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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.

Iranian National University Entrance Exam (INUEE) as a nationwide high-stakes test is held annually to screen Iranian high school graduates and admit them into higher education programs in universities. This high-stakes examination has a wide range of impacts on test takers as the primary stake-holders and the parents, teachers, and high school principals as the secondary stakeholders. This study reports the impacts of INUEE on high school teachers and principals. To this aim, 27 teachers and 18 principals from three western provinces of Iran sat for a structured interview. Each interview lasted nearly 30 minutes. All the interviews were audio-recorded and transcribed. Next, following the Grounded Theory (Glaser & Strauss, 1967) as the basis of analysis, the transcriptions were subjected to content analysis to extract common patterns and recurring themes. Content analysis was applied to codify the transcribed interview data through an inductive process of frequent moving back and forth to extract common patterns and recurring themes of the data. After coding and 'quantitizing' the data (Dörnyei, 2007), the basic themes were identified, frequency counted, and tabulated. The results indicated that from the majority of the participants' perspective, the INUEE has detrimental consequences for students, teachers, school principals, and the educational curriculum. The findings of the study underscore the consequential invalidity and unfairness of the test and its negative impacts on different aspects of the educational system. The findings provide practical implications for educational policy-makers, school principals, and teachers highlighting the necessity of their awareness of negative consequences of INUEE.

Numerous academics in the domains of language instruction, cultural studies, communication studies, ethnic studies, gender studies, etc. have focused on critical cultural awareness (CCA) as a crucial element of intercultural competency. Therefore, this study aimed to investigate whether the cultural elements in Iranian high school coursebooks (Vision Series) have been (un)touched by the ministry of education. To this end, the conversation contents of the Vision Series (levels 1-3) were examined by the analytic hierarchy process (AHP) to evaluate possible intercultural competence used in Vision Series. It was found that the content was biased toward the source culture in general. Finally, some ideal ways of presenting culture in the coursebooks were put forward in the form of a cultural rubric. The pedagogical implications of this study are discussed.       

The study scrutinized the probable significant relationship between Emotional Intelligence (EI) and Translation Competence (TC) in the Iranian students of Translation Studies. The first stage of the study followed a conventional statistical approach, in which the significant relationship between the variables as well as the predicting role of emotional intelligence for translation competence of the participants was examined through Pearson correlation and linear regression analyses. Two questionnaires of emotional competence, derived from Bar-On (1997), and translation competence, derived from Alavi and Ghaemi (2013), were utilized in the study. The findings of the initial phase revealed the significant relationship between the participants’ emotional intelligence and translation competence. In the second stage, modeling approach was employed to probe the relation between emotional intelligence and translation competence through structural equation modeling, using LISREL. The results demonstrated a significant relationship between EI and TC, justifying the results of the first non-modeling stage. The findings are of significance as the association between translation competence and emotional intelligence has been scarcely explored. Moreover, the relation between two variables was deeply explored through using non-modeling as well as modeling approach, adding the novelty of research. The results reflected that emotional intelligence plays a significant role in predicting the language learners’ translation competence. The results have some implications for language teaching. Language teachers can promote language learners’ emotional intelligence to reach successful learning outcomes. Through using useful techniques such as discussion, group-work activities, answering questionnaires, the learners' emotional intelligence can be significantly improved, leading to effective translation achievement.

The global outbreak of COVID-19 necessitated a swift transition from conventional face-to-face (F2F) teaching to Emergency Remote Teaching (ERT) in educational institutions worldwide. This sudden shift posed significant challenges for both teachers and students, particularly those in low-resource rural schools. This study sought to probe into this experience in the context of English as a Foreign Language (EFL) instruction, focusing on the perspectives of teachers and students in rural high schools within Iran. The study participants were 13 female EFL teachers and 15 female EFL students teaching and studying in rural high schools in different cities in Iran. Employing a qualitative approach, data were gathered through semi-structured interviews, online observation, and one of the researcher’s reflective journals. Thematic analysis was utilized to analyze the data, identifying several categories encompassing the hurdles encountered by the participants and the achievements they attained. The identified categories pertaining to hurdles encompassed technological, financial, educational, personal, professional, and well-being problems. Similarly, the categories pertaining to achievements comprised technological, educational, and professional progress, as well as enhanced convenience. Exploring the dilemmas and aspirations expressed by these participants can inform and better equip the educational system of Iran to effectively respond to similar crises in the future. Furthermore, this study offers insights to education authorities, aiding in the resolution of barriers to distance online education and facilitating enhanced preparedness for potential future emergencies.

The increasing use of computer-based mode in language testing raises concern over its similarities with and differences from paper-based format. The present study aimed to delineate discrepancies between TOEFL PBT and CBT. For that objective, a quantitative method was employed to probe into scores equivalence, the performance of male-female participants, the relationship between completion time and test score, and test mode’s effects on participants’ performance. Totally, 124 undergraduates partook in the current research whose ages ranged from 19 – 21 years (M = 20, SD = .66). To analyze the data, MANOVA, Pearson correlation, and regression tests were run. The findings uncovered that: (1) PBT and CBT were equivalent in scores; (2) male and female’s scores were not significantly different; (3) there was a moderately negative correlation between completion time and score; (4) computer familiarity, habit in using computers, and perception toward CBT did not affect performance in TOEFL. For researchers, the implication of this study concerns the interchangeability of the two-test modes. For CBT test designers, it concerns the appropriate inclusion of visuals, time related measurement, and procedures to design computer-based tests.

Within the Minimalist Program (MP), Relative clauses (RCs) are considered complementizer clauses (CPs) containing a C with an edge feature [EF] in the form of [wh] and [EPP] but no tense feature. This study investigates Persian RC derivation based on MP. By proposing two approaches, namely: (1) ‘ ke -movement’ and (2) ‘null wh-operator (OP) movement’, we will consistently argue and show that the null wh-OP approach provides an appropriate generalization for Persian restrictive RCs. Adopting the latter, the results display Persian RCs can be analyzed as CPs with a null wh-OP assuming to undertake wh-movement as copying and deletion from different syntactic positions, i.e., subject, direct object, object of preposition, etc. This operator allows a small pro in the subject position, leaving an optional null copy, either allowing an optional resumptive pronoun (RP) behind in direct object position or attaching to the verb; and obligatorily in indirect object and object of preposition positions as well as Ezafe-construction. Also, the edge feature of the probe, the complementizer ke , attracts the null wh-OP to Spec-C, for checking and valuing the unvalued [wh] and [EPP] features. The long relative clause derivations can, correspondingly, work as expected by the successive cyclic movement of OP through intermediate Spec-C positions as well.

Language placement tests (LPTs) are used to assess students’ proficiency in a progressive manner in the target language. Based on their performance, students are assigned to stepped language courses. These tests are usually considered low stakes because they do not have significant consequences in students’ lives, which is perhaps the reason why studies conducted with LPTs are scarce. Nevertheless, tests should be regularly examined, and statistical analysis should be conducted to assess their functioning, particularly when they have a medium or high-stakes impact. In the case of LPTs administered on a large-scale, the logistic and administrative consequences of an ill-defined test may lead to an economic burden and unnecessary use of human resources which can also affect students negatively. This study was undertaken at one of the largest public institutions in Latin America. Nearly 1700 students sit an English LPT every academic semester. A diagnostic statistical analysis revealed a need for revision. To retrofit the test, a new test architecture and blueprints were designed in adherence to the new curriculum, and new items were developed and tried out gradually in several pilot studies. Item Response Theory (IRT) was used to examine the functioning of the new test items. The aim of this study is to show how the test was retrofitted, and to compare the functioning of the retrofitted version of the English LPT with the previous one. The results show that the quality of items was higher than that of the former English LPT.

The use of digital games has increased dramatically in the last two decades due to the augmentation in the number of Personal Computers (PCs) and mobile devices worldwide. Not only can digital games be played for entertainment, but also, they may have both positive and negative effects on their players. Various effects of digital games on individuals’ levels of attention span, concentration, and addiction have already been tested by numerous studies; however, their impact on incidental Second Language (L2) acquisition is still untouched by language researchers. To address this lacuna, this is a longitudinal observational study that lasted for three months to investigate the impact of digital games played by young learners for entertainment at home on their unintentional acquisition of English as an L2. The age of the participants ranged from 8 to 14 years old, and the experiment was conducted during the Covid-19 pandemic in 2021. Three main games were played by the sample; namely, Free Fire, Minecraft, and Among Us. The findings revealed that digital gaming significantly influenced the vocabulary development of the participants, and gaming was a clear asset for their L2 acquisition. It was also found that the players’ level of vocabulary retention was high; however, two drawbacks were identified in this regard, namely, the prolonged screen time and vocabulary items specifically related to a given area of a particular game. Overall, this study can be an impetus for further research into evaluating the benefits or drawbacks of using digital games for specific aspects of L2 acquisition such as the development of cognitive abilities or enhanced understanding.