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Teachers’ beliefs play a determining role in the decisions they make and the strategies they employ to foster learner autonomy. Therefore, their beliefs and the strategies they use to foster autonomy merit additional empirical evidence. This study investigated the beliefs of 85 English as a Foreign Language (EFL) Kurdish teachers towards learner autonomy and examined the influence of their experience in this regard. The data was collected using a newly developed questionnaire addressing learner autonomy from eight dimensions; the questionnaire encouraged teachers to reflect on their beliefs relating to learner autonomy. The findings indicated that teachers generally possess positive attitudes towards learner autonomy. Experienced teachers placed significantly greater emphasis on the psychological and political factors, the contributions of learner autonomy, and learning materials. The qualitative data indicated that both novice and experienced teachers stressed the importance of promoting autonomy through learner-centered teaching methods and student engagement. Experienced teachers employed more varied teaching methods and assessment techniques. While novice teachers preferred direct observation of their students during tasks and activities, experienced teachers adopted a more hands-off approach. The study underscores teachers' commitment to fostering independent learning across different dimensions of teaching practices. The differences in beliefs and strategies between novice and experienced teachers highlight the transformative impact of teaching experience on the promotion of learner autonomy. The findings implied that professional development programs should focus on shaping teachers’ beliefs towards using teaching strategies that foster autonomy.

Online learning has recently turned to one of the most well-known channels of education; however, the controversy over the quality and outcome of such online medium is still a concern. This study sought to determine the pros and cons of online courses as perceived by Iranian language teachers and learners. Two tailor-made questionnaires, along with a semi-structured interview, were used to collect the data. The participants were 71 college students who have experienced online educations and 31 language teachers who taught web-based classes in the Department of English Language Education at three universities in Iran, Isfahan, Sheikhbahaee, and Ashrafi. An overall analysis of questionnaires and interviews revealed that students and teachers could not find online education easier than its conventional counterpart. Online education provides teachers with a precise image of applying the appropriate teaching methodology in their online classes as well as enhancing their autonomy. The research recapped that online educators and administrators of faculties ought to lay the foundations for making the benefits of online education bold for learners. The findings may be a contributing factor for teacher educators to create the climate for professional development.

The aim of the present study is to investigate McCarthy’s All the Pretty Horses which revolves around the relationship between John and nature with a focus on the horses. Different aspects of the novel including social, cultural, and spiritual ecology are studied. In ecocriticism, the otherness of nature is one of the main themes that signifies the gap between humanity and nature that eventually results in the destruction of the environment and nature. This study also shows how the main characters, John and Alejandra, are linked in the novel which turns the present study to an ecofeminist research. The novel mostly depicts the image of John wandering in nature and searching for his identity, to be punished. Therefore, the researcher scrutinizes the link between John, nature and Alejandra and tries to examine how the novel shows similar attitudes towards both women and nature in All the Pretty Horses.

One of the effective ways to increase the learning opportunities in language classes is provide conditions in which learners can provide feedback on one another’s performance. The results of studies have also confirmed its beneficial effects and even its superior effects compared to teacher feedback. Despite its positive effects, the results of some studies reveal that teachers are hesitant or cautious in their use of peer correction. It is not clear, however, what factors and conditions negatively influence the teachers’ willingness to embrace its potentials in learning. Accordingly, the present study was conducted to investigate the teachers’ attitudes and beliefs in this regard as well as the factors they take into account in their decision to advocate activities that involve the use of peer feedback. For this purpose, in-depth interviews were conducted with 63 Iranian EFL teachers using questions developed based on the related literature. Content analysis of the interviews revealed five major themes including effectiveness of peer corrective feedback, concern about learners’ negative emotional response to PF, the role of learners’ age in being receptive to PF, the role of learners’ proficiency level in PF effectiveness, and teachers’ perception of their learners’ preferences for and attitude toward PF. Generally, the majority teachers seemed to be doubtful in their tendency to use peer correction primarily because they thought their learners are not receptive to peer comments on their linguistic performance. The results carry significant implications for language teachers and teacher education programs.

Performance testing including the use of rating scales has become highly widespread in the evaluation of second/foreign oral assessment. However, few studies have used a pre-, post-training design investigating the impact of a training program on the reduction of raters’ biases to the rating scale categories resulting in increase in their consistency measures. Besides, no study has used MFRM including the facets of test takers’ ability, raters’ severity, task difficulty, group expertise, scale category, and test version all in a single study. 20 EFL teachers rated the oral performances produced by 200 test takers before and after a training program using an analytic rating scale including fluency, grammar, vocabulary, intelligibility, cohesion and comprehension categories. The outcome of the study indicated that MFRM can be used to investigate raters’ scoring behavior and can result in enhancement in rater training and validating the functionality of the rating scale descriptors. Training can also result in higher levels of interrater consistency and reduced levels of severity/leniency; however, it cannot turn raters into duplicates of one another, but can make them more self-consistent. Training helped raters use the descriptors of the rating scale more efficiently of its various band descriptors resulting in reduced halo effect. Finally, the raters improved consistency and reduced rater-scale category biases after the training program. The remaining differences regarding bias measures could probably be attributed to the result of different ways of interpreting the scoring rubrics which is due to raters’ confusion in the accurate application of the scale.

Résumé Ce présent article a pour objet d’étudier l’amitié politique de Romain Rolland (1866-1944) avec Mahatma Gandhi (1869-1948) afin de mettre en évidence « la non-violence » comme le principe de toute paix constante. De plus, la violence (la guerre) et la non-violence (la sagesse) sont deux termes contradictoires qui rapprochent non seulement la France de l’Inde, mais représentent Romain Rolland et Gandhi comme les pionniers de la paix et de l’indépendance nationale. En s’inspirant de Gandhi, l’auteur français croit qu’il faut appliquer la tactique de la non-violence pour sauver l’humanité, car celle-ci est corrompue par le manque d’une foi ardente : la dignité humain est liée à la foi divine. En outre, la motivation de Romain Rolland pour la réception de la méthode de Gandhi se justifie par un Moi divin qui s’oppose au Moi individuel. On s’efforcera de montrer l’importance de la sagesse dans les échanges sociopolitiques entre ces deux penseurs engagés et d’en extraire le motif de tout combat singulier.

Le présent article a traité le syntagme prépositionnel, ses caractéristiques, ses emplacements et ses fonctions dans la phrase française pour constater si dans la traduction vers le persan, ce syntagme maintient ses caractéristiques, s’il joue les mêmes rôles et se positionne dans les mêmes endroits dans la phrase persane ou non. Pour mener cette étude contrastive, nous avons choisi Mondo et autres histoires, œuvre du Clézio, dont les phrases sont développées par des syntagmes prépositionnels ainsi que ses deux traductions vers notre langue. Et cela a exigé une étude basée sur la syntaxe et la traductologie, plus précisément, les treize tendances déformantes d’Antoine Berman. Le cadre théorique de la recherche s’appuie sur les travaux des linguistes tels Olivier Soutet et Françoise Dubois-Charlier. La méthodologie a consisté à relever quelques passages de notre corpus avant de souligner les SP des phrases, puis ils ont été analysés selon cette théorie de Berman.

Frankenstein ou Prométhée moderne écrit par Mary Shelley au début du XIXe siècle est un roman de science-fiction de style gothique. Dans ce roman, la création et l'apparition d'une créature innocente qui n’a joué aucun rôle dans sa création, dont les actions sont sataniques mais comprises en même temps par l’indulgence du lecteur, constituent le cœur du roman. L’intervention de Prométhée dans le titre du roman fait penser à diverses versions du mythe grec de la création, y compris celle de Prométhée le Titan, créateur de l’homme et celle de Zeus créateur de l’homme, à qui Prométhée désobéit pour aider cette créature dépourvue de tout moyen de survivre. Cependant, le nom de Prométhée n’apparait que dans le titre et nulle part autre. D’autre part, vers la fin du même siècle, André Gide produit une œuvre compliquée, au titre transgressif du Prométhée mal enchaîné, contenant plusieurs personnages empruntés au mythe eschyléen et aux écrits romantiques de Goethe et de Shelley ; si bien que cet écrit donne lieu à différentes interprétations opposées ou identiques au mythe, celles du héros sacrifié et celles du héros révolté et libéré. La question que l’on s’est posée concerne cette apparition en plein milieu du romantisme anglais du début de XIXe siècle, puis vers la fin du même siècle, quand les écrivains influencés par le romantisme font le pont vers le symbolisme : quelle en est la raison ? Nos appuis méthodologiques seront la recherche documentaire en bibliothèque et l’analyse du discours.

La notion de l’identité est depuis longtemps un sujet de réflexion riche et fructueux en philosophie et en sciences sociales. A l’époque contemporaine, vu des mouvements et changements sociaux, des immigrations, du progrès de la technologie qui impacte la vie de l’être humain dans tous ses aspects, et vu de l'émergence de plusieurs ouvrages littéraires traitant ces sujets, cette notion est portée à l’attention dans le domaine littéraire. La présente recherche se propose d’analyser la notion de l’identité psychosociale dans le roman En famille de Marie NDiaye. Lauréate des grands prix littéraires tels que Fémina et Goncourt, Marie NDiaye traite des thèmes contemporains dans ses œuvres. Grâce à son pouvoir artistique, elle invente des personnages qui partent en quête de leur identité familiale et sociale. Dans son univers romanesque, la question de l’identité reste toujours en débat. Dans cet article, nous allons, d’abord, dégager les réflexions théoriques chez Alex Mucchielli qui cherche à esquisser un cadre théorique à la notion de l’identité dans le domaine psychologique et sociologique. Puis, nous nous pencherons sur les idées de George Herbert Mead concernant ce concept. Ensuite, pour effectuer notre analyse en profondeur, nous allons étudier le rôle du passé et des souvenirs dans la fabrication de l’identité des personnages en nous appuyant sur les orientations théoriques autour du temps chez Paul Ricoeur.

The purpose of the current study was to investigate the effects of immediate corrective feedback and delayed corrective feedback on EFL learners’ speaking fluency and speaking anxiety. The study adopted a quasi-experimental design with two experimental and no control groups. The participants consisted of 42 intermediate Iranian EFL learners at an English Institute in Tehran who were randomly assigned to two experimental groups. The instruments of the study included: the PET, teacher-made pre- and post-tests, and a speaking anxiety questionnaire. After the pre-test, the participants went through a ten session treatment during which the first experimental group received immediate corrective feedback while the second group received delayed corrective feedback. After the treatment process, a posttest was administered to both experimental groups to examine the effect of the treatment. Moreover, the participants in both groups filled in the speaking anxiety questionnaire to identify their anxiety level during in-class activities as well as those instructor’s behaviors and characteristics which might reduce their anxiety in class. The recorded data were transcribed and analyzed. The results indicated that delayed corrective feedback has a positive effect on EFL learners’ fluency and it also decreased their anxiety level.

Emotion labor is defined as any conflict between institutional demands and teachers’ professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language teacher agency and identity are closely tied to emotion labor. This fact particularly looms large for novice language teachers, who tend to perceive contradictions between what they imagine prior to entering the profession and what they actually experience in their teaching contexts. This case study applied activity theory (Engeström, 2015) and Gee’s (2000) identity framework to explore how the emotion labor experienced by a novice Iranian female teacher of English as a foreign language (EFL) over a five-year career period at three private language institutes affected her language teacher agency and identity. The findings, obtained from class observations and semi-structured interviews, highlight two major sources of emotion labor: 1) profit-oriented policy, and 2) performance-constraining factors within the institute, which caused the participant to contemplate quitting her job. Implications and further research are discussed in line with the interplay among emotion labor, language teacher identity, and well-being.