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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.

Museums are crucial cultural and educational institutions that facilitate visitors’ learning by integrating diverse modes of engagement, including linguistic, visual, auditory, and spatial elements. Consequently, coherence of these elements is crucial for effectively presenting information and maximizing its impact on visitors. Utilizing Kress and van Leeuwen’s (2020) principles of composition, specifically focusing on information value and salience, this study sought to assess text-image interaction in the images at the Omidvar Brothers Museum and their corresponding Persian labels, as well as to compare the interaction in the Persian labels with that in the English labels. The analysis revealed that the criterion “information value: left vs. right” received minimal attention, while the “information value: center vs. margins” criterion was the most consistently met in both Persian and English descriptions. However, the overall accuracy of multimodal interaction between the images and labels decreased by 7.40% in the English labels compared to the Persian labels, indicating a decline in translator performance relative to the original authors. This reduction in verbal-visual coherence suggests a less engaging experience for English-speaking foreign visitors compared to Iranian audiences. These results emphasize the necessity of addressing multimodality within museum contexts, as such focus can significantly enhance visitor experiences and deepen their understanding of museum exhibits.

La Clé USB tout en s’inscrivant dans le registre des techno-romans est présentatif d’une certaine fluctuation, il se rapproche ponctuellement du roman d’anticipation puis il se bascule dans un espace du roman d’espionnage pour fluctuer à la fin dans une sorte du roman moraliste. Ce qui nous hante ici est de savoir le pourquoi de la réactivation d’un modèle de parodie du roman d’espionnage qui est la technique précédente de Toussaint et qui s’est utilisé à extrême dans les années 80.  Pour y arriver nous profitons de la méthode de la réception. Le résultat de nos analyses montre que le choix du roman d’espionnage a permis à l’auteur d’explorer la tension entre la réalité apparente et une réalité plus cachée, plus profonde et plus réelle. Cette représentation de la réalité sociale cherche à aider le lecteur à reconquérir un monde moins opaque et à attirer son attention sur ce qui se joue de l’inhumain dans son environnement.

Cette étude a examiné l'amélioration de la production écrite des étudiants en langue française et son lien avec leurs attitudes et stratégies d’apprentissage. L'objectif principal est d’évaluer les attitudes positives et les stratégies d’apprentissage efficaces influençant directement le développement des compétences rédactionnelles. Les données ont été recueillies auprès de 47 étudiants à travers des enquêtes et des productions écrites collectées sous forme de pré-test et post-test. Les résultats montrent que la motivation seule ne suffit pas pour améliorer la production écrite. Ce sont les stratégies d’apprentissage variées notamment la lecture régulière et la pratique de l’écriture qui ont eu l’impact le plus significatif. L’analyse des données montre que la lecture a favorisé l’enrichissement du vocabulaire (+0.75) et l’expression des idées (+0.78), tandis que la pratique de l’écriture a amélioré la précision grammaticale (+0.41). En revanche, l’utilisation des ressources en ligne, bien qu’utile pour l’apprentissage du vocabulaire, a eu un impact plus limité sur la précision grammaticale (+0.30). Ces résultats mettent en évidence l’importance des stratégies d’apprentissage actives et diversifiées dans l’amélioration des compétences rédactionnelles et ouvrent des perspectives pour des recherches futures intégrant des outils pédagogiques interactifs et des approches d’apprentissage à long terme.

The present study sought to compare the effect of two modes of corrective feedback, that is, recast and elicitation, on the speaking accuracy of impulsive and reflective EFL learners. In doing so, 95 intermediate EFL learners who were studying at Tehran's Kish Language School were selected through nonrandom convenience sampling and sat for the Impulsivity Sub-Scale of Eysenck's Impulsive Questionnaire (EIQ). A total of 15 learners who were within the middle range were excluded, thus leaving 80 impulsive and reflective learners. Subsequently, a sample PET speaking test was administered as the pretest to assess the participants' speaking accuracy at the outset. Next, the participants were divided into four subgroups: 20 impulsive and 22 reflective learners undergoing a recast treatment, and 18 impulsive and 20 reflective participants experiencing elicitation. Once the 16-session treatment ended, another sample PET speaking test was administered as the posttest, and all four hypotheses were tested through a two-way analysis of covariance. The findings demonstrated that both recast and elicitation were significantly effective in improving the participants' speaking accuracy, while the elicitation impulsive group benefited the most compared to others. The pedagogical implications of this research and suggestions for further study are elaborated in the paper.

Translanguaging' has been promoted as a prominent term in Teaching English as a Foreign Language (TEFL) studies. It describes how learners of a new language effectively utilize their entire range of languages to convey meaning and communicate. Additionally, it serves as an educational strategy to harness these language repertoires as valuable resources for learning. In the last twenty years, multiple empirical investigations have been carried out to investigate pedagogical translingual strategy in language learning classes across the world. However, there is limited knowledge on this occurrence in English as a Medium of Instruction (EMI) in the educational context of Iraq, where TEFL policies prohibit using students' first language and perceive them as a hindrance to language acquisition. By examining the views of English language teachers regarding pedagogical translanguaging, this study seeks to close this gap. Additionally, it investigates the extent to which these perspectives are manifested in their instructions. A total of 120 English language instructors at an Iraqi university willingly took part in this research. The findings highlight a significant disparity between the attitudes that teachers claim to have and the teaching methods that they use, based on the survey. The results also illuminated the barriers that prevented the participants from using translanguaging in their instruction.

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.

This research explores political and media silence as a strategic communication device in political speeches, media interviews, and online media, using a multi-dimensional research methodology involving discourse analysis, acoustic recordings, and perception surveys. Through discourse analysis of a large dataset including 300 hours of political speeches, 200 media interviews, and 50 hours of online media, the research maps silence as a strong, convincing, and ideological device. Political speeches use longer but less frequent pauses for rhetorical effect while media interviews use shorter but more frequent silences in an attempt to evade uncomfortable questions. Silence in new media is found as a means of algorithmic manipulation. Surveys in six countries show large differences in how silence is understood; American respondents identify it as strategic while Japanese respondents consider it evasive or cheating. Hiding behind conventional linguistic theories assuming silence is a communicative absence, this research posits instead that silence is an active and discourse-dependent discourse device. Implications in media literacy and internet governance are also outlined with a call for greater openness in algorithmic modulations and a rhetorical awareness of silence.

This study focused on Iranian EFL learners’ learning styles and their willingness to communicate (WTC) in the classroom as two critical factors causing individual differences in language learners. A sample of 175 Iranian EFL learners studying at elementary, intermediate, and advanced levels at the University of Tehran Language Center participated in this study. The participants were asked to fill out two Likert-type questionnaires of the Willingness to Communicate and the Perceptual Learning Style Preference Questionnaire (PLSPQ). The findings of this study demonstrated that Iranian EFL learners prefer kinesthetic learning style above all others. Moreover, the findings indicated that there is a significant, albeit low, relationship between Iranian EFL learners’ learning styles and their willingness to communicate in the classroom. Furthermore, it was revealed that while Iranian EFL learners’ learning styles are not significantly different across different levels of language proficiency, there is a significant difference in their levels of willingness to communicate in the classroom.

The COVID-19 pandemic prompted significant transformations in education systems globally. Consequently, this qualitative ethnographic study aimed to analyze the evolution of attitudes among English as a Foreign Language (EFL) learners through the lens of language socialization (LS). Additionally, the study explored the evolution of the COVID-19 pandemic on the LS of Iranian EFL learners within cyberspace through prolonged engagement and triangulated data collection, including classroom observations, semi-structured interviews, researcher field notes, audio recordings, and student journals. This approach allowed for a holistic understanding of the Iranian culture from participants' perspectives. A triangulation of data was collected, comprising class observations, semi-structured interviews, researcher notes, audio recordings, and student journals. The Data analysis was conducted using MAXQDA Analytic Pro 2020. Based on the seven principles of LS, the results identified eight categories: cultural familiarity, cultural differences, the influence of foreign culture, changes in identity and behavior, online class recording, online learning, self-efficacy, and participation in virtual groups. Ultimately, this study concluded that language and culture are intrinsically intertwined and that learners' engagement with language and culture adversely impacts their socialization within the English language and culture. Furthermore, online classes were found to enhance learners' self-efficacy while reducing anxiety levels. The findings equip EFL educators with strategies for fostering adaptive language socialization during crises, while offering learners tools to navigate disruptions through reflection and virtual communities. Additionally, they guide researchers in studying attitude evolution ethnographically and urge material developers to integrate psychosocial elements into language resources for volatile environments.

Despite extensive research on teacher qualities, a significant knowledge gap persists regarding the interplay among psychological and professional factors influencing Iranian EFL teachers' performance, particularly concerning teacher stroke. This study aims to address this gap by examining the predictive power of teacher identity, immunity, and Technological Pedagogical Content Knowledge (TPACK) on teacher stroke, within the Iranian EFL context. Participants included 124 Iranian EFL teachers, randomly selected from various regions across Iran, who completed a set of validated questionnaires. Data were collected using the Teacher Immunity Questionnaire, TPACK Questionnaire, Teacher’s Identity Questionnaire, and Teachers’ Stroke Scale. Statistical analysis involved Multiple Regression Analysis to explore the predictive capacity of teacher identity, immunity, and TPACK on stroke. Results revealed a statistically significant relationship among these variables, indicating that teacher identity, immunity, and TPACK collectively explain 46% of the variance in teacher stroke. These findings underscore the importance of integrating these factors into frameworks for supporting teachers' well-being and enhancing teaching effectiveness. The implications extend to stakeholders in EFL education, suggesting targeted interventions to bolster teacher development and instructional quality.