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Previous studies have explored the significant function of writing in the language development process, the essential role of metacognition in learning, the efficacy of scaffolding in developing students’ writing skill, and the application of technology in the learning and training process. However, the relationship between writing metacognitive knowledge and scaffolding via Google Docs and academic writing achievement needs further investigation. Therefore, the present study sought to examine whether writing metacognitive knowledge mediates the relationship between English as a foreign language (EFL) learners’ scaffolding via Google Docs and academic writing achievement. The participants were 90 EFL undergraduate students enrolled in a writing course. The proficiency level of the participants was assessed through an online DIALANG test. Then, a quantitative correlational design was used to test the research hypothesis. Two questionnaires were used to gather quantitative data, and students’ performance on academic writing achievement was assessed. To evaluate the data, Pearson correlation, multiple linear regression, simple linear regression, and path analysis were run. The findings uncovered the hypothesized model of relationships among the variables of the study. More specifically, the results supported the mediator role of writing metacognitive knowledge.

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).

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.

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.

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.

In spite of the longitudinal attempts of the educational authorities, English has failed to have a proper position in the ELT educational system in Iran, resulting in the weak performance of Iranian EFL learners. As a result, this study was carried out to integrate sociocultural theory, multimodality theory, multiple intelligence theory, and social identity theory to develop a comprehensive conceptual model for understanding and overcoming ELT curriculum challenges. A transformative sequential mixed research design was adopted to explore the challenges, perceptions, and provision of the model. First of all, a total of 49 articles were selected from well-established journals to map the related challenges. The review and comparison processes were conducted based on Tricco et al.’s (2018) PRISMA_SCR model (thematic analysis). The extracted categories of challenges were explored in relation to the principles of the four mentioned theories, and nine categories were selected to align with the principles of the mentioned theories. Then, 403 participants from three categories of stakeholders (pre-service teachers, in-service teachers, and scholars) were chosen, and their perceptions were assessed through the administration of a researcher-developed Likert-scale questionnaire. Moreover, some interview questions were drawn up to guide the qualitative phase, and an observation checklist was developed to assist in monitoring ELT classroom practices (to confirm the extracted challenges and assure the validity of the questionnaire). The results, obtained through SPSS and SEM statistical platforms, revealed that all three groups of participants considered authenticity, lack of communicative skill, deficiency in teacher training programs, and malfunctioning assessment methods as the most important challenges. This study has highlighted the effect of the application of the principles of sociocultural and social identity theories in developing an optimal learning environment that is socially and culturally responsive. Moreover, the principles of multimodality theory have emphasized the positive effect of the application of different instructional resources in promoting engagement and development among EFL learners. On the other hand, the principles of multiple intelligence theory call for differentiated instruction and assessment to address various cognitive and emotional capacities of learners. By integrating sociocultural, social identity, multiple intelligence, and multimodality theories, this study has provided a holistic framework for reforming the most significant ELT curriculum challenges.

AI in Language Teaching, Learning, and Assessment (2024), edited by Fang Pan, offers a comprehensive and insightful exploration of how artificial intelligence (AI) is reshaping language education. The book is thoughtfully divided into three well-structured sections Preview, Perspectives, and Practice, each addressing essential dimensions of AI integration. In the Preview section, Pan examines AI's transformative role in enhancing educational delivery and personalizing learning experiences, paving the way for greater efficiency and accessibility. Subsequently, the Perspectives section collates diverse global viewpoints that critically address challenges such as algorithmic bias, data privacy, and equity concerns. Finally, the Practice section offers evidence-based case studies, showcasing tangible innovations such as adaptive tutoring systems and AI-powered assessment tools, which have demonstrated real-world impact. More importantly, Pan strikes an impressive balance between highlighting AI's vast potential and scrutinizing its ethical and practical complexities. By combining theoretical perspectives, empirical findings, and practical applications, this book stands as an essential resource for educators, researchers, and policymakers, aiming to navigate AI-driven developments in language education with both responsibility and clarity.

Motivational intensity and enjoyment are considered two incentives that boost Willingness To Communicate (WTC), while boredom diminishes it. However, going through the existing literature, almost no studies have ever explored these interrelationships among the four variables -Boredom, WTC, Enjoyment, and Motivational Intensity- in the Iranian setting. To address this gap, 300 high schoolers between the ages of 11 and 19 took part in the study. Of those, 83 were beginners, 107 were intermediates, and 110 were advanced learners based on the results obtained from OPT (Oxford Placement Test). All the participants were surveyed using questionnaires administered via Google Docs. The study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to interpret these statistics, revealing mediation effects and showing direct and total effects between motivational intensity, enjoyment, boredom, and WTC. Statistics confirmed that boredom had a notable direct impact on WTC, though its indirect effect through enjoyment was insignificant. In contrast, motivational intensity positively influenced the WTC through both direct and indirect pathways. The study suggests boosting motivation and enjoyment in second-language classrooms would dramatically enhance the learners' WTC in formal and informal settings. Teachers should be initiative and creative in designing fascinating and new classroom tasks, transform the class into a lively environment in which all students are actively involved in the interesting classroom activities in a relaxed manner, and promote a friendly and humorous group-work atmosphere so that classroom becomes a welcoming space where students learn without boredom or anxiety.

A thorough literature review revealed that employing a corpus-based approach in language pedagogy remains largely unknown to most foreign language teachers in the Iranian context. Relying on a sequential exploratory mixed-methods study, the present researchers developed and validated an interview guide and conducted interviews with 20 Teaching English as a Foreign Language (TEFL) experts (i.e., teacher trainers), 20 in-service teachers at high schools, and 20 pre-service teachers to find how they would employ Corpus-Based Language Pedagogy (CBLP) in their work. Then, the researchers employed a researcher-made and validated CBLP scale to elicit the perceptions of 30 teacher educators, 118 pre-service, and 147 in-service EFL teachers about employing CBLP in their work. The interview data were analyzed through content analysis revealing that CBLP could be used in teaching language assessment, learning technological knowledge, and developing teaching materials. Multivariate ANOVA (MANOVA) was used to analyze the quantitative data revealing discrepancies among the perceptions of the three groups of in-service teachers, teacher educators, and pre-service teachers with regard to employ CBLP in their work. The findings can be used to develop a specific course aiming at enriching CBLP for language teachers in the Iranian EFL teacher education programs.

Textbook evaluations help select the best textbook by highlighting its potential strengths and weaknesses. This study aimed to determine whether George Yule’s Advanced Oxford Practical Grammar remained relevant as a compulsory textbook for the first-year English-majored students at Van Lang University, Vietnam. Questionnaire and interview were served as the main research instruments with the participation of the thirty experienced English instructors. The findings demonstrated how well-suited the textbook was for tertiary students in terms of teaching grammar in a practical setting. The thoughtful application of additional grammar exercises and the connection of more pertinent contexts to communicate grammatical points and structures were two other suggested enhancements. Even though the textbook covered the most crucial grammatical topics for advanced learners with a plethora of examples and hands-on exercises, the participants pointed out some complex and unusual grammatical usage that might need to be revised. Particularly, suggestions called for more additional and interactive activities and tasks.

The dominant view of early English Qur’an translations as uniformly literal has obscured significant strategic and ideological diversity, particularly in the handling of metonymic expressions. This study examines how Abdullah Yusuf Ali, Marmaduke Pickthall, and Mohammed Habib Shakir have rendered 50 Quranic verses that contain clear metonymies. Using a qualitative comparative design, metonymies were classified by cognitive type, and translation strategies were coded as preservation of the original vehicle, sense-for-sense replacement, hybrid explicitation, or deletion. Analysis of 150 renderings revealed that, while preservation predominated overall (52.7%), translators diverged sharply. Pickthall preserved the source vehicle in 70% of cases, Shakir in 52%, and Yusuf Ali in only 36%, preferring sense rendering (50%). Strategic choices aligned closely with translator habitus (devotional literalism, reformist rationalization, Azhari pragmatism) and formed a consistent theological-sensitivity hierarchy; divine attributes were almost universally retained, human-submission expressions unanimously domesticated, and cause-effect idioms produced the clearest ideological split. These findings challenge the monolithic literalist narrative, demonstrate translator ideology as the primary driver of cognitive continuity or disruption, and provide a framework for future analyses of figurative language in sacred-text translation.