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Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development.

Language learning platforms or channels have always been a challenge and source of inspiration for the respective SLA researchers. The two widely used channels are learning exercises and tasks, which have received much research but which is more effective in developing language skills (listening here), is still controversial. Additionally, learners' features, including their learning styles, might be either an effective or an affected factor in applying either channel. To shed light on both problems, this experimental research employing 55 conveniently sampled Iranian intermediate EFL learners categorized into experimental and control groups was conducted. The experimental groups exposed to both pre-and post-tests received task- and exercise-based listening instructions separately for ten sessions. Their perceptual learning styles were also measured after the interventions. The respective parametric statistical analysis (i.e., independent-samples t-test) showed that both groups performed roughly equally in the post-test, and there was statistically no significant difference between intervention types. ANCOVA was run concerning each sub-style to address the status of the learning styles. Similarly, the relationship between listening ability and method type showed no statistically significant differences, regardless of whether the effectiveness of either treatment was natural. Both listening activities worked efficiently to enhance learners' listening comprehension abilities. Statistically speaking, the results confirmed the non-significantly differentiating effects of both independent variables on developing listening skills and modifying learning styles. The findings are more challenging rather than concluding, which, while bearing specific pedagogical insights, motivates further research.

The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their perceptions of the use of corrective feedback (CF) in their classrooms. To this end, six teachers (three face-to-face and three online) from two language schools were selected as the participants based on convenience sampling. It’s worth noting that in terms of design, the current investigation qualifies as a case study. In an attempt to triangulate data collection, both observation and interview were used as the instruments for data collection. In so doing, each teacher’s class was observed for two sessions, and the interaction between learners and each teacher was audio-recorded. Furthermore, structured interviews were conducted with the participants following observations. The study was guided by Lyster and Ranta’s (1997) and Sheen’s (2011) framework for CF types. As the findings revealed, recast was the most commonly used CF type in elementary and intermediate levels in both classroom modes, as well as the advanced face-to-face class, with the only exception being the advanced online class in which elicitation featured as the most preferred feedback type. Furthermore, the results of the interview data revealed that all teachers had positive perceptions of using CF in EFL classrooms. The findings offer some fruitful implications for EFL teachers who are engaged with face-to-face or online modes of instruction, particularly as they highlight the importance of offering more explicit CF types to bring about more noticing and uptake.

Assessing learners’ writing is one of the primary responsibilities of English language teachers. Nevertheless, research on teachers’ writing assessment literacy (WAL) is scarce. To this end, this study a) explored Iraqi Kurdish EFL teachers’ writing assessment knowledge, beliefs, and practices and b) examined assessment strategies they employ to assess learners’ writing ability and the feedback they provide on learners’ writing performance. Data were collected from language teachers in the Kurdistan Region of Iraq (N=80), who taught at universities, institutes, and schools, utilizing a modified version of the WAL questionnaire consisting of five sections, including teachers’ demographic information, assessment strategies, knowledge of WAL, beliefs about WAL, and practices concerning WAL. Semi-structured interviews were conducted with a group of volunteer teachers (N=10). The findings highlighted teachers’ insufficient knowledge of writing assessments. A significant mismatch was found between teachers’ stated beliefs and their practices in the use of formative and summative assessment. The teachers had positive beliefs toward formative assessment; however, they preferred using summative assessment. The qualitative findings further pointed to a significant knowledge gap among teachers regarding specific terminologies, such as formative and summative assessment, as well as scoring rubrics. Finally, the results indicated that teachers used various feedback types to improve learners’ writing skills. The findings emphasize the need to improve teachers’ writing assessment literacy in order to bridge the gap between teachers’ beliefs and their practices of writing assessment.  

The present study investigates the emotional experiences of ten English as a foreign language (EFL) female students during an English vocabulary-building course, through the lens of Barrett’s Theory of Constructed Emotion (TCE). The data were collected using a background questionnaire, reflection paragraphs, and semi-structured interviews and were analyzed primarily by applying thematic analysis methods. The TCE was used to explain the wide range of emotions experienced and the reasons for fluctuations within a single EFL vocabulary course. The results revealed a diverse spectrum of emotions, including enjoyment, confidence, pride, anxiety, boredom, embarrassment, and blame, underscoring the TCE's premise that emotions are intricately constructed and influenced by personal learning experiences, the appraisal of learning events, contextual factors, and social interactions. Moreover, the study found that emotions are not only influenced by the situational context but also shape the situational context in turn. Thus, the findings highlighted the open and interactive nature of the systems students use to construct their emotions. Importantly, the study uncovered the strategies students employ to manage their emotions, highlighting the active role students play in shaping their emotional experiences. The findings provide valuable insights for EFL teachers, suggesting the need for a supportive and empathetic teaching environment that acknowledges the emotional dimensions of EFL vocabulary learning. By understanding and addressing these emotional aspects, teachers can better assist learners in managing their emotions, thereby optimizing vocabulary acquisition and enhancing overall learning outcomes. 

As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multi-concept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. Among 198 participants, 12 individuals accepted to be interviewed. The results of the document analysis and the questionnaire approved the documents’ theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes global-oriented approaches in the country’s formal education. 

lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four intact classes wrote one argumentative and one narrative essay in L2, and one argumentative and one narrative essay in L1 on different topics. Paired-samples t-tests revealed that lexical diversity surfaced more in the L1 writing of the learners. Multiple linear regressions indicated that among five measures of syntactic complexity, mean length of T-unit and clauses per T-unit better predict the quality of argumentative writing. In addition, complex nominals per clause are better predictors of narrative writing quality. Simple linear regressions showed that lexical diversity is a significant predictor of L2 writing in both genres. Based on the findings, writing instructors are advised to provide L2 learners with explicit instruction on the use of diverse vocabulary and different syntactic structures in order to help them improve the quality of their writing.

Theoretically drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study probed into the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian high school students’ grammar ability. Also, a focus group interview was conducted to explore students’ attitudes toward concurrent GDA. This study used a convenient sample of 42 Iranian third-grade students in a private high school who prepared to participate in the Iranian University Entrance Exam (IUEE). The students of the two groups (i.e., GDA and Non-GDA) followed the same procedure (i.e., DIALANG test, pre-test, three conventional teaching sessions and one enrichment session, focus group interview (for GDA group), post-test and transcendence test). Quantitative findings using three independent sample t-tests and two repeated measure ANOVAs revealed that the GDA group significantly outperformed the non-GDA group regarding grammar ability and could apply them in more demanding circumstances. Besides, the thematic analysis of qualitative data showed that the concurrent GDA assisted students to improve their grammar ability. The study's findings highlight the importance of applying GDA as a mediational procedure that assists students in developing their grammar ability in L2 contexts. The findings of the study may assist L2 teachers to apply GDA procedure in their classrooms to save time for teaching and assessing grammatical structures.

The focus of this paper is to determine the extent to which changes in the ideological frameworks took place after 2003 when the removal of Saddam Hussein's Ba'athist dictatorship set up a democratic system for Iraq. Using the frameworks of Critical Discourse Analysis, more specifically Fairclough's three-dimensional model and van Dijk's socio-cognitive approach, this study conducts a critical investigation into the reframing of national identity, ideological structures, and religious themes in presidential discourse. This article provides an overview of the major ways in which the Iraqi presidents have used language in an attempt to redefine national unity, balance references to Islam, and build legitimacy in light of continuing political transitions. The most important findings provide substantial shifts away from the authoritarian themes and toward inclusiveness, with each administration changing its speech to adjust to the increasingly complex sociopolitical situation. The purpose of this analysis is to identify the role that discourse plays for state-building as a process and to develop a model of political communication after a conflict. The most important findings provide substantial shifts away from the authoritarian themes and toward inclusiveness, with each administration changing its speech to adjust to the increasingly complex sociopolitical situation. The purpose of this analysis is to identify the role that discourse plays for state-building as a process and to develop a model of political communication after a conflict.

This comparative study examines the works of two prominent novelists, Ernest Hemingway and Ahmad Mahmoud, through the lens of Existentialism. Both authors are renowned for their unique styles and themes that probe the human condition and the quest for meaning in life. This research compares their works, including Hemingway’s A Farewell to Arms and The Sun Also Rises and Mahmoud’s The Neighbors and The Scorched Earth to differentiate the similarities and differences in their approaches to Existentialism. Based on an existential perspective, the study aims to examine how characters in the novels of Hemingway and Mahmoud grapple with existential crises, confront the absurdity of life, navigate concepts of freedom and authenticity, and cope with existential anxiety. Results show that while Hemingway's characters often exhibit a stoic acceptance of the absurdity of life and adopt a sense of freedom in their choices, Mahmoud's characters tend to struggle more intensely with existential anxiety and undergo profound existential crises as they confront the complexities of their existence. Moreover, Hemingway's characters typically fail to stick to their true selves and what they believe in, while Mahmoud's characters might struggle more with being true to themselves and finding their own identity

Writing a thesis is crucial in the master's or PhD study process. There is no denying the supervisor's responsibility in this situation. Therefore, this study attempts to investigate the Kurdish students` perceptions toward their supervisors at various universities in Iraqi Kurdistan. In this study, two groups of students took part: 13 master students and 11 PhD students. Students, both male and female, who were studying at different universities in Kurdistan were included. They were all in their last year of studies and writing their theses and dissertations. A questionnaire and interviews were conducted to collect the data. The results revealed that students perceived the supervisors as a supporter, a leader, and a knowledgeable person who give them continuing feedback. The major point regarding the characteristics of effective supervisors was their knowledge of students` research topics, requiring supervisors to acquire enough knowledge and information on the topics of students` theses.

Reviewing related literature shows deviation from Searle’s felicity conditions has not been given attention. The present paper aims to investigate pragmatic deviation from Searle’s (1969) felicity conditions of illocutionary speech acts in the previous president of the US, Donald Trump’s political language. A qualitative method is used to gather and examine the data. The instrument consists of three oral documents which are chosen purposefully: (1) Trump’s discourse to a group of his supporters in Illinois state, (2) Trump’s meeting with Broadcasters MacCallum and Baier on Fox News Channel, and (3) Trump’s interview with Broadcaster Cooper on CNN Channel. The paper uses a discourse analysis method to study these documents. Findings reveal that Searle’s conditions (propositional content, preparatory, sincerity, essential) are deviated from in Trump’s political speeches: (1) Representative acts by making false claims without providing any evidence, (2) commissive acts by committing himself to do a future action, but Trump fails to fulfill it, (3) directive acts by ordering Joe Biden’s administration to prevent immigrants from entering the US, but Trump’s order cannot be done, (4) expressive acts by jokingly apologizing to his wife because he does not do anything wrong that pushes him to make an apology to her and thus has no real intention to do this act, and (5) declarative acts by declaring they are going to end Pelosi’s career politically, but she is not done.  It is also found that deviation from these conditions happens as a means of persuading, influencing, threatening, mocking, and attacking others.

The advent of ChatGPT, an all-purpose intelligent Chabot created by Open AI, has created a multitude of prospects and opportunities within the realm of language education. Owing to its exceptional capacity to produce a wide range of textual outputs, ChatGPT responds to queries in a matter of seconds. The present study aimed to examine the appropriateness of ChatGPT-based instruction and flipped language learning instruction (FLLI) in classrooms in terms of enhancing EFL learners’ interactional metadiscourse realization across language proficiency levels. Sixty-three English language learners were divided into four distinct groups: 16 in the advanced and 16 in the intermediate FLLI group, 15 in the advanced, and 16 in the intermediate ChatGPT group. Before initiating the study, all participants were given a pretest that specifically assessed the use of interactional metadiscourse markers (IMMs) in argumentative writing. The four experimental groups were separately exposed to ChatGPT-based instruction and FLLI during eight sessions. Results from a two-way analysis of variance (ANOVA) procedure through SPSS (version 25) revealed that the ChatGPT-based instruction was more effective than FLLI, and both intermediate and advanced language learners following the ChatGPT-based instruction used IMMs in argumentative writing more successfully. Moreover, the participants’ perceptions of ChatGPT and FLLI were analyzed through MAXQDA (version 2020), showing more positive attitudes towards using ChatGPT in language learning in general and IM realization in particular. The findings have the potential to provide advantages for teacher educators in terms of utilizing ChatGPT learning approaches.