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The main goals of the study were to decipher the English language needs of dental students and to evaluate the effectiveness of the recent official English for specific purposes (ESP) book published for Iranian dental students by SAMT Publication. Accordingly, the study sought to determine whether this book has the potential to meet the specific needs of dental students. Needs analysis data were gathered by interviewing 34 ESP stakeholders from two universities of medical sciences in Iran. The interviews attempted to examine the students' language needs, lacks, and preferences. Following the needs analysis, six evaluators evaluated the coursebook based on a book evaluation form. The results obtained from the needs analysis highlighted the significance of practicing 4 language skills in addition to medical terminology.      In terms of students' language skill lacks, it was found that the majority of the students had problems in listening, speaking, vocabulary, and pronunciation. The participants also reported the learners' preferences and some drawbacks of current ESP courses with respect to learning styles and methodology. Following the book evaluation process, it was concluded that even though the book did not gain a fully satisfactory score, among a few ESP books published for Iranian dental students, this book was the most appropriate one to be used in ESP courses. However, considering some points can surely improve our future ESP books and give the material developers a better understanding of ESP materials.  

In today’s innovative world, it is not right to consider learners as passive receivers of information since they are more possibly qualified to advance. They are certainly more actively involved, interested, self-directed, and autonomous. Likewise, a flipped classroom helps students to be more active participants in an interactive learning environment. Thus, the current study aimed to describe the benefits of implementing online flipped classrooms on EFL female students’ grammar achievement. The study was conducted as a pretest-posttest quasi-experimental research design at one of the Iranian high schools. Fifty EFL female students who were studying humanistic in grade 12th were requested to take part in this study. After analyzing the data using an independent-samples t-test, the findings indicated that the experimental group had better performance than the control group. Additionally, the results of the open-ended question showed that the majority of students had a positive perception of implementing online flipped classrooms. The implications of the study for EFL students and teachers are discussed.

The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for EFL (English as a Foreign Language) teacher candidates. To this end, 45 teacher candidates at a teacher education university in Iran participated in a semi-structured interview (pre-intervention and post-intervention interview) and created process-oriented narrative journals documenting their reflective and caring practices. The findings of the study indicated that all the three groups of participants (role play group, scenario-based evidence group, and video evidence group) benefitted from the course and demonstrated improvement in various ways. The emerged themes from each group (role play group: 23 categories, video group: 17 categories, and scenario-based evidence group: 16 categories) illustrated how these strategies supported teacher candidates in developing their caring and reflective practices.

Since 2010, deep learning has been further developed, and the concept of multi-modality has penetrated into all walks of life. However, it has not been fully researched and applied in college English teaching, so this study modeled and practiced the multimodal teaching method of college English under the deep learning mode and its application. The definitions of modality and medium are first introduced, and then the definition of multimodality in this study is clarified. Then the classification of multimodal transport is expounded. The random forest algorithm is chosen as the main algorithm of this research, and a dynamic multimodal model is established. After that, there was a collaboration with a university and sophomore students were selected for practice. After processing and analyzing the collected data, it was found that in the data sample of 268 students, the number of students who did not study independently accounted for 24%, which indicates that most college students lack interest in learning English. Preliminary tests were also conducted on students' English proficiency throughout the year, and the results showed that the students' English proficiency was at a pass level and the overall English proficiency was weak. Reassessment of students' English proficiency showed that the actual teaching effect of each English proficiency was greater than 85%, and the effectiveness of English teaching in the selected universities was significantly improved. The average score improved by 8 points, indicating that multimodal teaching is scientifically effective After a semester of multimodal teaching, the English teaching effectiveness of the university selected in this article has significantly improved. The research results indicate that the development of deep computer learning has introduced multimodal concepts into the teaching field, which is very suitable for assisting language learning based on its own advantages. After a semester of multimodal teaching, the English teaching effectiveness of the university selected in this article has significantly improved. The research results indicate that the development of deep computer learning has introduced multimodal concepts into the teaching field, which is very suitable for assisting language learning based on its own advantages.

Language testing and assessment has grown in popularity and gained significance in the last few decades, and there is a rising need for assessment literate stakeholders in the field of language education. As teachers play a major role in assessing students, there is a need to make sure they have the right level of assessment knowledge and skills to accomplish their duties as assessors. The present study sought to develop and validate an assessment literacy test. To this end, a thirty-five scenario-based Language Assessment Literacy Test (LALT) was developed based on the seven standards covered by the Standards for Teacher Competence in Educational Assessment of Students (1990). Construct validity of the test was investigated by collecting data from 168 Iranian EFL teachers. To investigate the validity of the measure, tests of reliability, item difficulty, and item discrimination were carried out. The test was then subjected to EFA (Exploratory Factor Analysis whose results showed a seven-factor solution for the test items. The implications of the study for EFL teachers, language testers, teacher trainers, and curriculum developers are discussed.

This study is aimed at investigating the effect of reading-based vs. discussion-based pre-writing activities on the writing ability of Iranian EFL learners. To this end, a quasi-experimental study was conducted with 40 Iranian intermediate EFL learners within16 to 20 age range who were selected based on their performance on an Oxford Solution Proficiency Test. They were divided into two experimental groups: Reading Group and Discussion Group. The former group was made to involve in some reading activity prior to doing the main writing task, and the latter group was made to participate in a discussion activity before the main writing task. After the treatment for 10 sessions, both groups were post-tested. The findings indicated that both groups’ writing ability improved over the course of the study, but the difference between the performances of the groups on the post-test was not statistically significant, although the Reading group’s mean score was greater than the Discussion group. The results of this study have some implications for students, language teachers, syllabus designers and material developers.

Mediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to implement MLE theory in pedagogy by designing an MLE-based grammar lesson plan in respect of present continuous through operationalizing and activating MLE parameters in a grammar class. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era.

The primary objective of this study was to evaluate the impact of explicit instruction aimed at improving vocabulary on the writing proficiency and long-term retention of new vocabulary among second language (L2) learners. The achievement was accomplished through the administration of a fill-in-the-blank assessment, which included 30 individual words and 6 lexical phrases, to a group of 30 EFL students at an upper-intermediate level. Subsequently, these students engaged in a reading exercise centered around the topic of 'Bull Fighting' and subsequently crafted a paper titled 'A Cruel Sport'. The results demonstrated a notable enhancement in the quantity of terms actively utilized in their writing following the focused vocabulary teaching. The statistical analysis revealed that the participants were capable of retaining the newly-acquired language even after a considerable amount of time had elapsed since the lesson. This study presents comprehensive information on these findings and provides suggestions for L2 teachers, asserting that although comprehending a word does not inherently result in its active utilization, learners possess the capacity to enhance their active vocabulary and accurately employ recently acquired words. Explicit training in vocabulary is advantageous for converting recognition vocabulary into productive language during immediate writing tasks and enhancing retention. Nevertheless, consistent and regular practice in utilizing recently learned vocabulary is necessary for it to become effective in long-term written expression.

Rested in analogical theories of learning and syntactic configuration in discourse, this study attempted to explore the efficiency of rule-based, exemplar-based, and analogy-based corrective feedback in the writings of Iranian EFL learners regarding the third- person singular’ s. To this aim, three intact classes, each containing 25 students, were assigned to analogy-based, rule-based and exemplar-based groups at random in which the teacher accentuated the learners’ errors by different feedback types. Post-tests (immediate and delayed) were used to test the learners’ acquisition of the target grammar under question and the efficacy of corrective feedback varying in mode. The results of the study indicated significant delayed gains for analogy-based corrective feedback. No evident gain was found for exemplar-based or rule-based types. Descriptive statistics demonstrate diverse patterns over progressive testing times, where, unlike the other two corrective feedback types, the analogy-based group displayed the worst performance on the immediate post-test but nonetheless exhibited advances and progress on the delayed post-test.