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Vygotsky's Sociocultural Theory (SCT) emphasizes the crucial role of social interaction in cognitive development, including second language acquisition (Vygotsky & Cole, 1978). Grounded in this theory, the present quasi-experimental study investigates the effectiveness of the Blended Feedback Approach in enhancing English as a Foreign Language (EFL) learners' essay-writing skills. Sixty university students were divided into two groups: an experimental group receiving BFA, which integrated online peer reviews, teacher feedback, and iterative revisions, and a control group receiving traditional teacher feedback. Pre-test and post-test assessments were conducted to evaluate improvements in coherence, grammatical accuracy, vocabulary, and overall structure. Additionally, end-of-semester interviews captured learners' perceptions of the feedback approach. Results indicated that the experimental group showed significantly greater improvements in writing proficiency, critical thinking, and collaboration skills than the control group. Moreover, BFA was found to reduce writing anxiety and foster student engagement. These findings suggest that BFA offers valuable enhancements to feedback methods, reinforcing the role of integrated feedback in language education and providing insights for future pedagogical practices.

In audiovisual translation, where video game localization plays a critical role, integrating visual elements with spoken content is essential. This study investigates the translation of expressions within the video game Civilization , exploring the prevailing norms of adaptation in Persian translation. The study has two main objectives: first, to examine the application of Skopos theory principles in the Persian translation of Civilization ; second, to analyze the adaptation strategies based on Bastin’s (2005) model in this translation. For this purpose, a corpus of English text segments from the Civilization video game and their Persian translations was selected and analyzed. Using Skopos theory and Bastin’s adaptation model, the study examines adaptation strategies. The findings illuminate how adaptation strategies an6 d societal ideologies interact within the context of video game localization. Ultimately, the study reveals that, as video games are primarily designed for enjoyment, coherence as an adaptation strategy should be prioritized to enhance the game's appeal.

The incorporation of Artificial Intelligence (AI) into language development has garnered considerable interest, especially within the realm of English as a Foreign Language (EFL) education. Psychological flow is regarded as a pivotal element that affects learning outcomes; however, its significance in the context of AI-assisted language learning has yet to be thoroughly investigated. This study examines the relationship between psychological flow induced by AI, tendencies of fortitude, mental health, and critical thinking among 214 university students enrolled in EFL programs who utilized AI-integrated language learning aids. Data were gathered via structured online surveys, and the relationships among the variables were examined utilizing Structural Equation Modeling (SEM). The findings suggest that the psychological flow induced by AI has a substantial impact on learners' levels of fortitude, mental well-being, and critical thinking. The findings indicate that when learners engage in AI-assisted language learning and experience a state of flow, they exhibit elevated levels of perseverance, improved mental well-being, and enhanced critical thinking. These outcomes underscore the dual function of flow in AI-assisted language learning, as it not only augments learners' cognitive engagement but also fosters positive emotional states that are conducive to improved mental health and enhanced problem-solving abilities. The findings of the study possess significant pedagogical implications, indicating that AI-based platforms ought to be developed to promote a state of fluidity by integrating personalized learning trajectories, real-time feedback mechanisms, and engaging features.

The present study aimed at addressing ESP instructors' perspectives towards ESP learners' needs at Kurdistan University of Medical Sciences (KUMS). That is, we sought to investigate whether or not the learners’ needs in ESP classes are met satisfactorily. Using census rather than sampling, a total number of 10 ESP instructors were selected as the participants. Face-to-face semi-structured interviews were conducted with each participant individually. The results obtained from the interviews yielded 13 dominant themes. It was revealed that instructor-oriented themes were mainly concerned with perceived/felt needs, subject specialists/language instructors, a-priori/negotiated syllabus, team teaching/solitary teaching, instructors as suppressors of needs, receptive/productive skills, transmissive/transformative instructors, and positive/negative reinforcement. However, students' unheard voices in material selection, sense of belonging to the class, students' ratings of instruction and heterogenous/homogenous class groupings were mainly associated with student-oriented themes. Finally, content gradation was found to be associated with coursebook/material-oriented theme. Each of the recognized themes played either a facilitating or hindering role in making learners' needs met. Henceforth, delving into the role of such themes in ESP classes would open new insights into the instructors' viewpoints towards their leaners' needs. The frequency of the retrieved themes was a sign of commonality and generalizability among the majority of instructors; however, the indirect and unidimensional analysis of learners' needs could be remedied by inspecting the learners' actual needs through their own perspectives in future studies

This study explores the complexities and variations in translating Mohsin Hamid’s novels – Exit West , The Reluctant Fundamentalist , and How to Get Filthy Rich in Rising Asia – from English into Persian within a hybridized space. Using Mollanazar and Parham’s (2009) analytical framework, the research examines the attributes of hybrid texts in translations by Hossein Hassani, Maryam Ahmadi, and Ahmad Al-Ahmad. Through micro- and macro-level analysis, the study addresses key questions: How do translations adhering to Mollanazar and Parham’s model (2009) reflect the first level of hybridity? Are the findings consistent with existing hybrid perspectives in translation studies? The results indicate that contemporary translations, influenced by factors such as censorship and cultural invasion, alter the narrative’s interpretation. This conclusion contributes to translation studies by highlighting the challenges of translating hybrid texts and their broader implications.

L’interprétation est une activité complexe comportant des processus cognitifs dans le cerveau de l’interprète ou plus précisément dans sa mémoire de travail, responsable du stockage temporaire et du traitement des informations lors des activités cognitives. La performance d’un interprète est liée au fonctionnement de sa mémoire de travail et ses composantes. Du fait que l’administrateur central est le système principal de la coordination des systèmes auxiliaires et du contrôle attentionnel dans le modèle le plus influent de la mémoire de travail présentée par Baddeley, nous cherchons plus précisément, dans cet article, à examiner son rôle en interprétation et sur la performance de l’interprète tout en s’appuyant sur la Théorie du sens de Seleskovitch et Lederer en vue d’aborder l’interprétation du point de vue traductologique. Pour ce faire, nous avons choisi dix étudiants en traduction dans les universités iraniennes passant des cours d’interprétation. Après un test de mémoire de travail, nous avons fait, d’abord, un test d’interprétation en vue d’examiner la performance des étudiants dans les conditions normales d’interprétation. Ensuite, les étudiants ont passé un autre test d’interprétation, mais cette fois-ci, avant de commencer l’interprétation, nous avons imposé une charge cognitive supplémentaire sur son administrateur central au moyen d’une tâche cognitive afin de le saturer. Les résultats ont éclairci que la surcharge cognitive sur l’administrateur central a significativement baissé la performance des étudiants. Ils illustrent bien combien la performance de l’interprète est tributaire du fonctionnement de l’administrateur central et que son rôle est donc crucial en interprétation.

Le présent article se penche sur le concept d’équivalence en traduction dont le corpus constitue les extraits d’un roman autochtone canadien Kukum et leurs traductions en persan. L’auteur de l’ouvrage raconte la vie de son arrière-grand-mère. Dans cette biographie ayant comme toile de fond la description de la nature vierge, on a brossé un beau tableau des scènes où se déroulent différentes tranches de la vie des personnages. Certes, ce genre d’écriture exige l’emploi d’un langage rhétorique dans lequel la comparaison, la métaphore et la personnification prennent une place prépondérante. Afin de transférer ces figures de style, nous nous sommes interrogées sur les modalités de rendre ce registre littéraire aussi fidèlement que possible et de la sauvegarde de l’étrangeté du récit non sans présenter un texte compréhensible et agréable à lire pour le public persanophone. Lors de la traduction de l’ouvrage, nous avons été à cheval entre deux approches sourcière et cibliste en nous appuyant sur le concept d’équivalence tantôt formelle, tantôt dynamique, avancé par Eugen Nida, pour ainsi refléter le vouloir-dire de l’auteur sur tous les plans. Quant à la méthodologie, il s’agit d’une étude descriptive et analytique.

The translation of Islamic religious terms is of critical importance, as these terms play a vital role in conveying Islamic concepts. Errors in translating such sensitive content may lead to distortions in meaning. This study investigates the strategies employed by three distinct groups of translators when rendering Islamic religious texts for non-Muslim audiences: 1) experienced translators with seminary knowledge, 2) experienced translators without seminary knowledge, and 3) inexperienced translators. Employing a descriptive research design, data were collected through a task-based method and a questionnaire. Participants were asked to translate ten Persian sentences containing key religious terms into English. The translated outputs were analyzed using Larson’s (1984) classification for translating non-equivalent terms. Statistical evaluation, including Mean, ANOVA, and LSD tests, was conducted to assess the findings. The results indicate that experienced translators with seminary knowledge predominantly utilized loanwords with explanatory additions. Furthermore, a significant difference was observed between this group and the other two in terms of translation strategies.

This research examines the ideological underpinnings of the coup speech delivered on January 15, 1966, by Major Kaduna Nzeogwu. Employing Jeffries' (2010) Critical Stylistics theory as a methodological framework, the study conducts a linguistic analysis to uncover the political viewpoints and intentions of the coup plotters. The analysis reveals how specific linguistic choices and patterns were employed to communicate the plotters' intentions to the public, suppress dissent, and advocate for the establishment of military rule instead of democratic governance. The speech underscores the plotters' portrayal of their actions as necessary for national salvation, while framing democratic processes as ineffective. Additionally, the use of emotive language and authoritative tones served to bolster legitimacy and rally public support for the coup. The analysis further elucidates how the adopted linguistic strategies functioned to justify the overthrow of the existing government and the suspension of democratic institutions in Nigeria’s First Republic. This Critical Stylistic study highlights the intricate power dynamics that underpinned the military intervention and emphasizes the role of language as a tool for ideological persuasion. By revealing the linguistic resources employed by the coup plotters, this research contributes to a deeper understanding of how language can shape political realities and influence public perception during times of upheaval.

Learner autonomy as both an individual as well as a social concept is considered to be a vital element in language learning. Moreover, enhancing learner autonomy has been a main concern among language learning scholars. Because of this primacy, this study in two phases, first sought to examine the desirability and feasibility of learner autonomy from teachers' perspective, and then sought to study the effectiveness of training on enhancing teachers' autonomy-supportive behaviors. Seventy-two Iranian EFL teachers' views were collected via an autonomy questionnaire developed by Borg and Al-Busaidi (2012). The results indicated that the teachers conceived autonomy to be more desirable than feasible. They considered autonomy as an ideal optional rather than an accessible purpose. Furthermore, classroom observations indicated that training in workshops that were based on self-determination theory (SDT) enhanced teachers' autonomy-supportive behaviors. Trained teachers outperformed untrained teachers in almost all criteria in the ASBI checklist. The study has implications for EFL teachers and teacher educators. The contribution SDT can have on autonomy enhancement indicates its significance and potential to be accentuated in instructional programs as well as pre-service and in-service training sessions.

With the advancement of new teaching methods and approaches in foreign language teaching and learning, critical thinking has gained popularity in modern language education. This quasi-experimental study evaluated the possible impact of synthesizing critical thinking dispositional features and action learning on the Iranian intermediate EFL students’ argumentative composition improvement skills. From the 400 EFL learners at Islamic Azad University, Kurdistan branch, one hundred and fifty mingled intermediate-level EFL university learners were chosen based on their scores received from the OQPT and equally distributed into three experimental and two control groups. All participants were given two standard writing tests during the pre and post-treatment phases, followed by CCTST principles. In EG1, the researcher taught argumentative writing based on critical thinking dispositional features; in EG2, he taught argumentative writing based on the principles of action learning approach; and in EG3, he taught argumentative writing by synthesizing critical thinking dispositional features and the principles of action learning approach. Two control groups received conventional writing instruction: one group consisted of only males (EG1), and the other only females (EG2). The study's results revealed that while the participants in both The EGs and CGs elicited a statistically important development in the posttests, those in the three EGs all outperformed those in the CGs. In the order of significance, critical thinking dispositional features, then action learning approach and lastly synthesizing critical thinking dispositional features and action learning approach had a meaningful impact on improving the argumentative essay writing skills of Iranian intermediate EFL students.

La traduction automatique (TA) occupe une place cruciale dans le paysage des technologies linguistiques modernes dans un contexte de mondialisation accrue. En s’appuyant sur des algorithmes sophistiqués et des réseaux neuronaux profonds, les systèmes de TA tels que Google Traduction et DeepL permettent une traduction rapide et accessible. Cependant, ces systèmes se heurtent à des limites importantes lorsqu’ils traitent des structures avec une complexité grammaticale et culturelle, particulièrement en ce qui concerne les dimensions liées au genre. Nous essayons d’explorer les enjeux de la traduction automatique dans les langues genrées à travers une étude comparative des performances de Google Traduction et de DeepL pour la traduction de l’anglais vers le français en nous basant sur la question des noms de métier, représentatifs des stéréotypes genrés. En se fondant sur une analyse rigoureuse des résultats obtenus à partir de notre corpus conçu intentionnellement pour interroger les capacités de ces plateformes à prendre en compte des indicateurs de genre, cette recherche met en lumière les limites des systèmes actuels, notamment leur incapacité à répondre aux exigences contextuelles et culturelles des langues genrées.

Self-reflection as a crucial human activity involves assessing experiences and developing strategies to tackle challenges in language instruction and acquisition. It can be pursued through several methods. This study seeks to implement scenario-based assessment (SBA) model and dialogue journal writing (DJW) in an entire process to examine their impact on enhancing the writing self-reflection strategies of Iranian EFL learners. To achieve this objective, 60 EFL learners were selected through convenience sampling. These participants were then randomly divided into two experimental groups and one control group. The first experimental group underwent treatment using a SBA model, while the second experimental group followed the requirements of treatment through a DJW model. The control group, on the other hand, received instruction using a traditional teacher-centered method. Both the experimental groups and the control group underwent pre-test and post-test assessments to evaluate their writing performance. The gathered data were analyzed using MANCOVA and the findings revealed that the SBA group outperformed the DJW and control groups in terms of improving their writing self-reflection strategies.This study's results offer more evidence to show the positive impact of using a SBA design on the writing self-reflection skills of Iranian EFL learners as a whole. The study showed that the SBA approach had a greater impact on improving engagement in self-reflection and insight. The findings of this study suggest that SBA can generate higher levels of assistance and function to create a successful pedagogical tool as well as an assessment device for classroom teachers, experts, and parties involved.