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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.

Teacher accountability, referring to teachers’ responsibility for instructional effectiveness and student outcomes, is a fundamental concept in education. However, barriers to teacher accountability in English as a Foreign Language (EFL) education in Iran have not been previously investigated. This study aimed to identify these barriers by developing and validating a context-specific instrument. A mixed-method approach was adopted, starting with semi-structured interviews with 60 EFL teachers to generate questionnaire items. Following the pilot study, a 27-item questionnaire was administered to 460 EFL teachers in private language institutes. Structural equation modeling (SEM) was run to develop an adjusted model of inhibitors to EFL teachers’ accountability and to assess the psychometric properties of the BTAS. Additionally, descriptive statistics explored teachers' perceptions of the identified barriers. The analysis supported a three-factor model of teacher accountability barriers: Internal obstacles, including motivational factors; external inhibitors, such as systemic constraints and assessment limitations; and environmental inhibitors related to cultural, sociocultural, and political constraints. The findings highlight the complex and interrelated motivational, institutional, and contextual challenges that hinder teacher accountability, and they present practical implications for policymakers and educational authorities to foster supportive environments that enhance teaching quality and learner achievement.

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.

This study explores the utilization of lexical bundles (LBs) in the reading sections of international English proficiency tests, specifically IELTS and TOEFL, in comparison with Iranian local assessments such as MSRT, TOLIMO, and EPT. The research aims to analyze both the structural and functional categories of these LBs. To facilitate this investigation, two distinct corpora were compiled, consisting of 513,490 tokens from international assessments and 432,252 tokens from local Iranian tests. Utilizing AntConc software for quantitative analysis, the study identified LBs and conducted a qualitative examination of their structural patterns, functional roles, and contextual applications. The findings reveal significant differences between the international and local assessments: 1,030 instances of LBs were identified in the International Corpus (IC), whereas the Local Corpus (LC) contained only 564. Inferential statistical analysis indicated a higher prevalence of discourse organizers and stance bundles in the IC, contrasted with a predominance of referential bundles in the LC. Furthermore, international assessments featured mainly noun-phrase fragments, unlike the Iranian ones that predominantly used prepositional-phrase fragments. Statistical tests, including the Linear-by-Linear Association test (p=0.028) and the Chi-square test (χ²(2)=28.803, p<0.001), confirmed these structural variations, suggesting divergent academic discourse conventions between the corpora. The results underscore the need for revisions in Iranian assessments to align with international standards, potentially enhancing global academic proficiency and fostering greater learner engagement in higher education contexts.

This study examines how linguistic style in One Flew Over the Cuckoo’s Nest by Ken Kesey and The Bell Jar by Sylvia Plath enacts psychological disturbance through formal textual mechanisms. Drawing on Foregrounding Theory, cognitive narratology, and clinical psycholinguistics, it investigates how stylistic deviations—such as metaphor saturation, syntactic fragmentation, referential ambiguity, and narrative disjunction—function as mimetic simulations of schizophrenia and depression. Through a mixed-methods approach that integrates close literary analysis with corpus-based annotation tools, the research analyzes selected passages for psycholinguistic markers associated with mental illness, including deictic confusion, lexical minimalism, and temporal distortion. Chief Bromden’s hallucinatory narration and Esther Greenwood’s affectively flattened voice are shown to linguistically instantiate psychosis and depressive cognition, respectively. The study contributes to interdisciplinary understandings of literature as a diagnostic interface, demonstrating that literary texts do not merely represent mental illness but cognitively perform it. Ultimately, this research offers a novel framework for analyzing narrative pathology, expanding the analytical reach of cognitive stylistics and underscoring literature’s potential to model and communicate disordered mental states.

 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.

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.

Language, as the main tool of human communication, has diverse structures and features that play an important role in the transmission of meaning and social interactions. One of the important approaches in language analysis is functional grammar or systemic functional grammar, which examines how language functions in different situations. In this framework, grammatical metaphor is considered as one of the key concepts that can play an important role in shaping and representing meanings in different texts. Halliday introduced and distinguished three types of grammatical metaphors, including ideational, interpersonal, and textual metaphors. In this study, the extent and way of using grammatical metaphors in literary and scientific texts in the Azeri language from an interpersonal perspective was investigated. For this purpose, the analytical-descriptive research method was used. In this study, for the scientific genre, the book "Dil and Dilchilik" by Ali Dashkin and for the literary genre, selected articles from the magazine "Anna Varlig" were selected as the data and analyzed. The results showed that there was no significant difference in the use of interpersonal grammatical metaphors in the two genres of science and literature. Furthermore, the examination of the components indicated a significant difference in the use of grammatical metaphors of mode and modality between the two genres; so that modality was used significantly more in science texts than in literary texts, and mode was used more in literary texts than in science texts.

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 present study explores the occupational prestige of the translation profession from both practicing and prospective translators’ viewpoints. The sample of the study included 142 translators and 115 prospective translators (translation students), who completed a survey on the occupational prestige of translation in Iran. The research incorporated two questionnaires as the instruments of the study. The first instrument was the general format of Dam and Zethsen’s (2008, 2011) Translators’ Assessment of the Occupational Prestige of Translation Checklist (henceforth TAOPT). For the second group, the questionnaire prepared by Ruokonen and Svahn (2022) was adapted and used. Based on the findings of the study, translation can be perceived as an art that draws on the knowledge, wisdom, and expertise of translators to provide the best translated target version of the materials. The results of the study disclose that while the participating prospective translators (translation students) perceived translation as a highly prestigious occupation, the majority of practicing translators displayed a more moderate perception of translation as a prestigious occupation. It was also found that participants considered translation’s occupational prestige to be strongly and consistently affected by various factors. It was concluded that translation as a profession requires evolutionary steps on the part of translators and related agencies and organizations in order to elevate the status of the field into a more prestigious and professional domain.

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.

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.

The present study, adopting a sequential mixed-methods design, chiefly aimed to determine the strongest predictors of EFL learners’ involvement in the components of motivational self-regulatory strategies (MSRSs). In so doing, 154 English-major university students joined in the quantitative phase, and a pool of seven students was selected to participate in the qualitative phase of the study. A number of validated instruments were utilized to gather the relevant data. The Pearson moment-to-moment correlation, SEM, multiple regression, and a semi-structured interview method were used to analyze the data. The results showed a positive relationship between the components of MSRSs and involvement in writing skills. Among MSRSs components, performance self-talk, mastery self-talk, and environmental control made significant contributions to the prediction of involvement in writing skills. More specifically, the strongest predictor of involvement in writing skills in MSRSs components was performance self-talk. Following the inter-coder reliability, the responses elicited from the interviews regarding EFL learners’ opinions about the role of MSRSs in increasing their involvement in writing skills delineated eight themes, including quiet talk, consistent working, interest, coping with distractions, class environment, motivating peers, regulating emotions, and teachers’ help. In the end, the interplay between MSRSs components and involvement factors was discussed and several practical implications were proposed.

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.

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.

The present study aimed to find the effect of artificial intelligence (AI)-mediated speaking assessment on speaking performance and willingness to communicate (WTC) of Iraqi EFL Learners. More specifically, the study sought to find whether AI-mediated speaking assessment enhance the speaking performance (grammar, vocabulary, pronunciation, intonation, and fluency) of Intermediate Iraqi EFL learners and whether AI-mediated speaking assessment enhanced their WTC in English. In so doing, 40 intermediate Iraqi EFL learners were randomly selected and assigned into experimental and control groups, each comprising 20 learners. The experimental group participants received ten 60-minute treatment sessions with ELSA Speech Analyzer, while the control group received no treatment. The speaking pre-test of both groups was run prior to the treatment, and all participants were post-tested at the end of the study. The Willingness to Communicate in a Foreign-Language Scale was also administered to groups prior to and after the treatment. A speaking assessment rubric, including vocabulary, grammar, intonation, pronunciation, and fluency, was used to assess the speaking performance of both groups. The findings demonstrated that AI-mediated speaking assessment enhanced the grammar, vocabulary, intonation, and fluency of the experimental group. However, the two groups did not differ in terms of pronunciation. Furthermore, this assessment tool enhanced the willingness to communicate with native speakers, the willingness to communicate with non-native speakers, and the willingness to communicate in the school context of this group. In general, the speaking assessment mediated by AI significantly enhanced the speaking performance and WTC of the learners. These findings might advance the current scholarly discourse on AI within the domains of language pedagogy and assessment.