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Recent developments in technology have affected various aspects of human life, including education. These technological advancements have resulted in the introduction of new trends in teaching methodology. These trends include pure online instruction, mixed online and face-to-face instruction (blended), etc. In order to identify the efficacy of such kinds of instruction in comparison with traditional methods, this quasi-experimental study was conducted to explore the effects of virtual vs. blended-language instruction on the development of listening and reading skills by Iranian intermediate EFL learners. To achieve this goal, 60 intermediate EFL learners were selected to participate in two experimental (virtual and blended) and one control (traditional face-to-face) groups. After the provision of the treatments in experimental (reading and listening through virtual and blended methods of instruction) and control (reading and listening through traditional method) groups, a post-test was conducted to measure the attainment of the participants in each language skill.  The results revealed that both virtual and blended methods of instruction could lead to better reading and listening performances. However, the difference between the effect of each treatment was more tangible in one skill scores (reading in the virtual group and listening in the blended group). The point worth noting is that the blended group could significantly outperform the other two groups. Comparing the results of all post-tests in reading and listening, it was revealed that blended instruction could result in better reading and listening; however, reading skill was more affected due to the higher mean difference between pre-test and post-test scores. This study has some implications for language teachers in taking advantage of technology in education in a balance with their traditional styles of teaching.

The area of Individual Differences (IDs) and their interactions with instructional conditions have recently been a point of interest in second language acquisition. However, the effect of such interaction on aural implicit grammar knowledge has not been researched exhaustively. This study thus examined the interactive effects of aptitude and treatment conditions on implicit grammar knowledge as elicited aurally. Grammar knowledge was operationalized as the ability to comprehend past/present simple passive verbs. To this end, 120 EFL learners were randomly assigned to four groups: three teacher-generated experimental (Isolated Form-Focused Instruction, henceforth FFI, Integrated FFI, and Incidental) conditions, each lasting for six treatment sessions, and a control group receiving the same content with no instruction. Initially, learners took a pre-test and cognitive tests (LLAMA-D, LLAMA-F, and LSPAN). They then received the treatments, and three days after the treatments, they took an Aural Timed Grammaticality Judgment Test as a measure of implicit grammar knowledge. Results of a general linear model revealed a significant effect for treatment. Additionally, LSPAN was found to mediate the effectiveness of instruction, with the highest effect on implicit grammar knowledge under the Isolated FFI condition. Post-hoc analyses also demonstrated that instruction made a significant difference compared with no instruction, though, in comparison with other conditions, Integrated FFI proved to be more effective. Results provide EFL teachers and curriculum developers with awareness concerning the interaction between instruction and cognitive differences. For improving the effectiveness of instruction and acquiring implicit knowledge, cognitive tasks, especially those boosting working memory, are suggested.

Appraisal theory has provided researchers with a powerful analytical tool to explore how language users express their feelings, attitude and judgments in texts. The present study was conducted to explore the use of appraisals in Persian recounts with a focus on the attitude subsystem. Forty-eight online recounts were selected (22 female writers and 26 male writers). The analysis was conducted two times at a one-week interval using the UAM corpus tool software. The results indicated that women generally used more attitude resources in their recounts compared to men and they also used more affect than men, both men and women encoded their evaluation more explicitly rather than implicitly, and in both types of recounts, attitude subsystems appeared in a special order in terms of frequency. In conclusion, predominant use of attitude in Persian recounts can be considered as evidence of effectiveness and applicability of the appraisal theory.

Valid online formative assessments are crucial for accurate measurement of students' progress and effective pedagogical decision-making in digital learning. This quantitative-based study followed two primary aims. First, it aimed to investigate the extent to which Iranian EFL teachers working in universities and language institutes apply indicators of online formative assessment validity. Twenty-one online classrooms were observed in three sessions using a checklist. The second aim of this study was to determine the effect of EFL teachers’ place of living on the validity of online formative assessment. To this end, 316 Iranian EFL teachers from diverse EFL settings, including public schools, private schools, language institutes, and universities were asked to fill out online formative assessment validity scale developed by Maleki et al. (2023). The sample included both male and female teachers with varying age group ranges and academic degrees. The findings of the study indicated that Iranian EFL teachers in universities and language institutes tend to overlook indicators associated with the learner-centered aspects of online formative assessment validity. Furthermore, it was revealed that EFL teachers’ place of living could impact the validity of online formative assessment. This study has several implications for online EFL teachers and policymakers. The findings of this study emphasize the context-bound nature of validity in online formative assessment. Besides, it helps Iranian EFL teachers identify specific areas that need more attention and improvement in order to enhance the validity of their online formative assessments.

This study aimed at describing a causal model of variables influencing preservice EFL teachers΄ technological pedagogical content knowledge (TPACK). A descriptive correlational design was used to meet the objective of the study, therefore, 138 (67 male and 71 female) fourth-year student teachers in Teacher Education University were selected through convenience sampling method. A questionnaire including seven sections each of which measuring an aspect of TPACK was utilized. The sections of instrument were borrowed from those validated by Sahin (2011) for evaluating content knowledge, pedagogical knowledge, pedagogical content knowledge, and technological knowledge, and by Chai, et al. (2011) for measuring technological knowledge, technological pedagogical knowledge and TPACK. Path analysis and Pearson correlation were used for inferential statistical analysis. Results showed that there existed significant positive correlations between the TPACK constructs. Additionally, content knowledge and pedagogical knowledge, unlike technological knowledge, were found to have a direct impact on TPACK. Moreover, it was found that, among the measured variables, content knowledge had the greatest total effect on TPACK whereas that of pedagogical content knowledge was the minimum. Therefore, the results of this study have implications for curriculum design, policy decisions and teacher education planning.

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.  

In a world with globalization and communication development as its main features, arriving at a common understanding and correct transition of meaning is an unavoidable necessity. Here the responsibility and duty of the people who hold the task of translation is of great importance and one of the issues that should be considered in translation is using euphemism. The current research seeks to find the relationship between translators’ gender, education, and age and their use of euphemisms in translation. The study consists of four hypotheses, this is descriptive research and a questionnaire is used to find the relationship between translators’ gender, education, age, and their use of euphemisms in translation. It has been distributed among the research population which consists of translators who are members of the Iran Translation Association. The results show that euphemism exists at a suitable level in the translation of the translators who are members of the Iran Translation Association. Moreover, the translators’ gender affects their use of euphemisms in translation. There is a direct relationship between translators’ age and their use of euphemisms in translation. Finally, the translators’ level of education does not influence their use of euphemisms in translation.

Giving consideration to the importance and on-going challenge of vocabulary learning, there is an increasing demand for seeking out new approaches that correspond well with the needs of digital natives. With the rapid advance of technology, deploying innovative approaches such as gamified and flipped mobile- assisted language learning is gaining worldwide popularity. The current study was an attempt to scrutinize the effectiveness of integrating gamification with flipped approach on EFL learners' receptive vocabulary learning. With the aim of carrying out this research, 68 EFL high school students were randomly allocated into an experimental and control group. The required data were gathered by means of pre- and post- tests. Moreover, the obtained data were analyzed through descriptive and inferential statistics including two paired, and one independent samples t-tests. Quantitative findings revealed that the experimental group participants outperformed their non-gamified coequals. Additionally, as post-test scores showed tremendous improvement, it was found that both aforesaid approaches were devastatingly effective in enhancing EFL learners' vocabulary development. The results of this study can be useful for EFL instructors and teachers for giving them insights on how to employ flipped approach for teaching receptive vocabulary.

This study aimed at evaluating PISA-like reading test developed by teachers participating in the teacher training for teaching PISA-like reading. To serve the purpose, an experimental test was administered to 107 students aged 15-16 using a set of text and questions constructed according to the criteria of PISA Reading test Level 1. Item analysis was performed following the sampling using Rasch Measurement, deemed essential for determining the ideal index of test items relative to students’ ability in making correct response. The component of the calculation comprises reliability, separation, dan standard error. The Rasch model was constructed manually using Microsoft Excel to obtain the result of the calculation, and a Wright Map was also made manually to illustrate the result of the calculation. The results of the item analysis indicated that the test and the items the teachers constructed have met good criteria. The results revealed an even distribution of test item difficulty at the targeted level. The samples’ ability to make correct answers, however, was decentralized towards the test items of moderate level of difficulty. Only a limited number of students have showed good ability in their response to test items of higher difficulty.