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Criticism of a translation evaluates its quality, accuracy, and effectiveness in communicating with the target readers. To ensure objectivity, such criticism requires a defined model. Pym’s (2007) model is based on two main concepts: directional equivalence and natural equivalence. Directional equivalence highlights the difference between the translation and the original, which is easily recognizable. In contrast, natural equivalence pertains to what different languages and cultures inherently produce within their own systems to convey a message, function, or referent. These two concepts make Pym’s model effective for broad evaluations of translations. This study applied Pym’s framework to objectively criticize the Persian translation of Melville’s (2021) Moby Dick to investigate the type of equivalence—directional or natural—the Persian translator employed. To do so, a comparison was made between the original and its translation to examine the translation techniques adopted by the translator at the micro-level, leading to the determination of his overall strategy at the macro-level based on Malone’s (1988) taxonomy of translation techniques, including matching, zigzagging, recrescence, repackaging, and reordering. The findings revealed that the translator employed all of Malone’s techniques but leaned toward those that prioritized naturalness over directionality. This approach enabled the production of a translation that maintained a close relationship between the source and target languages, ensuring effective communication with Persian readers. The findings of the current study offer pedagogical implications that may be beneficial for translation students, novice critics, and translation teachers.

Speaking is a multifaceted skill that involves many different areas, such as discourse, grammar, and sociolinguistics. As a primary means of communication, speaking is essential in any instructional program for language learning. Besides, Photovoice is a participatory learning method that represents the viewpoints, issues, and experiences of individuals or communities through photography. Following a mixed-methods design, the present study tried to investigate employing Photovoice on Iranian intermediate language learners' skill in speaking English. It also looked at how the participants felt about using Photovoice to learn languages. Using a convenient sampling procedure, a total number of 60 participants were chosen. Once their homogeneity was confirmed based on the Preliminary English Test, they were randomly divided into two equal groups of thirty participants, one experimental group and one control group. While the control group received typical language teaching using conventional methods, the experimental group followed the PHOTO model, which emphasized participatory photography, as well as the Creative Problem Solving (CPS) model for generating innovative solutions. Triangulation was also accomplished through conducting pre/post tests, a questionnaire, and an interview. Then, the data were summarized, and descriptive and inferential statistics such as one-way ANCOVA and paired samples t-tests were used. The results showed that Photovoice integrated with CPS was an effective method for enhancing students' speaking skill and emotional engagement in language learning. The findings can be helpful through new insights into language pedagogy, suggestions for researchers and language teachers in the study of speaking skill, and visual methods such as Photovoice.

Learning English for Specific Purposes (ESP) aims to equip its learners to communicate in the multicultural work domain. The new emphases in learning ESP at the university level include the evolution of ESP itself over the last 50 years, and the challenges that ESP students face in speaking English. Conversely, the prevalence of World Englishes (WEs) in university contexts has made it relevant to TEIL. Because ESP aims to equip learners with practical communication skills, English Language Teaching (ELT) programmers must consider alternative approaches to address ESP students' speaking problems. This study explores the effectiveness of WEs conceptualization on ESP students' speaking achievements. It involved 11 teachers and 155 ESP learners from universities. They completed the WEs conceptualization questionnaires and a Preliminary Speaking Sample test. The study selected male and female samples with high mid and low conceptualization. Two-way ANOVA analysis confirms a statistically significant interaction of WEs conceptualization and gender on ESP students speaking, which reinforces the applicability of WEs in ESP classes. Knowledge about WEs develops teachers'/students' conceptualization of sociolinguistic truths and enhances speaking. The knowledge of WES has made it an applicable multicultural solution. Its sociolinguistic and pedagogical outcomes benefit ESP students, curriculum developers, and in-service teachers.

The increasing advancement of technology in the field of teaching English as a foreign language (EFL) has turned blended learning—a combination of online and in-person learning—into an innovative educational approach. Given the significance of investigating students' attitudes toward learning environments in different EFL contexts, this mixed-methods study was set to examine Iraqi university EFL students' attitudes toward blended EFL courses and investigate gender differences in this regard. Thus, 250 EFL students were selected from five public Iraqi universities via convenience sampling method and completed the questionnaire of the study. Of these participants, a random sample of 25 students was also selected for interview sessions. The questionnaire results suggested that due to serious technological and instructional drawbacks, such as lack of appropriate infrastructure and insufficient technology knowledge, Iraqi EFL students had generally negative attitudes toward EFL blended courses. Gender also played no significant role in students' attitudes. In interviews, they emphasized the importance of technology training programs to pave the way for effective blended EFL courses, mentioning some important benefits for this hybrid approach. The pedagogical implications of the findings are also discussed.

AI-enabled solutions and systems, including AI chatbots, are revolutionizing teaching and learning processes in language education programs and language classrooms, profoundly changing traditional methodology and pedagogy. This study aimed to compare the effectiveness of implementing and utilizing three AI chatbots, Claude, Chat GPT, and Google Gemini, with traditional instruction in an academic writing course at Ilam University, Iran. To this end, of 39 TEFL MA students enrolling in an academic writing course, four homogeneous classes of nine students were organized. In three classes, the three AI chatbots were used for providing feedback, correction, revision guidance, and tips for outlining, moves, and paragraph organization. A class with traditional teacher-centered instruction was also organized. At the end of the course, students in all four classes were tasked with writing two essays. A team of three raters was asked to rate the essays based on a common rubric. The rating results showed that students who received AI-enhanced instruction through the use of Claude achieved the highest scores, followed by those who received instruction with ChatGPT and Google Gemini, respectively. The participants in all three AI-enabled classes outperformed the participants in the class with traditional instruction. The rating results confirmed the effectiveness of AI-enhanced writing instruction, highlighting Claude as the most effective AI tool, and ChatGPT and Google Gemini in the second and third ranks, respectively. Based on the course outcomes, AI-enabled writing instruction is more effective than traditional instruction.

This study explores Iranian EFL teachers' perceptions of integrating job crafting interventions with reflective teaching to enhance their teaching practices and well-being. Using a grounded theory approach, 25 experienced EFL teachers (minimum 5 years of teaching experience) were selected through purposive sampling to participate in a multi-phased intervention based on the PERMA model. The intervention included training workshops, self-set job crafting assignments, and reflective practices. Data were collected through semi-structured and focus-group interviews and analyzed to identify recurring themes. The findings revealed three themes: 1) reflective mindset, 2) sense of belonging and engagement, and 3) reflective avoidance. Results indicate that job crafting improved teachers' self-efficacy, motivation, and resilience, though some experienced challenges in implementation. Practical implications suggest incorporating job crafting strategies into teacher training programs to foster reflective teaching and enhance teacher well-being. This research contributes to the field by bridging positive psychology and reflective practices in SLA contexts, emphasizing the value of teacher-centered interventions in professional development.

The primary objective of this research was to explore how the mindsets and perseverance of English as a Foreign Language (EFL) teachers in Iran impact their well-being. Using Structural Equation Modeling (SEM), data from 375 EFL teachers, selected through convenience sampling, were analyzed. The results revealed a direct and positive correlation between a teacher's growth mindset and their well-being. Additionally, the study found that the relationship between a teacher's growth mindset and well-being was influenced by their level of grit. These findings suggest that educators can significantly contribute to fostering growth mindsets and perseverance among EFL teachers, thus improving their well-being. Ultimately, this research underscores the importance of these teacher characteristics in enhancing the well-being of EFL instructors and offers practical guidance for educators aiming to support them.  

This study explored the impact of etymological elaboration and captioned video on the development of English idiomatic expressions among Iraqi EFL learners. Recognizing the significance of idioms in language mastery, the research aimed to identify effective teaching strategies that enhance learners' comprehension and usage of idiomatic expressions. A sample of 70 advanced female learners, aged 19 to 26, was randomly assigned to three groups: an etymological elaboration group, a captioned video group, and a control group. The study employed a pre-test and post-test design to measure idiom familiarity before and after a 10-session treatment program. Results indicated that both etymological elaboration and captioned videos significantly improved idiom learning, with etymological elaboration proving to be the most effective method. The findings highlight the importance of integrating cognitive and multimedia strategies in EFL instruction to facilitate idiomatic expression acquisition. This study explored the impact of etymological elaboration and captioned video on the development of English idiomatic expressions among Iraqi EFL learners. Recognizing the significance of idioms in language mastery, the research aimed to identify effective teaching strategies that enhance learners' comprehension and usage of idiomatic expressions. A sample of 70 advanced female learners, aged 19 to 26, was randomly assigned to three groups: an etymological elaboration group, a captioned video group, and a control group.

This research investigated the complex processes of identity negotiation among Iraqi undergraduate students within a multilingual context. Using a mixed-methods research design, the study combined qualitative thematic analysis and quantitative data to examine how linguistic practices, such as code-switching (CS) and code-mixing (CM), act as resources for the expression of individual and social identities. Analysing transcripts from 20 episodes of Iraqi TV talk shows and interviews with 15 undergraduates, the study uncovers distinct linguistic patterns shaped by context: Arabic dominance in discussions of cultural topics and English dominance in discussions of academic and aspirational topics. The findings revealed that linguistic choices are not arbitrary but strategic, reflecting students' efforts to balance cultural heritage with global aspirations. The emergent strategies for bridging the cultural gap, making inclusivity possible, and negotiating social dynamics are CM and CS. Such findings foreground the crucial role language plays in the construction, maintenance, and negotiation of identities in complex sociolinguistic landscapes. Results for educational frameworks involve the inclusion of these insights into school frameworks and the recognition of linguistic diversity as a resource in the construction of identities and in intercultural communication.

This study investigates the impact of negotiated syllabi on English as a Foreign Language (EFL)   learners’ motivation, engagement, and autonomy through a mixed-methods approach. Participants included 120 EFL learners, divided into experimental and control groups. Quantitative data were collected via motivation, autonomy, and engagement scales administered pre- and post-intervention, while qualitative data were gathered through semi-structured interviews with a subset of learners from the experimental group. ANCOVA result indicated that learners in the negotiated syllabus group exhibited significantly higher levels of motivation, engagement, and autonomy compared to the control group. Thematic analysis of interview data revealed eight primary themes, including increased relevance of course content, collaborative learning, and enhanced responsibility. Participants reported feeling more invested in their learning due to active involvement in course design, which fostered a sense of ownership and agency. These findings have implications for EFL curriculum development, highlighting the potential benefits of integrating learner input into syllabus design to improve educational outcomes. Future research should further explore learner-centered approaches across diverse EFL contexts.

Progress in International Reading Literacy Study (PIRLS) is an international assessment that measures the reading literacy of fourth-grade students (aged 9-10 years old). PIRLS aims to evaluate and compare the reading abilities of students across different countries. It assesses how well students can understand and interpret written texts, which is fundamental to their overall educational development. In this study, psychometric analyses were run on a portion of the multiple-choice items of PIRLS 2016 taken by 4th graders in the USA. The 3PL item response theory model was utilized to examine the test. Discrimination, difficulty, and guessing parameters were estimated along with the fit values, reliability, item characteristic curves, and item-person map. M2, CFI, TLI, and RMSE statistics showed that the test is reliable and the model, overall, fits the data. Item fit statistics outfit and infit showed that most of the items fit the 3PL model. Findings showed that while all the items have acceptable discrimination values, two items have unacceptable guessing parameters. Examination of the ICCs showed that graphical displays are important, in addition to numerical values, for examining item quality. Item-person map showed that items do not target the whole ability scale.

This study examines the effectiveness of long-term formant frequency distributions (LTFDs), Mel-frequency cepstral coefficients (MFCCs), and their combined application in distinguishing Kurdish-Persian bilingual speakers. Speech samples were collected from 20 early male bilingual speakers who read the fable ' The North Wind and the Sun ' in Kurdish (Sorani dialect) and Persian. The Random Forest algorithm was employed to analyze the data. Feature importance for formant frequencies and MFCCs was evaluated using the mean decrease in accuracy metric. The results indicated that LTFD measures provided moderate accuracy in speaker differentiation, reflecting their capacity to capture vowel-related articulatory patterns. In contrast, MFCCs demonstrated superior performance, effectively encoding spectral and speaker-specific characteristics. When LTFDs and MFCCs were combined, system accuracy was slightly improved compared to using MFCCs alone. This marginal enhancement underscores the potential benefits of integrating LTFDs with MFCCs in forensic voice comparison, where even small gains can have significant practical implications. The findings contribute to a deeper understanding of bilingual speaker variability and provide insights for optimizing speaker identification systems in bilingual contexts.

Because of their objective measurement and unambiguous correspondences, syntactic parameters are used as comparanda for deep comparison and relatedness of language varieties. The Parametric Comparison Method (Longobardi & Guardiano, 2009) is based on the hypothesis that syntactic parameters are appropriate traits to use as comparanda for contrastive analysis and distance measurement of language pairs and then to provide language taxonomy. This article addresses the syntactic distance and genealogical taxonomy of language varieties that are closely related genealogically, geographically, and culturally. To analyze relatedness and genealogical issues of Kurdish language varieties and the Persian language, abstract grammatical rules, modeled as syntactic parameters which are applied in the domain of determiner phrase (DP), are used as comparanda. The results show that Laki and Lori are at a close distance from Sorani, and on the other hand, Kurmanji and Kɪrdki are also close syntactically. According to the tree achieved from the syntactic distances, Kurmanji is at one end of the spectrum and Persian is at the other end. Thus, it can be concluded that some preliminary deductions regarding the phylogenetic taxonomy of the Iranian languages and dialects, with a focus on Kurdish language varieties and other related dialects, can be proposed.

The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at Vali-e-Asr University of Rafsanjan in Iran. The students were asked to complete the WDCT and rate themselves on that test. Four raters scored the WDCT tests. According to the FACETS results, there were significant differences in students' performance between the two methods. The stable fit statistics and differing levels of difficulty measures for each test method indicated that each test had a unique way of differentiating the test taker's pragmatic ability. Based on the results, both DSAT and WDCT are acceptable measures for pragmatic ability; however, there are some fitness problems in DSAT. This shows the unpredictable pattern of ratings in the DSAT. It is recommended to have rater training to obtain more accurate results from the DSAT. Finally, the implications were discussed.

Research on relative clause (RC) ambiguity resolution in first and second-language contexts has produced conflicting results, with some studies indicating a preference for high attachment, others favoring low attachment, and some reporting no clear preference. In conjunction with other variables, these mixed results may be due to variations in the methodological features employed across studies. Therefore, there is a pressing need for a systematic review of the methodological features of relevant offline tasks to evaluate how these differences may lead to conflicting results critically. To address this issue, a systematic methodological review was conducted analyzing 108 features of offline tasks, including identification, context, materials, design, administration, data analysis, open science practices, and transparency. The results revealed significant methodological variation in the literature and a moderate mean transparency score of 59.77. These findings emphasize the need for methodological standardization and greater transparency in future research to ensure reliable and comparable RC ambiguity resolution research results.