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This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's (1996; 2010) model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's (1998; 2006) inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of the convergence of the results from the analyses could open new horizons to experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer’s framework.

Written corrective feedback (WCF) becomes an essential part of students writing development. The efficacy of WCF for EFL learners has been the subject of numerous studies. However, the studies neglected the idea of the feedback literacy. Thus, this study aimed to investigate how two English teachers provide WCF, what students expect from their teachers, and whether or not both students and teachers share common grounds seen from the feedback literacy framework. Thus, thirty EFL students and two teachers from EFL writing classes of one Indonesian Islamic university participated in this study. The data related to students' expectations of WCF and teachers' practices were gathered through open ended questionnaire, interview, and observations. Positive attitudes toward WCF were shared by students and teachers. It was discovered that students place a higher value on direct feedback rather than indirect feedback. Students perceived their learning motivation is best preserved through a positive tone of feedback, such as interaction with teachers and teachers' compliments on their strength instead comments on deficiencies. The study indicated that there was a gap between students’ expectation and teacher practices about the type and relevance of feedback. Students perceived indirect feedback as less helpful in addressing their specific writing issues. While teachers have demonstrated feedback literacy in their practices, students' readiness and ability to fully engage in feedback literacy may vary depending on their proficiency levels and developmental stages. To bridge this gap, both students and teachers need to have good literacy in feedback. The findings highlight the potential significance of further exploring the impact of cultural factors in driving WCF decisions.

Learners’ self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners’ self-regulation.  To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning self-regulation. The comparisons showed that all three instructional methods were equally effective in improving the participants’ online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners’ self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners’ self-regulation.

The pluricentricity of English language has led to the appearance of new trends in English language education. This is especially important in Expanding Circle (EC) countries to develop intercultural communication among learners. The current study attempted to investigate the views of Iranian Englishteachers towards the relevancy of English as an international language (EIL) to their practice of English language teaching and the influence of teacher education on shaping their attitudes. To this end, a mixed method sequential research design was used to collect data, sing a questionnaire delivered to115 EC teachers who, at the time, were taking an online teacher education workshop held in a Language Institute in Tehran regarding EIL and varieties of English. Subsequently, semi-structured interviews were carried out with 34 teachers who had expressed their agreement to be interviewed. The analysis of the data showed that although the EC teachers had mostly expressed positive perceptions about EIL and varieties of English, their perceptions misaligned with their practices in ELT classes. The mismatch between teachers’ conception of EIL and its relevance to their context of teaching seemed to have undermined their self-confidence in applying this concept to practice. They seemed to have taken it for granted that American English is the sole variety to be practiced in Iran, as it is considered the most desirable target language variety. Implications of the results for educators and policy-makers on bridging the gap between theory and practice in ELT classes are presented.

Emphasizing the significance of students' attitudes and emotions in the learning process, this study utilized Structural Equation Modeling (SEM) to investigate the roles of sapio-emotionality, angloemotionality, and sensory motivation in learners' academic accomplishments. The key aim was to devise a scale for measuring students' anglo-emotionality (a blend of native speakers' characteristics and emotionality) using SEM, while also scrutinizing the relationships between sapio-emotionality (intelligence entwined with emotionality), angloemotionality, and sensory motivation. Data was collected from 292 EFL students (156 males and 136 females) across both social and non-social sciences fields who filled in three questionnaires, namely sapio-emotionality, anglo-emotionality, and sensory motivation scales. The SEM analysis indicated that the anglo-emotionality scale has robust psychometric properties. Furthermore, it facilitated the revelation that sapio-emotionality is positively correlated with sensory motivation. However, no significant statistical correlations were discerned between anglo-emotionality and sensory motivation via SEM. Intriguingly, when mediated by angloemotionality, SEM revealed that sapio-emotionality cannot predict sensory motivation and English Language Acquisition (ELA). Also, none of the dependent variables emerged as predictors of ELA. The study concludes with a discussion of the results and their implications for future research, underscoring the utility of SEM in elucidating these intricate relationships.

Acknowledging the critical role of working memory in language acquisition, this study examines the effects of multimodal input enhancement on working memory capacity (WMC) and collocation learning in adolescent and adult EFL learners. A cohort of 117 participants was randomly assigned to either experimental groups, receiving enhanced textual and auditory inputs, or control groups, experiencing standard inputs. Assessments included the Preliminary English Test, n-back test, and immediate and delayed collocation posttests. The results indicated that multimodal input significantly improved WMC and the recall and retention of collocations for all learners. Adolescents, in particular, excelled in both immediate and delayed tests and adapted their WMC more effectively in a multimodal context than adults. Additionally, an interaction between age and WMC was noted, affecting collocation recall and retention. These findings affirm the benefits of multimodal materials in enhancing cognitive functions and memory resources, thus improving language learning. The study offers practical insights for educational practices, advocating for the use of varied modalities in teaching materials to cater to different learning styles and cognitive needs. It also highlights the significance of designing age-appropriate materials and managing cognitive load in curriculum development, providing a tailored approach to language education for diverse learner populations.

The Islamic revolution of Iran in 1979 caused the replacement of a pro-western government with an Islamic republic which also affected the broadcast of foreign audio-visual products on the State TV. As such products contained taboos, some specific translation strategies seemed necessary according to Islamic laws. This study aimed to investigate how the State TV has dealt with taboos during the first and second twenty years of the Islamic Republic. To this end, four audio-visual products including Secret Army (1977) and Captain Tsubasa (1983) broadcast during the 1980s and 1990s and Wall-E (2008) and House of Cards (2013) aired in the 2000s and 2010s respectively by the State TV were selected. Procedures suggested by Brownlie (2007) were utilized to analyse taboo translation. The findings indicated that the most frequent procedure was changing taboos to irrelevant expressions in Secret Army and Captain Tsubasa, and Wall-E. This procedure was not included in Brownlie’s framework. But the most frequent one in House of Cards was toning down. It was concluded that procedures for taboo translation have been inconsistent during all these four decades and the reason might be ideological and political. Consequently, such inconsistencies may disrupt the logical relation the directors intended to create between their works and their audience and the sudden leniency of IRIB in translating taboos in the House of Cards series for ideological and political purposes may also lead to distrust of the Iranian audience.

To effectively and reflectively impart knowledge to their students, Iranian EFL teachers should cultivate their critical thinking dispositions (CTDs). Therefore, the aim of this mixed-methods study is twofold: Firstly, to explore how CTDs and their role in reflective teaching (RT) are addressed and perceived among EFL teachers, and secondly, to explore the interplay between EFL teachers’ CTDs and RT. To do so, 303 Iranian EFL teachers participated in this study. The data collection instruments were two questionnaires, namely CT dispositions and RT questionnaires, and a semi-structured interview. Upon collecting the data, Pearson correlations and Structural Equation Modeling (SEM) using AMOS 20 were used to analyze the quantitative data. Moreover, the descriptive qualitative content analysis technique was used to analyze the qualitative data. The quantitative findings indicated that the largest statistically significant value, which identified the strength of the relationships between CTDs and RT, was attributed to integrity. This value showed that the integrity explains 13 percent of the variance in RT scores based on Regression Weights for RT and CTDs. The second significant variable was perseverance, which explained six percent of the variance in RT scores. Courage and humility variables also explain one percent of the variance in RT scores. Moreover, the qualitative results indicated that CTDs played a significant role in Iranian EFL teachers’ RT practices. The findings may have implications for the Iranian EFL stakeholders, EFL teachers, and EFL teacher training programs.

Although teaching English for Specific and Academic Purposes (ESAP) is equivalent to teaching reading comprehension, it seems that Iranian graduated students having studied ESAP at BSc and MSc levels are not efficient readers and they also have a lot of problems in obtaining information from English materials related to their field of study via translation. Because mental translation is inevitable while reading English texts, the question is how to make the best use of this spontaneous strategy to promote reading comprehension. Sixty-six students majoring in midwifery, nursing and surgical technology at MSc level were selected based on convenience sampling. They were classified as lower-intermediate students by a standard placement test. Their translation practices and reading activities were investigated in an attempt to discover the strategies most frequently used by such learners. Through content analysis of these documented activities and interviews with the learners and observation of ESP classes, the common problems in reading comprehension as well as translation processes were identified. These problems originated from mental translation. These problems were addressed by using strategy-based instruction. The findings implies how to expliot mental translation as an efficient strategy through equipping learners with the prerequisite reading comprehension and translation skills and strategies.