperformed the male group on the post test, in terms of both their accuracy and complexity of written performance. In conclusion, it could be stated that classroom dictation activity as a kind of dictogloss can be effective method that can enhance Iranian EFL learners’ accuracy and complexity of writing. The results of the study would be significant for EFL/ESL teachers, English language institutes, and teachers.

Dans la traduction d'une œuvre, il ne suffit pas de s'appuyer uniquement sur la transmission d'éléments linguistiques et structuraux ; en revanche, c'est la culture qui est l'esprit de la langue. Jusqu'à présent, l'un des problèmes principaux abordés dans la traductologie a été de savoir comment transférer des éléments culturels. Dans chaque langue, il existe des éléments culturellement marqués (culturèmes) qui posent des problèmes lors de la traduction et ont rarement un équivalent dans une autre langue. Dans la partie théorique, la présente étude vise à étudier le concept d'unités porteuses d'informations culturelles (culturèmes), en présentant leurs catégories et les différentes stratégies de traduction du point de vue de nombreux traductologues. Par la suite, dans la partie d’analyse, nous avions besoin d'un corpus qui reflète la culture iranienne, y compris les croyances, les concepts, les coutumes, les comportements sociaux, l'architecture, les noms propres, etc. De là, nous avons choisi le roman Mon oncle Napoléon, le chef-d'œuvre de l'écrivain et traducteur iranien Iradj Pezechkzad et sa traduction en français par Sorour Kasmaï. Puis, afin de mener une analyse approfondie, nous avons présenté la classification des exemples en s’appuyant sur les techniques de traduction, nous sommes parvenus à deux stratégies mutuelles mais complémentaires, à savoir « la préservation de l’étrangéité du culturème » et « la priorité au sens et l’acclimatation ». Enfin, nous avons analysé la traduction des échantillons à l'aide de la théorie mentionnée afin de nous assurer de la réussite de la traductrice dans le transfert de ces cultures.

The study examines the effects of the Self-Determined Learning Model of Instruction (SDLMI) on intermediate English as a foreign language (EFL) learners’ L2 autonomous motivation, self-efficacy, and perceived locus of causality. Given the evolving paradigms of language teaching, SDLMI values ​​autonomy, competence and connectedness in teaching instruction and offers a distinctive approach. Drawing on contemporary motivational theories, the study examines how SDLMI impacts these key dimensions in intermediate EFL learners compared to a traditional instructional approach. Participants from four EFL classrooms completed SDLMI in the experimental group and conventional instruction in the control group. Instruments included the Preliminary English Test, motivational questionnaires, and SDLMI-based assessments. Data were analyzed using descriptive statistics and independent samples t-tests. Descriptive statistics for both groups (mean and SD) were calculated. Independent samples t-tests were conducted to compare the means between the experimental group and the control group and to examine possible significant differences in the effect of SDLMI on autonomous motivation, self-efficacy, and perceived locus of causality. The study contributes to instructional practices, advocating for autonomy-supportive strategies in fostering holistic language. 

A sustained, school-based approach that offers in-service EFL teachers opportunities for collaboration in creating an environment that promotes their capacity-building and instructional growth is necessary for their professional growth. This study aimed to contribute to the growing body of research on the effect of distributed leadership in teacher professional learning. Specifically, this study scrutinized the connection between distributed leadership and professional learning of teachers, focusing on the mediating role of teacher agency. A cross-sectional survey design was applied, collecting data from 458 teachers in Iran. Teacher Professional Learning Scale, Teacher Agency Scale, and Distributed Leadership Scale were completed by them. Structural equation modelling was run to analyze the relationship between variables. The findings revealed a minimal direct relationship between distributed leadership and the professional learning of teachers, with teacher agency acting as a major mediating factor. These results contribute to existing research by suggesting that distributed leadership may not have a substantial direct effect on teacher learning, but rather indirectly improves teacher agency.

Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development.

The present research studied the disciplinary use of cohesive devices across academic writing, comparing Native English Writers (NEW) with Arab Writers of English (AEW). It centers around the research articles in the fields of Medicine and Education. The researchers adopted corpus-based analysis, presented by Halliday and Hasan's framework, 1976, in the exploration of cohesive device types—grammar and lexical ones—while considering frequencies along with discourse contexts. The results indicated significant disciplinary differences in cohesive strategies use among the NEW, i.e. additive conjunctions, which appear in the educational writing and facilitate argument development and logical flow between ideas (e.g., and, further); the collocations in medical writing reflect the exactitude of the subject and clarity to be expected in any sort of scientific discourse, no less with causal conjunctions. AEW also exhibited discipline-specific patterns, but their cohesive strategies are colored by the Arabic rhetorical traditions. AEW in education relied heavily on repetition to achieve thematic unity, which sometimes results in redundancy by the norms of English academic writing. AEW in medicine make more use of additive and causal conjunctions to achieve logical relations, although overuse sometimes led to long, unwieldy sentences. These findings have significant pedagogical implications for EAP instruction. They call for training in cohesive strategies specific to disciplines, especially for learners from an Arab background, as this helps learners adjust their writing practices in ways that will meet expectations in the English academic conventions while managing cultural influences.

Given the importance of consecutive interpreting as a key mode of communication, various factors influencing its effectiveness must be examined to enhance overall performance. This study explored the relationship between working memory (working memory), interpreting delivery rate, and the number of pauses. To achieve this, two working memory tests and a consecutive interpreting task were administered to 30 MA translation students. The analysis revealed a significant positive correlation between one working memory measure (reading span) and interpreting delivery rate. However, no significant relationship was found between working memory and the number of silent or filled pauses in the interpreting output. Additionally, working memory was identified as a predictor of interpreting delivery rate. These findings suggest that while working memory may be associated with certain variables, such as delivery rate, it may not be linked to others, such as the number of pauses in consecutive interpreting.

Blended learning (BL) is being increasingly utilized in teaching and learning languages, therefore, carrying out this study in view of the lack of studies on BL within the Iranian EFL context is very significant. The study conducted at the English Department of Karaj Islamic Azad University provides valuable insights into how instructors and learners perceive the interplay between blended, online, and face-to-face (F2F) instructions. A mixed methods design has been applied to the study. 410 learners, studying English translation, and 46 university instructors responded to a Likert-type questionnaire and an open-ended one and 10 of them were interviewed. The findings revealed that, by incorporating both traditional classroom instruction and online learning tools, students can benefit from a more personalized and interactive learning experience. This approach can also help educators adapt their teaching methods to better meet the needs of diverse learners. In terms of educational policies, there may be a need for increased support and resources for implementing BL modules in language education. Additionally, language teaching programs may need to be revised to include more digital resources and tools to enhance language learning outcomes. Overall, the integration of BL in language classes can lead to more effective and engaging language education practices.

Mounting attention has recently been paid to authorial stance in academic writing due to its important role in the interpersonal aspect of writing, encompassing the ways in which authors establish connections, convey attitudes, and engage with an audience. This study was an attempt to explore how native and non-native authors of Applied Linguistics deploy linguistic features to project their authorial stance. To this end, a corpus of 100 research articles authored by native and non-native researchers was collected from journals in the field of ELT. Hyland's Interpersonal Model of Metadiscourse (2005) was employed to differentiate the features produced and figure out how authors navigate the complexities of expressing their meaning while considering the ELT community expectations, and SPSS was used to analyze the data. Based on the results, the proportion of interactive resources was found to surpass that of interactional resources in both native and non-native writings, with transitions being the leading feature, followed by evidentials; and regarding the interactional resources, boosters, and hedges were the most dominant features employed by native and non-native authors, respectively. Overall, no tendency was found towards textuality through which authors consider the target audience (engagement markers), signal their confidence through the portrayal of authors' feelings (attitude markers), and take credit for their findings (self-mentions) throughout the whole corpus, particularly non-native writings. It seems that writing courses offered in non-native contexts require improvements to meet the standards of academic writing. Therefore, the study has important implications for both non-native and novice researchers and course designers.

ChatGPT-assisted language instruction is gathering irresistible momentum in today’s fast-moving, AI-governed world of educational enterprises. The current scoping review article sought to analyze and synthesize the existing literature on the complementary use of ChatGPT in second/foreign language (L2/FL) education and pedagogy. Aligned with Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA‑ScR), the study adopted a systematic approach to evidential data search and analysis. A total of 28 peer-reviewed articles retrieved from well-established databases, such as Scopus and Web of Science (WoS), were reviewed to map the scope and consequences of the growing body of literature on using ChatGPT as an L2/FL learning/teaching tool. Centering around five predetermined variables, including setting, design, focus area, objective, and concluding remarks, the content or thematic analysis results helped to shape a clear picture of the literature under review. The literature-derived evidential data also referred to the fruits of ChatGPT-assisted instruction under three distinct headings: learning outcomes, pedagogical outcomes, and cognitive-affective impetus for language learning and teaching. The review results also revealed the repercussions of the instruction mainly concerned with ethical and technical concerns. Given the immature but fast-paced nature of the literature on the instructional model, this early attempt, though provided a brief sketch of the research scope and chief outcomes of the model, needs to be complemented with future systematic reviews to fully unlock the potential of language pedagogy well suited to the demands of today’s technology-governed education.