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The evaluation of students' writings and the allocation of scores are traditionally time-intensive and inherently subjective, often resulting in inconsistencies among human raters. Automated essay scoring systems were introduced to address these issues; however, their development has historically been resource-intensive, restricting their application to standardized tests such as TOEFL and IELTS. Consequently, these systems were not readily accessible to educators and learners. Recent advancements in Artificial Intelligence (AI) have expanded the potential of automated scoring systems, enabling them to analyze written texts and assign scores with increased efficiency and versatility. This study aimed to compare the efficacy of an AI-based scoring system, DeepAI, with human evaluators. A quantitative approach, grounded in Corder's (1974) Error Analysis framework, was used to analyze approximately 200 essays written by Persian-speaking EFL learners. Paired sample t-tests and Pearson correlation coefficients were employed to assess the congruence between errors identified and scores assigned by the two methods. The findings revealed a moderate correlation between human and AI scores, with AI diagnosing a greater number of errors than human raters. These results underscore the potential of AI in augmenting writing assessment practices while highlighting its pedagogical implications for language instructors and learners, particularly in evaluating the essays of EFL students.

Discourse markers play a crucial role in textual cohesion and coherence. By identifying patterns of discourse marker usage, valuable insights can be gained into the underlying communicative strategies employed by text producers. Qur’anic discourse markers are of particular significance for several reasons, making their translation a critical area of study. Accordingly, this article aims to examine the second most frequent, complex, ambiguous, and multifaceted Qur’anic discourse marker, fa, in a Persian and English Qur’anic parallel corpus from a pragmatic perspective. To this end, six ajzā (parts) of the Holy Qur’an were randomly selected as the research sample and served as the source text of the corpus. The Persian translation by Ali Maleki and the English translation by Tahereh Saffarzadeh were chosen as the target texts through purposive sampling. The bilingual parallel corpus was designed to facilitate the investigation of variations and trends across the two languages, thereby providing a more in-depth understanding of the translation process. The analysis of this corpus revealed that translators rendered this Qur’anic meta-discursive component figuratively, communicatively, and dynamically by employing four different types and 81 unique discourse markers to establish various logical relationships between discourse units. These discourse markers conveyed discursive functions of contrast, elaboration, inference, and temporality. This figurative and communicative system, adopted and adapted in the construction of discourse, is substantiated through different theoretical perspectives in discourse analysis and pragmatics. Beyond its contribution to discourse analysis by highlighting the complexities of language use and the interpretation of sacred texts across languages, the study’s findings offer valuable insights for translators in general, and for Qur’an translators in particular, by shedding light on the intricate yet subtle process of discourse construction and its crucial role in facilitating more effective communication.

Although pair work interaction gained substantial attention in recent decades, little is known about the best method to enhance its effectiveness. This study investigated the impact of peer modelling demonstration of collaborative writing tasks as a pedagogical intervention on Language-Related Episodes (LREs) and pair dynamics. Using a one-group pretest-posttest design with a delayed posttest, twenty intermediate learners were randomly paired up to complete three tasks (information-gap, story reconstruction, and jigsaw), which also involved a paragraph-level writing over a three-week period. Each session, the participants were required to work on one task while recording their voices. In the second session of the study, the pairs were provided with the peer modelling video to explore its contribution to their performances. The pairs' audio-recorded performances (about 15 hours) were carefully transcribed and later analyzed for a) the frequency, types, and resolution of LREs and b) pair dynamics. Results of Negative Binomial Regression revealed that peer modelling had a significant positive effect on pair performance, in a way that, after the provision of peer modelling, the pairs produced a significantly greater number of LREs and correctly resolved the majority of the conflicts. Additionally, analysis of McNemar's test revealed that the pairs demonstrated more collaborative pair dynamics subsequent to peer modelling. The findings are pedagogically important as they support peer modelling as a valuable pedagogical technique to be integrated into language learning classes to ensure L2 development and foster qualities of pair work.

Political apologies serve as high-stakes communicative acts, addressing collective wrongdoing while seeking to repair damaged relationships between governments and affected groups. This study explored the evolution of political apologies in the 21st century, analyzing their role as public speech acts that respond to shifting societal and political norms. Despite their increasing prevalence in global politics, limited research has examined how these apologies have adapted linguistically and structurally over time to meet evolving public expectations. This research bridged this gap by employing a diachronic pragmatic approach. A corpus of 222 state-level political apologies, spanning two decades, was analyzed using the Cross-Cultural Speech Act Realization Project (CCSARP) framework, augmented with emerging pragmatic elements. Categorized into five sociopolitical periods, these apologies were coded and analyzed with Atlas.ti to identify shifts in their structural and linguistic components. The findings revealed a consistent use of Illocutionary Force Indicating Devices (IFIDs), alongside a growing emphasis on Explanation or Account and META (Reaffirmation). Novel elements, such as Commemorative Apologies and Forward-Looking Statements, demonstrated how political apologies are increasingly tailored to address systemic injustices and public demands for accountability and reconciliation. Theoretically, the study could enrich pragmatic frameworks by identifying new components of political apologies. Practically, it offers insights for crafting effective apologies that resonate with diverse audiences. This research underscored the adaptability of political apologies, positioning them as tools for fostering societal healing and advancing justice in a rapidly changing world.

Coalescing digital technologies into education has foregrounded gamified formative assessment (GFA) as a promising modality for advancing second language acquisition (SLA). The current study explored the effects of GFA on the writing proficiency of Iranian EFL learners, focusing on complexity, accuracy, and fluency (CAF). Employing a quasi-experimental design, intermediate and advanced learners were assigned to either gamified or traditional paper-based formative assessment conditions. Writing CAF performance was evaluated by estimating the mean of macro-constructs of complexity, accuracy, and fluency. Writing performance was analyzed using established CAF measures for complexity, accuracy, and fluency, based on widely recognized frameworks. To assess group and proficiency-level effects, key statistical tests, i.e., Friedman, mixed-design ANOVA, Kruskal-Wallis, Wilcoxon Signed-Rank, independent samples t-test, and Mann-Whitney U , were applied. The findings disclosed that GFA enhances writing proficiency, with the most substantial gains observed in complexity and fluency. Accuracy improvements, though evident, were more modest and varied by proficiency level: advanced learners improved more in complexity and fluency, whereas intermediate learners showed greater gains in accuracy. These results accentuate GFA’s pedagogical efficacy in fostering engagement, reducing cognitive load, and promoting self-regulated learning in writing instruction, offering crucial insights for language educators, curriculum designers, and digital assessment developers who aim to incorporate innovative, learner-centered assessment strategies.

Sociocultural Theory (SCT) of second language learning puts the emphasis on social interaction and regards it as a pre-requisite for cognitive development (Vygotsky, 1978). Drawing on the SCT, the present study aimed to delve into the possible effect of ZPD-based teacher and peer feedback on reading comprehension and reading strategy use of EFL learners. In so doing, 75 Iranian EFL learners, who were randomly assigned into two experimental and one comparison groups, participated in a quasi-experimental study. The data were collected through Oxford Placement Test (OPT), reading comprehension test and reading strategy questionnaire. One of the experimental groups received teacher feedback based on Aljaafreh and Lantolf's (1994) regulatory scale while the other experimental group accomplished the reading task using the feedback provided by the peers. Results obtained from the one–way ANOVA and Tukey test demonstrated that both experimental groups, teacher and peer, gained significantly more and performed better than the comparison group in reading comprehension while there was no significant difference between teacher and peer feedback groups in reading comprehension. The findings of the strategy questionnaire indicated no statistically significant difference between experimental and control groups, leading to the conclusion that students’ grouping did not influence their use of reading strategy. Therefore, it is concluded that peer feedback can be as effective as teacher feedback, aiding teachers to have a learner–centered classroom by implementing peer feedback rather than teacher feedback.

Extensive research has been conducted on the intersection of digital games and AI, exploring how it impacts the diverse variables of education, such as proficiency, vocabulary, and motivation. However, there is a lack of studies that have comprehensively assessed the combined impact of digital games and AI applications on enhancing six aspects of vocabulary. This study focused on finding the possible effect of using the combination of digital games and the Artificial Intelligence Chat GPT application technique (AIGames) on developing the 7th-grade EFL learners’ vocabulary acquisition and their attitude toward such a technique. Based on an experimental and descriptive design, a quantitative approach was used. The participants were assigned to two groups randomly: the experimental group, which studied using this technique, and the control group, which was taught using the regular instruction method. The study used two instruments: a pre-posttest and an attitude scale (questionnaire). The findings revealed statistically significant differences between the experimental and control groups in vocabulary learning due to using the AIGames technique in favor of the experimental group. The post-test results (Table 2) revealed significant improvements across all six vocabulary aspects, with the largest gains in denotation (experimental group: M=7.82 vs. control: M=4.56) and spelling (M=7.59 vs. 5.38). Pronunciation showed the slightest improvement (M=5.41 vs. 3.69), suggesting that the AIGames technique was less effective for this aspect. The study also showed that most participants in the experimental group had a positive attitude towards using the new technique in learning vocabulary. Moreover, the study revealed no correlation between the experimental students’ achievement in vocabulary and their perception of using the AIGames technique.

To identify the effectiveness of online observation for teaching, this study explored teachers’ conceptions of online classroom observation, focusing on the key components, instructional design considerations, and delivery strategies in virtual teaching environments. More particularly, in this multi-method qualitative research design study, the researchers did document analysis of a number of available classroom observation sheets to derive some themes and sub-themes regarding the components of online classroom observation. Subsequently, based on the derived themes, semi-structured interview items were composed. Through purposive sampling, eight Iranian experienced online classroom observers were selected to be interviewed. Using MAXQDA to do content and thematic analysis, the researchers found the eight components of instructional design and delivery, technology integration, student engagement and interaction, professional development and support, feedback provision, assessment of students’ learning and achievement, inclusive practices, and instructor presence and support in the data. Moreover, it was found that the integration of technology was highlighted to optimize observation experiences, student engagement, and instructional support. These findings have implications for professional development programs, re-evaluation of assessment practices, instructor presence, and technology integration in online learning contexts, all of which are crucial for equipping EFL instructors with the skills and knowledge necessary for effective online teaching.

This study investigates the effect of corrective feedback on Iranian English as a Foreign Language (EFL) learners’ interlanguage pragmatic (ILP) development in the context of invitation acceptance and declination. Three intact experimental groups were selected via convenience sampling from an English institute in Tehran: a recast group (N = 13), a metalinguistic group (N = 17), and a clarification request group (N = 12). Prior to the treatment, the groups participated in a dialogic extended discourse pretest. The dialogues for invitation acceptance and declination were drawn from Top Notch, American English File, English Result, and Four Corners. Learners’ performance was assessed using two checklists—one for pragmalinguistic and the other for sociopragmatic knowledge—based on a five-item Likert scale ranging from inappropriate to most appropriate. Treatment sessions were conducted three times per week, each lasting 60 minutes, over a period of one month. The findings reveal that corrective feedback significantly enhanced ILP development. Notably, the metalinguistic group outperformed the recast and clarification request groups. Consequently, metalinguistic corrective feedback proved more effective than recast and clarification feedback in fostering Iranian EFL learners’ ILP development concerning invitation acceptance and declination.

Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of individual attributes within the context of integrated assessment. The objective of the current research was to investigate the relationship between integrated listening/speaking assessment and individual characteristics of ambiguity tolerance (AT), use of cognitive/metacognitive strategies, and foreign language anxiety (FLA). Oxford Quick Placement Test was used to homogenize 60 EFL learners in terms of language proficiency (B2-C1). Additionally, integrated listening/speaking performances were collected using sample TOEFL-iBT tests. The transcribed spoken samples were evaluated by two raters using TOEFL-iBT rubrics in terms of overall description, delivery, language use, and topic development. Additionally, information on individual characteristics was gathered by means of 3 different questionnaires. Data analysis revealed that FLA had a negative relationship while AT and the use of cognitive and metacognitive strategies had a positive correlation with integrated listening/speaking test performance. Individual differences have generally been neglected in the assessment literature, but this study revealed that performance on integrated listening/speaking tests can be affected by language-irrelevant constructs such as individual attributes in addition to test-takers’ language competence.

Navigating the technology-saturated landscape of language education poses a daunting task for present-day parents. As primary companions in EFL learners’ online learning journey, parents need to help them cultivate online language education. Guided by the parental mediation theory, the present study's primary objective was to examine any correlation between parental mediation strategies and Iranian EFL learners' online learning self-efficacy. Inspired by Vygotsky’s (1978) social development theory, which posits that knowledge is constructed within a social context, and Valkenburg et al.’s (2013) autonomy-supportive mediation, the second aim of the study was to uncover strategies that help promote digital parenting to foster learners’ self-efficacy in online language learning. Using an explanatory sequential mixed-methods design, data were gathered through questionnaires from 414 Iranian EFL learners aged between 12 and 18, selected through non-probability convenience sampling. Additionally, 47 learners, their parents, and 15 EFL teachers were voluntarily interviewed. Multiple linear regression analysis demonstrated that restrictive mediation and monitoring strategies reduced learners’ online learning self-efficacy while active mediation enhanced it. Reflexive thematic analysis of the interviews also revealed that digital parenting practices, which consider learners’ autonomy and encourage cooperative engagement between learners and parents, will nurture self-regulated online language learners. The findings could set a new benchmark for digital parents, helping them bring up children capable of judiciously leveraging online opportunities.

Motivational goal orientations play a critical role in shaping learners’ engagement in the classroom. This study was to investigate how performance-avoid, performance-approach, mastery-avoid, and mastery-approach goals determine agentic and social engagement of Iranian intermediate EFL learners. For this purpose, 200 Iranian intermediate EFL learners of language institutes in Isfahan and Gachsaran, Iran, were selected by convenience sampling. The OQPT was administered to ensure the homogeneity of the participants. The data were collected by Goal Orientation Survey and Student Engagement Questionnaire, which were distributed online and analyzed using standard multiple regression. The findings demonstrated that the mastery approach and performance approach significantly determined agentic engagement, and the performance approach significantly determined social engagement. These findings provide valuable insights into the motivational dynamics within Iranian intermediate EFL classrooms. Educators can enhance student engagement by focusing on fostering mastery and performance goal orientations and creating a supportive learning environment, ultimately improving the language learning outcomes of Iranian intermediate EFL learners.

Despite the fact that impoliteness has been the focus of much investigation in various contexts, including political and cultural, there remains a paucity of evidence on the manifestation of impoliteness in literary texts. Examining Harold Pinter’s Mountain Language (1988) and Ashes to Ashes (1996), this paper discloses the impact of (im)politeness on identity. It posits that because of a mismatch in power dynamics and impoliteness between communicators, identity and self-esteem are subject to threat. Harold Pinter’s plays manifest profound interconnection between (im)politeness and identity construction/destruction. Our analysis shows how, in plays under scrutiny, characters are in a constant verbal struggle for survival and dominance and how this conflict impacts on characters’ social identity. Adopting Bousfield and McIntyre (2018) alongside Garcés-Conejos Blitvich (2009)’s model, this paper elucidates how impoliteness operates within the political settings of the plays in which the oppressors’ aggressive language aims to delegitimize the social identity of the oppressed ones. Furthermore, we strive to indicate how the impolite language and social/individual identity are closely related which contributes to a deeper understanding of characterization in literary works.

Positive Language Education (PLE) has emerged as a significant area of focus within foreign language education, emphasizing the incorporation of well-being and positive psychological principles into the language learning process to foster a more holistic and supportive educational environment. Despite the growing scholarly interest in this approach, the application of Positive Psychology (PP) themes within language curricula, particularly in non-Western educational contexts, remains underexplored. In this qualitative study, the researchers explored the potential benefits of embedding PP content within a General English course. Drawing on established well-being themes from the literature—such as gratitude, resilience, emotion regulation, altruism, creativity, and life’s meaning—the researchers designed and implemented a series of activities and materials incorporating multimodal resources, including texts, audio recordings, and video clips across diverse genres (e.g., fiction and non-fiction). The study was conducted with a cohort of 85 Iranian female undergraduate students enrolled  in a General English course at a state university in Tehran., Iran Data were collected over the course of a semester through a combination of methods: classroom observations, analysis of student-generated materials, and in-depth semi-structured interviews with a selected number of participants. Thematic analysis of the collected data revealed that the integration of well-being themes and activities fostered the development of both linguistic and non-linguistic competencies, including enhanced positive self-expression, introspective self-reflection, well-being literacy, and the cultivation of a foreign language growth mindset. The findings highlight the multidimensional benefits of integrating PP principles into foreign language education.