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Considering the pluricentricity of English language and more orientation towards intelligibility in multilingual and multicultural contexts, this article presents an attempt to explore 480 Outer Circle (OC) and Expanding Circle (EC) learners’ attitudes towards pronunciation and varieties of English within the framework of global Englishes. Adopting a questionnaire accompanied by interviews with some participants, the analysis shows the degree to which acceptance of pronunciation and pluricentricity of English vary among learners. In particular, the EC participants’ exonormativity was found to be greater. The results also highlight the concept of “identity” and nativism myth which shows native-like preference anchors more in EC learners’ attitudes compared to OC participants. This article argues that English learners must be made aware of the realities of today’s English and global English ownership which can be really helpful to instigate a paradigm shift in language learning to make sure that it is reflective of how English functions globally and all varieties of English in different cultures are respected.

The purpose of this qualitative study was to investigate speech acts performed by Iranian EFL learners on the social network of Facebook in their interaction with their teacher and with their peers in response to divergent and evaluative questions. A page was constructed for the students in order to provide the opportunity for their answering divergent and evaluative questions posed by the researchers. A total of 240 comments including 1680 speech acts were collected from five EFL students during an academic semester. Content analysis of the collected data revealed that participants primarily used expressive speech acts in response to divergent questions and directive speech acts in response to evaluative questions. The results also revealed differences in using emoticons regarding the difference in power relations between the teacher and students. Further findings and implications are discussed in the paper.

The current study adopted a qualitative-quantitative design to compare the effects of output-based production (OBP) and input enhancement (IE) as two teaching techniques on a group of EFL learners’ writing and also to seek those learners’ perceptions on the two instruction procedures. Accordingly, 65 intermediate learners were selected through convenience nonrandom sampling from among 94 students in intact classes based on their performance on a sample proficiency test (the test had already been piloted among 30 learners). These 65 learners were subsequently divided into two groups consisting of 33 learners in the OBP group and 32 in the IE group. The researchers also made sure that the learners in both groups were homogeneous in terms of their writing prior to the treatment. Next, the treatment in both groups commenced. Once the treatment was over, the researchers gave both groups the same writing posttest. The results of the statistical analysis indicated that the IE group outperformed the OBP group significantly in their writing. The participants further sat for a semi-structured interview comprising five questions about their perception regarding both instructions which demonstrated that the IE group was generally more satisfied with the course than the OBP group. The findings of this study suggest more attention to the incorporation of IE in both English language schools and pre- and in-service teacher training programs.

The present study scrutinized the association between learners’ perceptions of EFL instructors’ interpersonal behavior and their English language achievement in Amhara regional state public universities, Ethiopia. In this correlational research, 177 participants who were first-year English Language and Literature students were selected using purposive and random sampling. The data were gathered through a questionnaire and an English language achievement test. Besides, the data were analyzed quantitatively using descriptive and inferential statistics, and multiple regression. The findings showed that understanding behavior was perceived as the frequent interpersonal behavior of EFL instructors followed by strict, student freedom, and leadership behavior, respectively. Apart from this, uncertain behavior was found to be the least perceived behavior in the classrooms. In addition, the findings indicated that instructors in the sample areas were less prevailing but more cooperative in the communique process with their learners. In line with relationships, it was found that optimistic and noteworthy correlations between students’ English achievement and their teachers’ understanding and leadership behavior. In the case of its contribution, understanding followed by leadership interpersonal behavior was found to be the most prevailing and substantial variable on the learners’ English achievement. It was, therefore, recommended that instructors should be given training continuously on instructors’ interpersonal teaching behavior and its relationship to students’ language learning.    

Toulmin's (1958) model of argumentation and Abdi et al.'s (2010) model of metadiscourse, mapped onto Grice's (1975) Cooperative Principle, are both attempts to elaborate on the process and contribute to the goal of obtaining persuasion. This study is an attempt to integrate the use of metadiscursive and argument strategies to provide a common logical rationale for their employment. Through a qualitative investigation of 40 ELT research articles (RAs), we propose a convergent framework for employing CP-based metadiscourse and argumentation model in RA arguments. As a result, endophoric markers were identified to be used as warrants to meet quantity, while transitions, frame markers, and code glosses were found to be employed as conclusions and data to fulfill manner. Furthermore, evidentials were found to be employed in conclusion, backing, and warrant; hedges were seen to be used as qualifiers; and finally, disclaimers were recognized to be employed in rebuttals; to meet quality. The findings reveal that argumentations are built metadiscursively which has implications for writers and educators. For writers, it could help to develop a deeper understanding of the positive role of metadiscursive strategies in RA arguments and as such could guide a more efficient employment of it to facilitate persuasion. For educators, the findings could provide a model for building and ensuring basic logical and rhetorical characteristics of an argument in academic writing. 

Anti-racism novels, portraying racism in all areas of wealth and income, education, health care, civil rights, life in North America and apartheid in South Africa, can create awareness toward different kinds of oppression that people suffered during different periods. The purpose of this study is to present a thematic analysis of Persian translations of Morrison’s Beloved (1987) from English between 1978 and 2005/ 1357 and 1384 by Gulrukh Sa’īdnīyā, Sānāz Sihatī, and Shīrīndukht Daghīghīān applying the theory of the structure of feeling by Williams (1983). In order to do this study, sentimental scenes of Beloved, examining the destructive legacy of slavery, which were translated during the period under study were examined. Persian translations of these scenes were identified, and the representations of the feelings in the identified scenes were analyzed based on the theory of the structure of feeling by Williams (1983). Based on the findings, it can be concluded that the three translators seemed to be able to transfer the representations of the identified sentimental scenes, such as fury and resentment into Persian. Furthermore, the findings suggest that translation of anti-racism novels plays a significant role in transferring representation of feelings of oppressed people into other nations.

The present study investigated the impact of learning styles on EFL learners’ reading comprehension skills improvement and self-efficacy perceptions. To this end, 60 intermediate male/female EFL learners at Pasargad Language Center in Langarud, Iran with the age range from 14 to 20 were selected based on the results of Michigan Test of English Language Proficiency. Next, they were randomly divided into two groups of 30. Then, the participants in both groups sat for a pretest of the English reading comprehension test, and answered the English proficiency background form, self-efficacy scale, and Maggie McVay Lynch learning style inventory. Next, the experimental group received learning-style-based activities, while the control group continued to work in the traditional way, with no regard for learning styles. Finally, the English reading comprehension test and self-efficacy scale were administered to both groups as posttests. The results of the study revealed that students’ learning style preferences have significant effects on their reading comprehension skills and English self-efficacy perceptions. The results also indicated that there is a statistically significant difference in the post-test scores between the control and experimental groups. That is, the experimental group performed better than the control group in the post-test of reading comprehension skills and English self-efficacy perceptions, and the progress in the experimental group was more than the control group. The findings of the present study can encourage teachers to use learning style preferences in English language teaching to help EFL learners increase their level of reading comprehension skills and self-efficacy perceptions.

Given the role of lexical knowledge in language learning, strategies for vocabulary learning should be paid more attention in the literature. This study investigated the effects of visualization, drawing, and memorization on Iranian EFL learners' recall and retention of second language vocabulary using a quasi-experimental comparison design . To that end, three intact classes, incorporating sixty students in total , were randomly selected as the experimental groups of this study. Nation’s (2006) vocabulary size test was administered to them to homogenize them in terms of English lexical knowledge. The results of one-way ANOVA demonstrated that there were no significant differences among the three groups in terms of vocabulary knowledge. A piloted researcher-made vocabulary test was administered to the participants as the pretest and post-tests. The one-way ANOVA results showed that there were no significant between-group differences among the groups' performances on the immediate and delayed posttests. However, the results of a repeated-measures ANOVA indicated that the three strategies had a significant within-group effect on the three groups' vocabulary recall, while their vocabulary retention was found to have dropped significantly from immediate to the delayed posttest. All the same, the drawing group had the best performance from the pretest to the immediate posttest, and the control group was the weakest on delayed posttest. Finally, the findings are discussed, and implications are offered for EFL teachers and learners.

Inspired by Halliday and Hasan’s (1976) framework, this study delved into the impact of lexical cohesion training on the writing prowess of English language learners. Drawing upon an experimental design, this study investigated the effect of lexical cohesion instruction on IELTS Academic Writing Task Two performance. Over an eight-week course, a total of 60 IELTS candidates were screened based on their performance in the Quick Oxford Placement Test and these individuals were assigned to either the experimental or control group. Each participant was required to complete two writing assignments during the study. A sequence of six writing tasks was developed and put into practice. The participants’ compositions were evaluated on two instances: pre-test and post-test. A meticulous tapestry of independent-samples t-tests was woven to unveil the distinctions in performance between the cohorts. A quantitative evaluation of the learners’ written work demonstrated that instruction in lexical cohesion had a statistically significant effect on their writing scores. Possible explanations for this exceptional performance are explored, and recommendations are offered for second language (L2) writing instructors and researchers.

This study aimed at exploring a host of objectives: it examined whether self-efficacy, learner autonomy, and critical thinking play a significant part in predicting EFL learners'' language mindset. Moreover, it inspected the direct and indirect relationships among all the above-mentioned variables. To achieve these purposes, a correlational survey design was used; survey questionnaires (Motivated Strategies for Learning Questionnaire (MSLQ), Learner Autonomy Questionnaire, California Critical Thinking Skills Test (CCTST), and Language Mindsets Inventory (LMI) were administered to more than 700 male and female intermediate EFL learners selected through convenient sampling from several language institutes in Isfahan, Iran, and the required data were collected and statistically analyzed by path analysis in the SmartPLS environment. The obtained results showed that all the variables are partially related to language mindset. However, the significant relationship with mindset was that of self-efficacy. This finding has useful implications for language teachers. Growth mindsets must be captured and modeled by them for the proper implementation of mindset interventions so that learners can understand their flexible capacities as a reflection of their efforts. They can also develop attitudes and behaviors in the learner that will help them succeed in life. Learners who undergo a growth mindset intervention to increase self-efficacy will benefit from greater academic success and commitment to learning.

The present study aimed to investigate diachronic changes in the frequency and function of marked syntactic structures, namely passive constructions, preposing, and cleft sentences that manifest information structural elements in Persian. The study examined these structures across three periods of Persian, i.e., Middle Persian, Dari, and Modern Persian. The data for Middle Persian is sourced from The Mēnōg-ī Khrad and Oshnar-I Dana, while for Dari, Tārīkh-i Bayhaqī and Safarnāma by Nasir Khusraw are used. For Modern Persian, written resources from various genres, such as short stories and scientific articles, are analyzed. The samples from each period are analyzed to determine the function and frequency of marked syntactic structures, which are then compared to identify any potential changes in their usage over time. The findings indicated that the frequency and function of these syntactic structures have changed over time. The findings suggested that passive constructions were commonly used across all three periods to present the patient as the pragmatic topic and maintain the topic-focus order. However, in modern Persian, passive construction was also used to emphasize the patient as the focus. Cleft constructions were not found in Middle Persian, but the increase in frequency of cleft constructions in Dari can be attributed to the fact that in this period, cleft sentences were used similarly to preposing, in order to observe the principle of separation of role and reference, rather than focusing on specific elements. Nonetheless, in modern Persian, cleft constructions were used to exclude other possibilities and emphasize the selected element as the focus. Preposing structures were used to present an element as the topic and provide new information about it. This study contributes to our understanding of language change and provides insights into the evolution of Persian syntax over time.

This study investigated the impact of a teacher education course on pre-service teachers’ pedagogical beliefs. A sample of 84 Iranian EFL pre-service teachers who had just been accepted to Farhangian University were selected through convenience sampling. Using a sequential mixed-methods design, their pedagogical beliefs were measured through a researcher-made questionnaire before and after a training course on the philosophy of education for English language teachers. Moreover, the changes reported by the participants were traced through thematic analysis of their reflective journals. Finally, in a focus group interview, they commented on the contributing factors to the success of the course in changing their pedagogical beliefs. The results of quantitative data demonstrated the impact of the training course on changing the participants’ pedagogical beliefs. The analysis of qualitative data obtained from the reflective journals indicated that the changes that the participants professed were of two emerging themes of raising awareness of new assumptions and adopting new pedagogical beliefs. In addition, the analysis of the interview transcripts revealed that the participants attributed the course success to the implementation of appropriate teaching strategies, the course contents, and the teacher educator’s performance. Based on the findings, it can be concluded that EFL pre-service teachers’ pedagogical beliefs can be modified in training courses of teacher education programs if a safe and collaborative atmosphere is created for them to critically reflect on their prior pedagogical beliefs within innovative theoretical frameworks.