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Textbook evaluation is of paramount importance in ensuring that textbooks are of high quality and aligned with educational goals. This study evaluated two common English language textbooks in Iran (i.e., American English File [private schools] and Vision series [state schools]) based on the brainling (brain+ language) model, heeding EFL learners’ cognition, senses, emotions, and culture. To this end, a brainling-based scale was validated based on “cogling”, “emoling”, “sensoling”, and “cultuling” components of the brainling model and distributed among Iranian teachers (N=218) and EFL learners (N=236). It was found that there were significant differences in the brainling components present in English textbooks used in state and private schools. Moreover, the independent samples t-tests revealed that there were significant differences in mean scores for brainling components between the two types of textbooks for students. However, it is worth noting that such differences were not observed among teachers’ ratings of these components.  The results could assist content developers in incorporating brainling as a worthwhile scale for evaluating English language textbooks.

A sustained, school-based approach that offers in-service EFL teachers opportunities for collaboration in creating an environment that promotes their capacity-building and instructional growth is necessary for their professional growth. This study aimed to contribute to the growing body of research on the effect of distributed leadership in teacher professional learning. Specifically, this study scrutinized the connection between distributed leadership and professional learning of teachers, focusing on the mediating role of teacher agency. A cross-sectional survey design was applied, collecting data from 458 teachers in Iran. Teacher Professional Learning Scale, Teacher Agency Scale, and Distributed Leadership Scale were completed by them. Structural equation modelling was run to analyze the relationship between variables. The findings revealed a minimal direct relationship between distributed leadership and the professional learning of teachers, with teacher agency acting as a major mediating factor. These results contribute to existing research by suggesting that distributed leadership may not have a substantial direct effect on teacher learning, but rather indirectly improves teacher agency.

Mahmoud est un roman iranien, originellement en persan, traduit par son auteur Rouhollah Hosseini à la suite de la pandémie de Covid-19. Dans cette fiction, le personnage principal tente inlassablement de commencer l’écriture d’un ouvrage qui sera le garant de sa réputation après sa mort monumentale mais, incapable de réaliser cette vocation, il s’engouffre dans ses pensées angoissantes à l’origine de sa peur du temps et se croit toujours en retard par rapport aux écrivains féconds qu’il admire et qui ont accompli leur mission en marquant leur empreinte de génie avant de mourir. Afin de comprendre le défi existentiel que subit Mahmoud et de déchiffrer la question fondamentale que pose l’auteur sur les obstacles de l’homme moderne, il est incontournable d’évaluer le concept du temps dans ce récit et d’interpréter l’état psychologique du personnage par une analyse sémiotique de la théorie du récit introduite par Paul Ricœur dans les années 80 et suivie par les travaux de Philippe Hamon sur le statut sémiologique du personnage.

Critical pedagogy places a significant emphasis on dialogue due to its transformative potential within educational settings. This approach fosters critical thinking, self-reflection, and empowerment among students, encouraging them to engage deeply with the material and question underlying assumptions. While research in English as a Foreign Language (EFL) contexts has delved into the application of critical dialogue, there has been a notable gap in understanding how teachers perceive and implement this approach in their classrooms. This study seeks to address this gap by collecting data through ethnographic interviews with 22 teachers over three months. Data analysis was then conducted using a constructivist grounded theory methodology. Results showed that for critical dialogic teaching to be effective, two essential conditions should be met: (1) the presence of a critical dialogical teacher who embodies characteristics such as openness, mediation, and the ability to create a supportive environment, and (2) the use of specific strategies, such as authentic tasks, group work, and technology, to foster engagement and diverse perspectives. These findings have significant implications for language education, highlighting the need for teacher training that supports the development of dialogical teaching practices, promotes inclusive classroom environments, and empowers students to engage critically with both language and content. The study also underscores the importance of addressing the cultural and contextual factors that influence how critical dialogue is perceived and implemented by teachers in EFL settings.

This study explores the impact of supplementary blended learning on the listening comprehension skills of Iranian English as a Foreign Language (EFL) learners. A sample of 60 male Iranian EFL learners was selected from a population of 100 learners studying English at Pardis Language Institute, Hamadan, Iran, via double-stage sampling. After being selected, participants were sorted into two groups, that is, a control group and an experimental group. In the treatment sessions, all participants listened to parts of the American English File (book 2). The participants in the control group received the usual procedure of teaching listening in the institute. In the experimental group, the students received target language input via videos and supplementary reading materials before classes so that they had sufficient exposure to the input. The listening topics were uploaded on a common social networking site, i.e., the telegram application, which was also reserved for giving teachers feedback on the students’ questions. The results of the data analysis showed that supplemental blended learning had a statistically significant effect on EFL learners’ listening comprehension. In other words, the research question was answered positively, and the corresponding null hypothesis was rejected.

La majorité des troubles mentaux trouvent leurs origines dans le contexte social et familial de l'enfance. Selon Karen Horney, psychologue néo-freudienne, un enfant privé d'amour, de sécurité, de confiance et d'affection développe une anxiété à l'âge adulte, entravant ainsi son épanouissement. Pour faire face à cette anxiété, il adopte l'un des trois types de personnalité : agressive ou conflictuelle, soumise ou complaisante, et détachée ou isolée. Ces individus se réfugient souvent dans un monde imaginaire qu'ils créent pour trouver la paix intérieure et pour apaiser leurs tourments, mais cette échappatoire engendre également d'autres problèmes psychologiques. Dans cet article, nous analysons le type de personnalité de Monsieur Songe, personnage du livre éponyme de Robert Pinget, en nous appuyant sur les théories de Karen Horney. Des exemples tirés de l'œuvre révèlent la dimension psychologique de ce personnage, contribuant ainsi à une meilleure compréhension de la richesse psychologique du Nouveau Roman, qui est toujours en débat.

Dynamic Assessment (DA) has increasingly been recognized as a promising approach for integrating assessment and instruction in second language learning. Despite their growing application, limited research has systematically compared the two major DA paradigms (i.e., interactionist and interventionist), particularly regarding their short- and long-term effects on learners’ speaking performance. The present study aims to address this gap by investigating the immediate and delayed impacts of interactionist and interventionist DA on English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency (CAF). Eighty-six advanced EFL learners from a language center in Tehran, Iran were assigned to three groups based on the Oxford Placement Test. Following a speaking pretest, learners in the experimental groups received eight sessions of either interactionist or interventionist DA, while the control group underwent regular speaking assessment. An immediate and a delayed speaking post-test were used to evaluate both short-term progress and retention. Two trained raters scored the CAF measures, and the data were analyzed using repeated-measures two-way ANOVA and MANOVA. The findings indicated no significant differences between the two DA approaches; however, both experimental groups significantly outperformed the control group on the immediate and delayed post-tests. These results suggest that regardless of the mediation type, DA effectively enhances learners’ speaking performance and promotes the durability of learning gains. The study highlights the pedagogical value of embedding DA-based mediation into routine speaking assessment, enabling teachers to provide targeted scaffolding that supports both immediate improvement and longer-term development in learners’ oral proficiency.

Creativity, learning style, and metacognition are significant factors in education. Many research studies have been conducted on these three factors, but few studies have been carried out on the correlations among these factors and second/foreign language (L2) writing accuracy and fluency. Therefore, this mixed-methods study tried to clarify the best predictors of writing accuracy and fluency among these three factors. To achieve this purpose, 120 Iranian English as a foreign language (EFL) learners were selected based on the results of the Oxford Quick Placement Test (OQPT). Three types of Questionnaires were used to collect data. In addition, the participants wrote about the intended topics to check their writing accuracy and fluency. Moreover, the accuracy and fluency frameworks were applied to rate writings. Further, a semi-structured interview was utilized. To analyze the data, the multiple regression analysis was run. The findings indicated all these three factors were the best predictors of writing accuracy among intermediate learners, while metacognition was the best predictor of writing accuracy among advanced learners. In addition, learning style and metacognition were the best predictors of writing fluency among advanced learners. This study has some significant implications for learning. The most important implication is that learners can become aware of their creativity levels, learning styles, and metacognitive activities. In addition, the findings can enrich the literature concerning the predictors of writing accuracy and fluency among these three variables.

Due to the fact that job satisfaction plays a crucial role in teacher attrition, numerous scholars have investigated the predictive variables for occupational well-being in educational contexts. However, this research area has been relatively ignored in higher education contexts. To fill this lacuna, this research employed an explanatory sequential mixed-methods design to examine the predictive roles of teacher mindfulness and self-efficacy in impacting the job satisfaction of English instructors in various Iranian universities. In the quantitative phase, data from 226 EFL instructors were analyzed following a rigorous screening of an initial pool of 234 participants who completed measures of the focal constructs. Structural equation modeling (SEM) confirmed that teacher mindfulness and self-efficacy significantly predicted job satisfaction, with self-efficacy emerging as the strongest predictor. Furthermore, mindfulness exerted a significant indirect effect on satisfaction through the mediation of self-efficacy. In the subsequent qualitative phase, follow-up semi-structured interviews were conducted with a purposive subsample of 12 instructors to clarify the mechanisms underlying these statistical paths. Thematic analysis revealed that mindfulness facilitates a "psychological pause" through affective detachment, while self-efficacy provides the pedagogical agency necessary to maintain value-action congruence despite institutional stressors. These results suggest that mindfulness acts as a cognitive precursor that enhances pedagogical presence and professional resilience. The implications for developing targeted onboarding strategies and mindfulness-based interventions in higher education are discussed.

This paper investigates the payment's impact on the quality of translated products, an area that has been largely overlooked in translation sociology. Drawing on Actor-Network-Theory, the study analyzed recent translations by 10 Iranian freelance and agency translators with over five years of translation experience in the market. Participants provided the researchers with translations completed for low and good payments, which were evaluated using the Waddington (2001) model. Interviews were conducted to gather the participants’ opinions with regard to the Iranian translation market. Despite dissatisfaction with low payment and the unjust translation market, most translators produced high-quality translations. However, the unjust market frustrated translators and led many to leave their jobs. The findings suggest that while low payment does not necessarily negatively affect translation quality, it can significantly impact the job satisfaction and retention of translators. This study sheds light on the economic aspect of translation and has important implications for the translation industry.

Because of the significance of teachers’ individual and psychological qualities in affecting their performance, an increasing number of studies have been conducted to probe the relationships among teacher constructs in influencing their professional development. In an attempt to clarify the association among teacher constructs, the current study examined a structural model hypothesizing the predictive role of teachers’ resilience and psychological well-being in promoting their professional development using 300 Iranian English language teachers as a sample. In doing so, the validated scales of the three mentioned constructs were administered to gather data and Structural Equation Modeling was utilized to evaluate the hypothesized model of the variables. The findings indicated that both resilience and psychological well-being significantly predicted professional development for the whole sample. However, psychological well-being appeared to be a stronger predictor of professional development in comparison with resilience. The results are discussed, and the pedagogical implications are proposed for teacher education programs.