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This study aimed to unravel the EFL students’ technology acceptance toward the implementation of Technology-Mediated Syntax Learning (TMSL) and unveil its impact on EFL students' learning autonomy and English Syntax (ES) learning achievement. Therefore, the quantitative study was operated through descriptive analysis and pre-experimental design. The descriptive analysis was done to scrutinize the EFL students' technology acceptance and learning autonomy toward implementing TMSL. The pre-experimental study was conducted to know the effect of TMSL implementation on ES learning achievement. The participants of this study were 121 students who joined the English Syntax course in the English Education Department, Faculty of Education and Teachers Training at a public university in West Nusa Tenggara Province, Indonesia. The results showed that the participants highly accepted TMSL and depicted high learning autonomy scores. The statistical calculation proved significant differences between participants' ES Pre-test and Post-test scores, meaning that TMSL implementation significantly affected ES learning achievement. However, the distinct results of technology acceptance and autonomy analysis from previous studies suggest further investigation, including applying different research approaches. Hence, this study suggests that a technology integration model gains positive output and outcome for the EFL learning context.

Despite communication challenges, research suggests that children with Autism Spectrum Disorder (ASD) can benefit from foreign language education. This aligns with their strengths in visual learning and the documented effect of Applied Behavior Analysis (ABA) in teaching language to children with ASD. Building on these strengths, this qualitative case study investigated the effectiveness of combining Applied Behavior Analysis (ABA) and Picture Exchange Communication System (PECS) strategies for teaching English language skills to an 8-year-old boy with high-functioning Autism Spectrum Disorder (ASD) at Sara Autism Center. The study employed detailed observations to explore the participant's experience learning English as a foreign language. The findings revealed a significant increase in vocabulary (30 words within three months) and highlighted the effect of ABA and PECS in facilitating language acquisition and generalization. The use of the Let Me Talk app on an iPad to support communication and parental involvement were identified as crucial factors for success. This case study emphasizes the importance of multimodal learning approaches. It also highlights the need to tailor interventions to individual needs for effective language development in autistic children. The findings offer valuable insights for educators, policymakers, and parents invested in improving educational outcomes for children with ASD.

This study investigates the effects of summative, formative, and combined assessments on the development of listening and reading comprehension skills on advanced Iranian EFL learners. Data were collected from 40 advanced EFL learners, aged 19 to 35, from intact classes at a higher education institute, divided into three experimental groups, each receiving one of the assessment types (summative, formative, or a combination of both), along with a control group. Learners’ progress in listening and reading comprehension was measured over a four-month period using pre- and post-tests administered at the end of the term. Data analysis involved ANOVA, ANCOVA, and post hoc LSD tests. The findings of this longitudinal study revealed that while the combined application of formative and summative assessments had a significant positive impact on listening comprehension, neither assessment type alone contributed to improvement in this area. In contrast, the results showed that all forms of assessment—whether summative, formative, or combined—led to notable improvements in reading comprehension. These results highlight the differential effects of assessment types on listening and reading skills, suggesting implications for assessment practices in EFL contexts.

The flipped classroom model has gained traction in language education; however, its application within English for Specific Purposes (ESP) remains underexplored. The present study investigates the impact of flipped classroom instruction on ESP students’ reading comprehension with a focus on their attitudes toward the model. Adopting a quasi-experimental methodology, the study utilized pretest and posttest assessments alongside a 15-item Likert-scale questionnaire to gather data. The research sample comprised 21 second-semester ESP students from Guilan University majoring in Cellular and Molecular Biology, who engaged in a 10-week intervention. Pre-class preparation included instructional videos and reading materials, while classroom activities centered on group discussions and practical problem-solving tasks. Findings demonstrated a substantial enhancement in posttest scores, validating the approach as effective for improving reading comprehension. The survey results revealed highly positive student attitudes, particularly in terms of engagement, autonomy, and collaborative learning. These findings highlight the potential of the flipped classroom model to address the unique academic requirements of ESP students by blending discipline-specific resources with interactive learning strategies.

Patrick Modiano en Iran: d'une entrée silencieuse à un accueil enthousiaste. Cet article examine la réception de l'œuvre de Patrick Modiano en Iran en s’appuyant sur la théorie de la réception développée par Hans Robert Jauss. Cette approche met l’accent sur le rôle actif des lecteurs et sur l’évolution de leur « horizon d’attente », influencé par des contextes culturels, historiques et sociaux. Cette étude vise à analyser les raisons du succès tardif de Modiano en Iran et à comprendre comment son œuvre a progressivement conquis un public varié. D’abord méconnu, Modiano a vu sa notoriété croître grâce au Prix Nobel de littérature en 2014. Les traducteurs et éditeurs iraniens ont joué un rôle clé dans l’introduction de ses œuvres auprès des lecteurs. Les thématiques centrales de l’écrivain, sone style épuré et poétique, ainsi que la structure narrative hybride de ses romans ont captivé un lectorat de plus en plus large en Iran.

Chez Elif Shafak, auteure, nouvelliste, essayiste, oratrice, spécialiste et activiste en sciences politiques, les dimensions de l’autobiographie ne se limitent pas aux confins d’une vie. En tant qu’une représentante des femmes écrivains, Shafak entreprend une quête plutôt plurielle pour découvrir son ‘moi’ physique, familial, social et historique qui serait celui de toutes les auteures ou bien toutes les femmes qui sont toujours entravées par les contraintes des sociétés patriarcales. Mais comment une auteure pourrait introduire la fiction dans l’autobiographie ? Shafak est arrivée à le réaliser ? Est-ce que le recours à la fiction et le passage de l’autobiographie à l’autofiction pourrait l’aider à mieux se découvrir et redéfinir les autres femmes, leurs limites et leur statut, sans avoir peur d’être jugée ? C’est la problématique que le présent article va développer, en s’appuyant sur quatre romans de Shafak, La Bâtarde d'Istanbul (2007), Lait noir (2009), Crime d’honneur (2013) et Trois filles d’Eve (2018).

A critical characteristic of effective teachers is their ability to manage unforeseen and critical incidents (CIs) defined as disruptive events that undermine teachers’ resilience. While existing research has examined CIs across various educational contexts, their potential for the professional development (PD) of English for Academic Purposes (EAP) teachers has remained under explored. This qualitative study sought to explore the types of CIs encountered by Iranian EAP teachers and to assess how reflection on such incidents contributes to their PD. Twelve EAP teachers participated in this study based on convenience sampling. Data were collected through in-depth, semi-structured interviews conducted individually at an English institute in Kerman, Iran, and the results went through inductive thematic analysis and inter-coder reliability which identified three primary themes of CIs: teacher-related, learner-related, and institution-related. Additionally, the findings indicated that reflection on CIs fostered EAP teachers’ cognitive, affective, and social dimensions of PD. The study implies the necessity of targeted PD initiatives through reflection on CIs in the context of Iran. While complete mitigation of CIs may seem unlikely, reflective practice can lead to positive outcomes for all parties including EAP teachers, students, and administrators.

This paper attempts to demonstrate the prospective contributions that Cultural Linguistics (CL) can offer to the field of Translation Studies (TS). The main objective is to show the common grounds between the two disciplines and the potential capacity CL approach and methodology, in theory, has in enriching TS. First, it sets the stage by introducing the status quo of CL’s relatively novel interdisciplinary burgeoning field and establishing its significance and its current trends, broad applications, and wide-ranging implications in language-oriented studies. It is followed by a concise overview of the principles and practices of the theoretical and analytical frameworks of the CL approach. Next, a critical state-of-the-art account of translation and its expanded definition in the (post)digital revolution era is provided. Bridging the relevant concepts and contexts, we then explore the possible applications of CL’s theoretical and analytical frameworks to TS, identifying the areas where the interplay between the two disciplines is most likely fruitful for TS. These domains encompass –but certainly are not limited to— the following areas: Translation Pedagogy, Postcolonial Translation, Corpus-based TS, Media/News Translation, Multimodal Translation, and Sociological-oriented TS. As for future directions in such an interdisciplinary venture, key trends that may arise in the dynamic interplay between TS and CL include Gender-oriented TS and Translational Activism, AI-informed TS, Cognitive and Ethnographic Approaches to TS, translating tourism, and Translation and Ideology.

While gamification has been extensively examined as an innovative teaching strategy, its potential to strengthen reading comprehension, critical thinking, and self-directed learning (SDL) in Islamic higher education has not been fully explored. Much of the existing research focuses primarily on its motivational impact, with less attention given to how gamified learning management system (LMS) environments can simultaneously support cognitive and metacognitive development. To address this gap, the present study evaluated the effectiveness of an LMS-based gamified reading comprehension course on undergraduate students’ learning outcomes at STAI Diponegoro Tulungagung, Indonesia. A quasi-experimental design was applied, involving 70 students who were randomly assigned to an experimental group (n = 35) and a control group (n = 35). Data were collected through pretest and posttest on reading comprehension and critical thinking, a structured SDL questionnaire based on Garrison’s (1997) framework (self-management, self-motivation, and self-monitoring), and follow-up interviews with six purposively selected students from the experimental group. Results indicated that students exposed to the gamified LMS course showed significantly higher gains in comprehension, critical thinking, and SDL than those in the control group. Qualitative findings further suggested that gamification fostered continuous engagement and sustained motivation, though certain challenges, including technological constraints and external distractions. Overall, the study underscores the promise of integrating gamification into LMS-based reading courses to support cognitive, affective, and metacognitive advancement in Islamic higher education.

In the second language (L2) assessment realm, cognitive diagnostic assessment (CDA) emerges as an exceptionally practicable methodology, enabling a meticulous analysis of linguistic competencies and furnishing granular insights into learners’ proficiencies and deficiencies, thereby charting precise remedial pathways. The primary objective of this research was to develop a cognitive model of attributes underlying an International English Language Testing System (IELTS) assessment descriptor, namely grammatical range and accuracy. The model sought to enable the development of a diagnostic instrument informed by CDA, which would investigate candidates’ grammatical strengths and weaknesses to improve their performance in the IELTS. Through a multi-stage process involving qualitative data collection, interpretation, and synthesis, a comprehensive scheme emerged, categorizing cognitive attributes into two main areas: (a) knowledge of grammatical forms, including pronouns, determiners/quantifiers, adjectives, adverbials, nouns/noun phrases, verbs/tenses, and prepositions, and (b) familiarity with structural nuances, including punctuation and structural sophistication. These nine micro-level attributes comprised several sub-components aligned with three proficiency classes: A1-A2, B1-B2, and C1-C2. The model laid the groundwork for developing a three-booklet multiple-choice test. Alongside conducting pilot testing and item analysis, the study employed a saturated psychometric model to validate the CDA-informed instrument. The results confirmed the instruments’ internal consistency, validity, satisfactory fit, and effectiveness in classifying examinees based on attribute-specific mastery levels. The findings underscored severe weaknesses in punctuation, structural complexity, and verb tense usage, pinpointing crucial areas demanding targeted instructional enhancement. The theoretical implications highlight a refined understanding of grammatical competencies, while pedagogically, the results advocate for targeted teaching strategies.