درخت حوزه‌های تخصصی

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.

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.

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.

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.  

The following paper was designed to focus on how learners’ process different communication inputs (Listening, Speaking, Reading and Writing) and secondly, how gender differences play a significant role in this process. However, materials and instruction methods must also affect individual responses to given tasks. A study on these issues will necessitate the development of gender sensitive instructional materials with a special focus on improving individual comprehension strategies. First year graduate students with English as a compulsory subject of the two selected institutions were taken for our study. In this paper we have reported the differences between the male and female attitudes of the learners and their beliefs in acquiring LSRW skills for learning English as a foreign language (EFL). Survey questionnaires (through Google forms) and interview questions were designed. One sample T-test and paired sample test were taken whereas, interview question responses were analysed to validate the data. The findings revealed that average responses regarding the difficulty of listening skills are statistically significant and correlation between male students learning listening skills are better in the collaborative learning environment whereas the female students depict a positive and moderate correlation for the same. However, it is also found that there is no significant difference between the overall performance of female and male students and the implications have been discussed in the paper.

L’analyse des mécanismes résultant de l'expérience abstraite ou de la rencontre sensorielle du sujet actif avec l'univers a été négligée du point de vue de la sémiotique classique et celui-ci résiste à des concepts tels que : « présence », « expérience », « corps » et « le sensible ». Landowski défend l’idée du sens constituée d’une condition à la présence et il introduit les quatre régimes d’espace dans lesquels le sens de discours dépend de l'interaction sensorielle-perceptive entre le sujet et le monde extérieur. Dans ses régimes, l’espace-tissu est en interaction avec la programmation, l’espace-volute se présente par l’ajustement, l’espace-abîme est manifesté par l’assentiment et l’espace-réseau est en rapport avec la manipulation. La question principale de cette recherche consiste aux régimes du sens de Landowski se présentant dans le texte littéraire. Pour trouver la réponse, cette recherche applique les régimes d’espace de Landowski à savoir l’espace-volute et l’espace-abîme sur La montagne du dieu vivant de J.M.G Le Clézio dont les récits mettent en scène de beaux passages sur l’interaction entre les personnages et les espaces différents. Cet article aurait pour objectif d’examiner l’interaction entre le sujet et l’espace dans un texte littéraire à partir de la théorie des régimes du sens de Landowski pour effectuer le pouvoir de l’espace sur la perception humaine. Par une analyse sémiotique, cet article montrera enfin la relation entre le sujet et l’espace tout en se basant sur les phrases du sujet parlant et l’espace qui l’a entouré. Cette relation produit un sens profond. 

Although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (SEN) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how English as a foreign language (EFL) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. To fill this void, this study reports on a narrative inquiry scrutinizing how Indonesian inclusive EFL teachers construct their identity in teaching 15 students with SEN. Drawing upon Johnston's framework of teacher identity, this study showcases how inclusive EFL teachers cultivated a positive rapport with students with SEN through the utilization of a personal approach and the incorporation of humor in teacher-student relation. Regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with SEN, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. In light of teachers’ religious beliefs in English language teaching (ELT), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in English classrooms. The implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive EFL teachers and differentiated assessment for students with SEN.

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.

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.

The world is not a neutral or value-free reality, but each person inevitably experiences it in terms of value. So, every person in the society has a perception of reality and the translator is no exception. However, this has a lot to do with his/her social status. Understanding a symbolic system such as language as a product of culture is done through our expression of reality. Identity construction is somehow related to reality construction. So the main issue is not how the narrative is constructed as a text, but how it acts as a mental tool in constructing reality and consequently, identity. Like the controversial issue of language and thought, it is not easy to deal with narrative discourse and narrative thinking, since the reality existed in the mind, depends on the spatio-temporal framework of the culture in question. In this regard, elaborating on the concept of narrative identity, and the applicability of Goffman’s Frame Analysis in mentioned concept, this paper shows how society, as a cultural frame, forces the translator or the publisher to retell the narrative and to reconstruct the identity, and why this identity formation will be more pronounced in the paratextual elements (translatorial &authorial prefaces). Analyzing the frame of 80s, along with literature and media, it proposes a hybrid model based on Somers’ features (Paul Ricoeur’s Mimesis), and Goffman’s Framework for the concrete manifestation of renarration, and the incorporation of the core conception of identity formation, to indicate how orientalism concepts have been renarrated in translatorial and authorial prefaces of Edward Said’s Orientalism, affected by structure or agency during 80s in Iran, and how these prefaces play a crucial role in framing readers’ interpretation. Finally, it has concluded that, regarding structure/agency, and the involvement of multiple agents in translation, different author-functions and identities have developed through the presentation of the prefaces in question.

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.