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This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.

As digital technologies increasingly reshape educational practices, understanding their role in language acquisition has become vital. This mixed-methods study investigates the impact of Virtual Reality (VR) and Mobile-Based Instruction on learner motivation and engagement in English language learning, two approaches gaining prominence in modern classrooms. A total of 48 EFL students, aged 15 to 20, from a private school in Yazd participated in the study. Motivation was measured in terms of intrinsic interest and willingness to learn, while engagement was assessed across cognitive, affective, behavioral, and temporal dimensions. Quantitative analysis of engagement scores and motivation scores revealed no statistically significant difference between the two instructional approaches. However, qualitative findings from semi-structured interviews provided deeper insights into learners’ affective responses, cognitive engagement, and learning experiences. Participants described VR-based learning as more immersive, engaging, and confidence-boosting, while Mobile-Based Instruction was valued for its structured approach and teacher support. These findings underscore the importance of integrating immersive technologies with traditional pedagogical methods to enhance foreign language acquisition. The study suggests that a blended learning model may best accommodate diverse learner preferences and optimize language learning outcomes. Such a model could involve weekly VR-based sessions focused on immersive conversational practice, supplemented by mobile-based lessons for grammar, vocabulary reinforcement, and peer collaboration, with the teacher serving as a facilitator and guide across both platforms.

Language Assessment Literacy has emerged as a pivotal competence for EFL teacher trainers in guiding the transition from traditional summative testing toward formative, learner-centered assessment practices. This qualitative study investigates how teacher trainers conceptualize and enact assessment in their classrooms, focusing on the role of LAL in enabling pedagogical change. Semi-structured interviews with fourteen EFL teacher trainers were analyzed inductively using MAXQDA, yielding 114 codes categorized into themes related to prior assessment experiences, influential contextual factors, and perceptions of ideal assessment quality. Findings reveal that trainers’ current practices are strongly shaped by their own histories as learners, institutional resources, and commitments to meeting students’ affective and cognitive needs. While summative methods remain common due to systemic and workload constraints, trainers identify formative and diagnostic assessment as essential for fostering learning, student motivation, and self-concept. Recommendations highlight the need for flexible institutional policies, collaborative professional development workshops, and integration of technology to support formative approaches. This study concludes that strengthening LAL among teacher trainers is critical not only for refining assessment tools and processes but also for driving the broader transformation of EFL assessment culture toward equitable, and pedagogically aligned practices.

This research investigates how 185 Iranian EFL teachers re-shaped their professional identity by taking part in professional development (PD) models: Action research (AR) and Teacher Support Groups (TSGs). We invited the participants from public high schools and gathered the Quantitative data using the English Language Teacher Professional Identity Inventory that was conducted before and after the interventions. These data were analyzed employing an Independent Samples t -test and repeated-measure ANOVA. We collected the qualitative data through semi-structured interviews and reflective journals, which were analyzed by thematic analysis. Quantitative results revealed notable improvements in professional identity for both groups; the AR group showed a greater increase in pedagogical and personal aspects. Qualitative findings revealed four underlying themes: reflective practice and professional growth, autonomy and agency in teaching, emotional support and community, and professional development and learning approaches. Results indicated that reflection and autonomy were greater for AR, while emotional support and shared learning played a pivotal role for the support group. In the end, an exhaustive view of identity development was offered through presenting how AR improved personal growth, while the support group enhanced emotional flexibility and mutual learning. This study highlighted the different effects of each PD model on teacher identity. 

Despite some research on identity processing styles, there is a significant gap on identity processing styles in Iraqi EFL learners, a population with distinct sociocultural and educational backgrounds. This study aimed to address this gap by developing a model of identity processing styles tailored to Iraqi EFL learners. The participants were 30 conveniently selected Iraqi EFL learners, comprising 10 males and 20 females, who were already passing their General English course in different universities of Iraq. A semi-structured interview was conducted to collect the data about (the components of) identity processing styles. Utilizing a grounded theory approach, the gathered qualitative interview data was subjected to manual thematic analysis. According to the findings, the following major components were identified for identity processing styles from Iraqi EFL learners' viewpoints: Diffuse-Avoidant Style, Normative Style, and Informational Style, each consisting of some sub-components. The component Diffuse-Avoidant Style consisted of two sub-components including Positive Thinking and Negative Thinking. The sub-components of the component Normative Style were Religious Thinking, Personal Norms Thinking, and Social Norms Thinking. Finally, the component Informational Style was associated with two sub-components including Problem-Based Thinking and Reason-Based Thinking. The findings have some implications for Iraqi EFL teachers, learners, curriculum planners and teacher educators.

It is argued that teacher identity greatly influences teaching practices, teacher-student relationship, and professional development of teachers. In the current study, implicit and explicit professional identities of 117 pre-service and 127 in-service Iranian EFL teachers were explored in order to add to the growing literature on language teachers' professional identity. The participants were Iranian English teachers from Sistan and Balouchestan, Golestan, Qom, Khoozestan, and Tehran provinces, who were chosen via convenience sampling. Teacher Professional Identity Scale (TPIS) developed by Kao and Lin (2015) and Professional Identity Questionnaire (PIQ) by Abu-Alruz and Khasawneh (2013) were applied to measure the implicit and explicit professional identity of these teachers respectively. The participants responded to the questionnaires online. The results of t-test demonstrated that there is a significant difference between the average teachers' explicit and implicit professional identity indicators of these teachers. Besides, the average indices of explicit and implicit professional identity of in-service teachers were higher than the average indices of explicit and implicit professional identity of pre-service teachers. What is more, among indicators of implicit professional identity, instructional skills and knowledge and teacher's duties were the highest ones both in in-service group and in pre-service group. These results highlight the necessity of taking into consideration pre-service teachers' professional identity construction and development in teacher educational programs.

Instructing interlanguage pragmatics (ILP) is essential for effective second language communication. The present study set out to investigate the impact of Iranian English as a foreign language (EFL) teachers’ meta-pragmatic awareness on their classroom practices and developing strategies in teaching pragmatics. To do so, a qualitative study was designed in which 30 EFL teachers selected through convenience sampling from different districts of Tehran City took part. The participants’ classes were observed through an observation checklist three times during the semester, and live notes were taken in the classroom in terms of their teaching ILP practices and teaching strategy development both before and after an in-service meta-pragmatics training course awareness. The results of the observation data analysis showed the success of the in-service training course of meta-pragmatics. Furthermore, adopting an inductive approach in teaching pragmatics, correcting errors either after a delay or on the spot, and comparing L2 and L1 pragmatic features were among the most frequently used strategies teachers developed after being trained with respect to meta-pragmatics. The study results have some implications for foreign language teacher trainers, EFL teachers, and EFL learners.

With the growing adoption of digital technologies in education, digital literacy (DL) is essential for both novice and experienced educators. Farhangian University, Iran’s leading teacher education institution, plays a key role in fostering DL and technology integration through internship programs where mentor teachers model instructional practices. Despite its significance, the DL competencies of EFL (English as a Foreign Language) teaching mentees of Farhangian University and their mentor teachers remain underexplored. Grounded in the Technological Pedagogical Content Knowledge (TPACK) and Teacher Digital Competency (TDC) frameworks, this descriptive study examined self-perceptions and cross-evaluations of DL and technology use among EFL mentor teachers and teaching mentees at Farhangian University. Purposive sampling was used to distribute two parallel Likert-scale questionnaires to 62 female EFL teaching mentees, enrolled in practicum course three, and 53 female EFL mentor teachers in Isfahan. Self‑perceptions revealed that both mentors and mentees rated themselves most proficient in basic digital tools; mentees reported broader confidence across collaborative and content‑specific technologies, while mentors rated themselves lower across specialized applications. Cross‑evaluations showed that mentors viewed mentees as digitally capable but only moderately effective in classroom integration, whereas mentees perceived their mentors as less digitally literate and infrequent technology users. Both mentors and mentees rated their own competencies higher than those of their counterparts, indicating a self‑enhancement bias and underscoring intergenerational differences in DL perceptions. These findings highlight the need for reciprocal DL development, stronger mentor modeling, and structured digital training within teacher education programs to address intergenerational gaps.

In spite of the increasing attention paid to heritage language education, the pragmatic development of young heritage learners has not gained much momentum. In an attempt to address this gap and following the research trends of interlanguage pragmatics (ILP) and heritage language education, this study aimed to unpack apology and request speech act production of young Persian heritage learners (HLs). The participants of the study were 85 lower-intermediate Iranian students (41 boys and 44 girls in grades 3 and 4) who were learning Persian as their heritage language in international schools. A researcher-made and validated Oral Discourse Completion Test (ODCT), including ten situations (five situations for each speech act), was used as the pre- and post-test to look into the influence of explicit and implicit instructions on the participants’ pragmatic production. The participants were randomly assigned to two groups and were taught for six thirty-minute sessions. The explicit group was offered direct and metapragmatic instruction, while the implicit group received activities, such as role-plays and storytelling, the purpose of which was to indirectly pick up the pragmalinguistic forms and sociopragmatic norms.The findings demonstrated that the learners' speech act production is significantly influenced by both explicit and implicit teaching. Besides, the results indicated that implicit mode could be equally functional in specific contexts, calling for a reconceptualization of instructional strategies in speech act development, which encourages curriculum and materials developers to move beyond traditional reliance on explicit instruction and adopt a more comprehensive approach that prioritizes both explicit and implicit learning.