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The present research aimed to determine the possible effect of multimedia use in English classes on the development of EFL learners’ self-concept. For this purpose, 80 EFL students were selected through covariance sampling from among all the male high school English students in Ahvaz and were equally divided into an experimental group (n=40) and a control group (n= 40). To collect the needed data for the aims of the study, Chen & Thompson (2004) self-concept questionnaire was employed. Then, based on the quasi-experimental, pre-test, and post-test methods of the study, the elicited data were analyzed using descriptive statistics and covariance analysis. The obtained results showed that using multimedia in instruction has a significant impact on EFL learners’ self-concept. These findings have some implications for teaching English as a foreign language. First, the use of up-to-date multimedia technology needs to be encouraged more than before in schools, language institutes, and universities. Second, teachers’ interest, readiness, and expertise to use multimedia facilities need to be evaluated before appointing them as English language instructors. Finally, suitable grounds for the implementation of multimedia technology should be provided in educational setting.

This study aimed to examine the effects of a teacher education course on EFL teachers’ self-efficacy in formative assessment. The researchers employed a mixed-method design that combined quantitative and qualitative approaches to investigate the effects of the course. Thirty EFL teachers participated in the study and completed pre- and post-intervention questionnaires to assess their formative assessment self-efficacy beliefs. In addition, semi-structured interviews were conducted to gather qualitative data on teachers’ beliefs about formative assessment. The quantitative data were analyzed using paired-sample t-tests, and thematic analysis was conducted for the qualitative data. The results indicated a significant increase in teachers’ formative assessment self-efficacy beliefs. The findings suggest that providing teacher education courses focused on formative assessment can effectively enhance EFL teachers’ self-efficacy and utilization of such assessment methods in online classroom. The current study has some pedagogical implications and recommendations for the implementation of similar courses and potential areas for future research are also discussed.

The main purpose of this study is to present and evaluate a model to execute successful On the Job Training Course for Iranian EFL teachers. In order to achieve the goal of the study, 441 teachers of different language institutes in several cities of Iran were asked to complete a self-made questionnaire which was designed based on some face-to-face interviews and observation documents of 26 teachers. As factor analysis was the most crucial concern of this study, the 43 items of the questionnaire were piloted on a sample of 147 EFL teachers. Regarding this matter, the scale in this study enjoyed having a sufficient communality value greater than 0.5 for 25 questions in the questionnaire out of 43 questions. Pearson’s correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The result revealed that the research model was in the domain of acceptance. The findings of this study can provide fruitful information for English teaching and learning stakeholders, educational policy makers, supervisors, and those involved in second language teacher education as well as English language teachers in EFL contexts.

This study examined the comparative effects of online and offline blended teaching on EFL learners’ listening comprehension. Based on quasi-experimental design, this study engaged an experimental (No=30) and control group (No=30), each receiving two different types of treatment. For the experimental group, the teacher taught English listening activities using a mixture of online and offline mode, while the for the control group the teacher offered face-to-face offline mode treatment of listening. Independent sample t-tests and paired samples tests results showed a significant positive effect of blended learning on the participants’ listening skills such that the experimental group improved their listening comprehension more than the control group This is justified on the grounds that online learning with more accessibility, relatively low cost, time efficient, and suitably combined with offline learning can offer self-paced instruction for learners whereby they self-manage their learning and progress at their own convenience.

This study investigates Doris Lessing's narrative techniques for depicting fictional realms in her science fiction stories. Focusing on two pivotal works, The Memoirs of a Survivor and Briefing for a Descent into Hell, we examine how Lessing employs World-Building Elements and Function-Advancing Propositions, as defined by Gavin's Text-World Theory, to represent imaginary text-worlds and develop the discourse in her science fiction stories. Our analysis reveals Lessing's adept use of supernatural world-building elements, such as one-eyed giants, giant fishes, and armies of angels, to establish the backdrop of her narratives. Additionally, she utilizes unreal, transtemporal, and extraterrestrial actions—such as passing through walls and temporal excursions—to propel the narrative and enrich its discourse. The temporal and spatial elements remain ambiguous and unknown, with narrative progression primarily occurring through mental and relational processes. This study helps to understand and identify Lessing's narrative techniques in her science fiction stories, offering a unique perspective on examining her works.

This autoethnographic study explores my journey balancing dual roles as an EFL instructor and a PhD student in Istanbul. As a 27-year-old language instructor, I reflect on the personal and professional challenges faced while pursuing doctoral studies. The narrative addresses the sense of in-betweenness and identity reconstruction that arises from navigating the demands of both teaching and academic life. Through a qualitative autoethnographic approach, this research offers a personalized account of these experiences, shedding light on the complexities of identity formation within this dual role. The findings emphasize the transformative effects of the PhD process on both teaching and research identities, and suggest that navigating these overlapping identities can lead to professional and personal growth. By focusing on my lived experience, this study contributes to the understanding of the unique challenges faced by PhD students who simultaneously work as educators, and it calls for further exploration into the intersection of teaching and academic roles. This research underscores the importance of addressing these dynamics to better support individuals in similar positions.

This paper investigates the payment's impact on the quality of translated products, an area that has been largely overlooked in translation sociology. Drawing on Actor-Network-Theory, the study analyzed recent translations by 10 Iranian freelance and agency translators with over five years of translation experience in the market. Participants provided the researchers with translations completed for low and good payments, which were evaluated using the Waddington (2001) model. Interviews were conducted to gather the participants’ opinions with regard to the Iranian translation market. Despite dissatisfaction with low payment and the unjust translation market, most translators produced high-quality translations. However, the unjust market frustrated translators and led many to leave their jobs. The findings suggest that while low payment does not necessarily negatively affect translation quality, it can significantly impact the job satisfaction and retention of translators. This study sheds light on the economic aspect of translation and has important implications for the translation industry.

Teachers’ self-regulation (SR), which improves teaching practices, has not received due attention from EFL researchers. This mixed-methods study aimed to examine the SR strategies and teaching effectiveness of English language teachers in Iranian universities and institutes located in three Iranian cities. The first sample of this study comprised 172 EFL teachers (128 males and 44 females) from different socioeconomic backgrounds. Their ages ranged from 23 to 55 years old. The majority of them majored in the different branches of English—English literature (5 BAs, 30 MAs, 10 PhDs), English teaching (10 BAs, 50 MAs,16 PhDs), and English translation (7 BAs, 28 MAs, 16 PhDs). On the other hand, the second sample comprised 153 EFL learners, who were the students of the participating teachers (49 males and 104 females). The age range varied from 14 to 35, and they came from different socioeconomic backgrounds. A study was conducted Teachers completed a Teacher Self-Regulation Scale (TSRS) questionnaire to declare the types and frequency of SR strategies they used while the participating students completed the Characteristic of Successful Iranian EFL Teachers (CSIET) questionnaire, which included ten questionnaire items. According to the quantitative data analysis, SR strategies and teaching effectiveness were negatively correlated. Moreover, 20 EFL teachers were interviewed to determine their awareness of their teaching effectiveness. The study indicates that teachers were not familiar with SR strategies, which can negatively impact their teaching effectiveness. The findings of the study may have insights for teacher educators, administrators, and university teachers, highlighting the role of SR in EFL teaching effectiveness.

This research examines the ideological underpinnings of the coup speech delivered on January 15, 1966, by Major Kaduna Nzeogwu. Employing Jeffries' (2010) Critical Stylistics theory as a methodological framework, the study conducts a linguistic analysis to uncover the political viewpoints and intentions of the coup plotters. The analysis reveals how specific linguistic choices and patterns were employed to communicate the plotters' intentions to the public, suppress dissent, and advocate for the establishment of military rule instead of democratic governance. The speech underscores the plotters' portrayal of their actions as necessary for national salvation, while framing democratic processes as ineffective. Additionally, the use of emotive language and authoritative tones served to bolster legitimacy and rally public support for the coup. The analysis further elucidates how the adopted linguistic strategies functioned to justify the overthrow of the existing government and the suspension of democratic institutions in Nigeria’s First Republic. This Critical Stylistic study highlights the intricate power dynamics that underpinned the military intervention and emphasizes the role of language as a tool for ideological persuasion. By revealing the linguistic resources employed by the coup plotters, this research contributes to a deeper understanding of how language can shape political realities and influence public perception during times of upheaval.

This study explores the complexities and variations in translating Mohsin Hamid’s novels – Exit West , The Reluctant Fundamentalist , and How to Get Filthy Rich in Rising Asia – from English into Persian within a hybridized space. Using Mollanazar and Parham’s (2009) analytical framework, the research examines the attributes of hybrid texts in translations by Hossein Hassani, Maryam Ahmadi, and Ahmad Al-Ahmad. Through micro- and macro-level analysis, the study addresses key questions: How do translations adhering to Mollanazar and Parham’s model (2009) reflect the first level of hybridity? Are the findings consistent with existing hybrid perspectives in translation studies? The results indicate that contemporary translations, influenced by factors such as censorship and cultural invasion, alter the narrative’s interpretation. This conclusion contributes to translation studies by highlighting the challenges of translating hybrid texts and their broader implications.

While many English language learning textbooks provide exercises on the difference between present simple and present progressive tenses, they often lack meticulous explanations regarding their meaning and contextual usage. Having been inspired by cognitive linguistic studies on English present tense and the theory of Cognitive Grammar, an empirical study was devised to incorporate the elements of cognitive linguistics analysis of English present progressive tense into EFL grammar teaching material. This quasi-experimental study included 53 adult EFL learners being homogenized in terms of their English proficiency based on their scores on Quick Oxford Placement Test, and randomly assigned to three groups. The course of instruction lasted for three weeks during which the groups met 6 times. The cognitive group (N = 18) received cognitive linguistic explanations followed by examples indicating inherited epistemic contingency in English present progressive tense (including, current ongoingness, historical present progressive, future present progressive, temporary validity, duration, iteration, repetition, and modality) and structural construal indicated by present simple. The task-based group (N = 16) received conscious-raising tasks lacking cognitive linguistic explanations. The control group (N = 19) did not receive any explicit instruction. Pretest and posttest scores were used to measure the effectiveness of the types of instruction. The results of paired samples t-test and one-way ANOVA revealed that the cognitive group outperformed the task-based group and the control group showing a higher level of construing usage context of present simple and present progressive tense. 

The present study was an attempt to examine the relationship between EFL students' sense of self-efficacy and their pedagogical success. For this purpose, 150 female EFL students studying English in two institutes in Ardabil city were selected according to convenient sampling method. The selected learners were given a standard version of Oxford Quick Placement Test (OPT) which showed that the 150 participants were at the lower intermediate (n=47), upper intermediate (n=56), and advanced levels (n=47). The participants were also asked to complete the “Students' Sense of Efficacy Scale”. Then, the collected data were analyzed through SPSS version 25 and Pearson correlations and linear regressions were run to answer the research questions. The results revealed significant relationships between sense of self-efficacy and pedagogical success of the EFL learners at lower intermediate, upper intermediate, and advanced levels. Likewise, the results indicated that sense of self-efficacy predicted a significant amount of pedagogical success at lower intermediate, upper intermediate, and advanced levels of L2 achievement. The findings can have implications for the EFL classroom and can pave the way for further studies focusing on the relationship between other personality traits and EFL learners’ pedagogical success.

Concern about the Iranian EFL learners’ dissatisfaction with their learning achievement motivated this qualitative study. While the importance of teacher feedback in English as a foreign language (EFL) and its correlation with self-directed learning (SDL) of EFL learners is recognized in the literature, there seems to be a gap specifically regarding the role of Iranian EFL teachers' productive feedback features in fostering EFL learners' SDL. Therefore, this study aimed to explore the teachers' self-reported productive feedback perception and practices in support of Iranian EFL learners’ SDL to fill in the gap. For this aim, fourteen Iranian EFL teachers were interviewed, and the data obtained from the semi-structured individual interviews were analysed through content analysis. According to the findings, the participating EFL teachers unanimously comprehended the benefits of productive feedback in the classroom in support of learners’ SDL. These benefits, emerging from the analyzed data based on teachers’ insights, may contribute to learners’ self-awareness, freedom, effective learning, and a stress-free learning environment. However, the presence of lack of time, teachers’ shortage of knowledge, and the top-down approach to the education system of Iran prevented Iranian EFL teachers from actually implementing these productive feedback features supporting learners’ SDL.