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Augmented reality (AR) and virtual reality (VR) have emerged as transformative technologies in English as a Foreign Language (EFL) education, offering immersive, adaptive environments that enhance learner engagement, retention, and motivation. This systematic review synthesized 48 peer-reviewed studies published between 2019 and 2024 to examine AR/VR applications, implementation strategies, challenges, and learning outcomes within EFL contexts. The researchers established inclusion criteria—English language studies published from 2019 onward in Scopus-indexed language teaching and learning journals, fully accessible online, and thematically aligned with research objectives—and applied exclusion criteria to studies that were non-English, dated before 2019, restricted in access, or published in low-impact or non-verified outlets. Data from the selected articles were imported into MAXQDA 24 for qualitative coding, yielding 64 open codes that were consolidated into 12 axial codes and further synthesized into six overarching themes: learner engagement, integration strategies, implementation practices, learner perceptions, adoption challenges, and language acquisition outcomes. Findings indicate AR/VR interventions significantly bolster engagement and linguistic competence when embedded within pedagogically sound frameworks, although technical constraints, cost considerations, and teacher readiness can hinder adoption. Educators should design scalable, user-friendly experiences and invest in targeted professional development to optimize outcomes. This review advances our understanding of AR/VR’s pedagogical potential in EFL settings by highlighting evidence-based practices and persistent challenges. It offers actionable recommendations for future research.

Le présent article se penche sur l’étude descriptive et analytique des noms composés dans une approche contrastive (français-persan et vice versa). Un corpus thématique dans le domaine de « faune et flore » a rassemblé ces noms en deux langues dont les exemples sont présentés dans les tableaux, parallèlement à leurs équivalents dans l’autre langue. Pour être plus systématiques, nous avons fait une taxinomie de cette thématique qui se répartit en quatre groupes « fruits et légumes », « arbres et fleurs », « plantes aromatiques et médicinales » et « animaux ». Les structures grammatico-syntaxiques ainsi que la situation de leur noyau sémantique, à savoir indocentrique et exocentrique, sont passées au crible. Selon les résultats de notre recherche, cette catégorie de nom partage plus ou moins les mêmes structures et traits caractéristiques dans les deux langues étudiées, sans oublier quelques points importants et intéressants qui les distinguent d’une langue à l’autre, notamment sur le plan orthographique.  

The control construction has attracted the attention of a considerable number of linguists since the early development of generative grammar. The present study examines the properties of PRO in Persian, adopting the syntactic approach developed in Kim’s (2003) theory of Merge Control within the minimalist framework. According to this theory, the control construction is fundamentally based on the theta-domain relation between PRO and its controller. The findings indicate that Kim’s theory of Merge Control addresses certain issues related to promise verbs, which challenge two key properties of PRO, namely, the locality and C-command conditions. Within this framework, there is no need to distinguish between obligatory and non-obligatory control; instead, the distinction should be made between complement and adjunct control clauses. Consequently, the violation of the proposed properties of PRO in Persian is resolved because the theory accounts for the objects of promise verbs in control constructions as adjuncts rather than complements. As a result, such objects are neither theta-marked by the promise verbs nor passivized, and they do not function as the controller of PRO.

 Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because they did not provide learners with corrective feedback (CF). This study aimed to address this gap by examining the combined effects of TS and CF on writing complexity, accuracy, and fluency (CAF). To do so, 113 upper-intermediate EFL learners were selected and divided into two groups. Participants took a pretest at the beginning of the study. Each group performed two three-task sets in simple-to-complex(S-C) or complex-to-simple(C-S) order. In each group, the errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to revise their texts based on the provided CF and take a posttest at the end of the study. Multivariate analysis of variance (MANOVA) was run to analyze the pretest and posttest data. The results showed that the group performing tasks in S-C order and receiving ECs outperformed the others. Findings supported the SSARC (Stabilize, Simplify, Automatize, Reconstruct, Complexify) model. The study has implications for material development.

While cognitive and social-affective strategies have straightforward impacts on learners’ academic performance attached to specific tasks in a communicative and student-centered language classroom, metacognitive strategies, with their vigorous power, are arguably worth more attention. This group of strategies plays a vital role in making students become more self-directed and autonomous learners. This paper reported on a study investigating Vietnamese university students’ perception of using metacognitive strategies in their listening activities. Specifically, 140 English majors at the foreign language department of a university in Vietnam were involved in the study. Based on quantitative data from a questionnaire slightly adapted from Vandergrift et al. (2006), it was found that students in the study generally had a relatively high awareness of metacognitive strategies, with varying levels across the five subcategories of specific strategies. In addition, a comparison between the two groups (first-year and third-year students) showed minor differences regarding their listening strategy awareness. The findings suggested that metacognitive strategies should be encouraged, and listening strategies should be instructed early in English education programs.  

This meta-analysis provides a comprehensive evaluation of research studies on computerized dynamic assessment (C-DA) in English language teaching and learning, addressing the need for a systematic overview in light of recent technological advancements. A systematic search across three databases (ERIC, Web of Science, and Scopus) initially identified 2807 articles, with 22 C-DA studies meeting the inclusion criteria after screening. Findings reveal that C-DA significantly enhances language learning outcomes, particularly in reading and listening and writing skills, with large effect sizes reported across multiple studies. Interventionist approaches and quasi-experimental designs were most commonly used, reinforcing the strong impact of mediation on bridging learners' actual and potential performance. While C-DA demonstrated substantial improvements in skill-based outcomes, its effects on affective factors like anxiety and intrinsic motivation were more modest. These findings highlight C-DA’s potential as a transformative tool in language assessment and instruction, particularly when mediation is tailored to learners' needs. However, integrating C-DA with complementary strategies may be necessary to address psychological and motivational factors. 

The present mixed methods study examined the relationship of three constructs within applied linguistics, namely, shame, guilt, and grit among Iranian EFL learners. By considering the principles of positive psychology, the authors tried to determine the existence of any significant association between the variables. In this vein, 263 Iranian students aged between 13 to 18 participated in the study and filled out the questionnaires. Analyses of the data revealed strong negative relatedness between shame and the other two variables, while the learners’ guilt and grit were found to be positively correlated.  Expanding the quantitative results, the authors utilized a grounded theory approach and interviewed 30 students to further investigate the shame-inducing factors in L2 classroom and the analyses signaled that the ashamed learners suffer from internal and external shame-provokers. Attending to shame and other negative feelings would possibly reduce the learners’ shame and stress, help them progress in learning and enhance their well-being.

While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy

Cet article vise à analyser la formation linguistique de l’apprenant irakien du FLE. en mettant l’accent sur le cursus des études supérieures. Les étudiants en master, encore inexpérimentés dans la recherche, rencontrent des difficultés avec le programme actuel. Leur formation antérieure leur a-t-elle donné suffisamment de savoirs dans le domaine linguistique ? Au cours de cet article, nous analysons le système éducatif irakien du français langue étrangère à l’université de Bagdad. Il s’agit de la méthodologie classique et de sa revalorisation liée à la réforme du système.  Quel est le rôle des cursus traditionnels de FLE dans le processus de l'enseignement au magistère ? Dans un contexte hétérogène, il s’agit d’un pays non francophone. Nous proposons quelques pistes d’étude afin de commencer à  rénover  le système éducatif et l’actualiser dans un sens qui le rapproche des autres systèmes d’enseignement internationaux Nous proposons un modèle spécifique pour notre contexte particulier: D. H. E. B.,  Double Hélice Éducative de Bagdad. Ce modèle est dynamique, génératif, auto-évolutif et applicatif. Notre approche spécifique nous aide à former des recommandations pédagogiques participant à la réforme de l’enseignement-apprentissage du français à l’université de Bagdad.   

The present study aimed to examine kinetic units, implicature, and coherence in Persian audio descriptions. To this end, 10 Persian audio-described movies, totaling 1,004 minutes, were analyzed, and their audio descriptions (ADs) were documented, resulting in 3,485 records. These records were filtered for descriptions related to characters’ movements, yielding 2,095 ADs, which were analyzed in three phases. First, the type of kinetic unit in each AD was identified. Second, the implicature of kinetic units was examined to determine whether it was included in the ADs or ignored. The final phase addressed coherence in ADs. The results revealed that gesture was the most frequent kinetic unit in Persian ADs, followed by manner and posture. Moreover, 96% of kinetic units lacked implicature, and only 2.5% of implicatures related to characters’ movements were ignored in audio descriptions, which does not raise serious concerns about accessibility for blind and visually impaired audiences. Regarding coherence, 97% of Persian ADs were found to be coherent, highlighting the substantial accessibility they provide to their target audience. However, accessibility was not solely contingent upon linguistic and pragmatic factors. Technical challenges, such as background music overshadowing ADs, posed additional barriers to media accessibility.

Inclusion as an educational practice that has its roots in social justice promotes equal access to educational opportunities for all students irrespective of their special educational needs (SEN). The efficacy of such inclusive education largely depends on teachers, particularly their attitudes and skills for teaching students with SEN in mainstream classrooms. That being the case, teacher education programs play a crucial role in fostering these requisite skills and attitudes. This quantitative cross-sectional correlational study examines the attitudes, sentiments, and concerns of pre-service English language teachers regarding inclusive education. A total of 139 pre-service English teachers from five universities completed the Sentiments, Attitudes, and Concerns about Inclusive Education–Revised Scale. Descriptive statistics and correlational analyses were used to analyze the data. The results indicated moderate attitudes towards inclusive education among the pre-service English language teachers. While their sentiments and concerns about inclusive education showed variations based on their prior coursework experience, their attitudes remained stable. Moreover, the attitudes and concerns of the participants did not reveal a significant correlation with their policy knowledge, but the sentiment scores showed statistically significant differences in the two groups. Finally, the amount of previous experience with SEN students did not significantly differ in terms of attitudes, sentiments, or concerns about inclusive education. The findings provide implications for foreign language teachers, teacher educators, and initial teacher education program developers.

The study investigates the popularity, language use, and food menu naming of Thai cuisine on international social media by analyzing 210 Thai food dishes from Allrecipes, a leading cooking and recipe website. Data were categorized to identify popular dishes and the top six food groups were found: curry, Pad Thai, soup, sauce, rice, and noodles. Curry dishes, particularly green and red curry, are the most popular followed by Pad Thai and soups like Tom Kha Gai and Tom Yum. Thai food names are predominantly translated into English with additional descriptors. English transliterations are used for iconic and national dishes like Pad Thai and Tom Yum, reflecting a global preference for accessible names. A free program called HK Coder was employed to analyze the data, determine word frequency, and identify keywords. The linguistic analysis revealed frequent terms such as "Thai", "chicken", and "curry" highlighting the significance of national identity and key ingredients of Thai cuisine. Remarkably, a less traditional dish ‘Peanut Butter Noodles’ also received high ratings as a popular dish, indicating a blending of Thai flavors with Western preferences. The study provides insights into how Thai food is perceived and adapted internationally, contributing to the understanding of cross-cultural culinary exchanges.

A critical component of cognitive diagnostic models (CDMs) is a Q-matrix that stipulates associations between items of a test and their required attributes. The present study aims to develop and empirically validate a Q-matrix for the listening comprehension section of the International English Language Testing System (IELTS). To this end, a listening comprehension test of the IELTS was administered to 820 Iranian test takers. According to theories, taxonomies, and models of second/foreign language (L2) listening comprehension, previous studies on the utility of CDMs to L2 listening comprehension, detailed content analysis of the test items, and consultation with several content experts, an initial Q-matrix was first developed. Through the technique suggested by de la Torre and Chiu (2016), along with checking heatmap plots and mesa plots using the GDINA package in R, the Q-matrix was then empirically validated. Generally, six attributes were extracted for the listening section, namely, (1) Linguistic knowledge (LKA), (2) understanding prosodic patterns (UPP), (3) ability to understand and make paraphrases (PAR), (4) ability to understand specific factual information such as names, numbers, and so forth (UFI), (5) ability to understand explicit information (UEI), and (6) ability to make inference (INF). Finally, the results of the fit of the GDINA model to the data, at both item and test levels, indicated the adequate model-data fit and the plausibility of the Q-matrix. The implications of the study were also discussed.

The essential requirement of validity in second language assessment and testing is of paramount importance since it guarantees that tests properly gauge the targeted constructs and produce propitious interpretations. In this light, there seems to be a pressing need to carefully assess outdated conceptions of validity in English language testing to ensure they are in lockstep with current linguistic and sociocultural circumstances. This review examines the book "Ethics and Context in Second Language Testing: Rethinking Validity in Theory and Practice," edited by M. Rafael Salaberry, Albert Weideman, and Wei-Li Hsu (2023), and it unravels new horizons for expanding the comprehension of validity beyond traditional frameworks. The review underscores the primary subjects addressed in the book's content, such as ethical issues, contextual factors affecting test design, and novel approaches for assessing validity in real-world settings. The review also stresses the book's critical analysis of existing paradigms and recommends a more nuanced perspective on validity that incorporates ethical considerations and contextual significance. To this end, the current review constitutes an important reference for researchers and practitioners to encourage them to critically examine and reframe validity in second language testing.

The obligatory prevalence of online education during the COVID-19 pandemic has drawn researchers’ attention to the challenges involved in foreign language pedagogy in such virtual educational contexts. Against this backdrop, this study investigated the impact of online self-regulated learning, use of communication strategies, and test anxiety on Iranian English as a Foreign Language (EFL) learners’ online speaking test performance. For this purpose, 132 EFL learners were given the e-Oxford Quick Placement Test and the speaking part of a sample A2 Key and B1 Preliminary test. Next, translated versions of the given measures were administered to the pre- and intermediate EFL learners and the obtained data were subjected to Structural Equation Modeling analyses that verified strong links between online self-regulated learning and the use of communication strategies, test anxiety and online self-regulated learning, and test anxiety and EFL learners’ use of communication strategies. Furthermore, the direct impacts of online self-regulated learning and use of communication strategies on learners’ online speaking test performance were verified; however, test anxiety was found to indirectly impact the learners’ online speaking test performance through its negative effect on EFL learners’ online self-regulated learning and use of communication strategies. In addition, online self-regulated learning turned out to be the strongest predictor of the learners’ online speaking test performance. As for the implications of the findings, it appeared that the attested model lends support to Bachman and Palmer’s (1996) language use framework illustrating test performance as a vulnerable construct affected by test takers' attributes and features of the test tasks and the impact of construct-irrelevant factors like test takers’ personal characteristics on their test performance.