درخت حوزه‌های تخصصی

The Elicited Imitation Test (EIT) is widely recognized for its reliability in research settings as a proficiency assessment tool. However, there exists a need to examine its predictive validity in English as a Foreign Language (EFL) classrooms. This study investigates the extent to which the EIT, alongside the Oxford Placement Test (OPT), can predict students' academic achievements in an English for Academic Purposes course, including overall grade point average and scores in listening, speaking, grammar, and vocabulary. The study also examines the relationship between students' perceptions of their listening and speaking skills and their EIT performance. The study involves 41 participants, with data analysis conducted using both regression and correlation methods. Results show that the EIT significantly predicts students' grade point average and language skills. Students' self-perceived speaking and listening abilities reasonably align with their actual performance on the EIT, and it seems that factors related to comprehension weigh heavily in their considerations. These findings have significant implications for EFL research and pedagogy.

The present study surveyed the potential role of podcasting and blogging in improving Iraqi intermediate EFL learners’ motivation. To this aim, 45 learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling. The participants were then randomly assigned to one of the three groups (podcasting vlogging, and control). Successive to administering the motivation scale as pretest, the researchers initiated the intervention, which lasted for 14 sessions and seven weeks, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. They were asked to provide their opinions on how podcasting and vlogging can improve their motivation. The data collected for the quantitative phase were analyzed using one-way ANOVA and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups exhibited higher degrees of motivation in comparison to the control group following the treatments. Moreover, the findings suggested that there was no statistically significant difference between the groups that engaged in podcasting and vlogging. The qualitative analysis indicated that the participants had positive attitudes about using podcasting and vlogging to improve their motivation. The findings are thought to have fruitful implications for teachers, learners and other educational stakeholders at the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.

The present study intends to extend the current ancillary understanding horizons of the developmental theory of individual-differences relationship-based (DIR) framework and emotioncy framework, to investigate aspects of emotioncy tensions that include identity-related attitudes, behaviors, and beliefs by providing "what-to-do" information when enacting identity tensions. Through validating the Student Identity Emotioncy Tension Scale (SIETS), the researchers suggested that social identities are also associated with specific emotional tensions by providing "what-to-feel" information during identity enactment. To do so, a total number of 300 students filled out the scale. In the validation process, statistical procedures were exerted to validate the scale. First, Exploratory Factor Analysis (EFA) was used to ascertain the underlying factors. Then, Principal Component Analysis (PCA) and Communalities were checked for the relevance of component variance. Cronbach’s coefficient was used to check the reliability of the 18 items. The results indicated that the scale can be best explained by a three-factor solution with an acceptable reliability. In the qualitative phase of cognitive interviews, students were interviewed to further examine the quality of the items. In the end, the findings were elucidated and implications for future research and practice were presented.

In spite of numerous studies on the effect of AIAT on foreign language learning, few have examined its impact on university students’ academic writing proficiency over an extended period. This study, therefore, investigated the effect of Google Translate (GT) on the writing proficiency of English as a Foreign Language (EFL) university students. It examined fluency, lexical density, accuracy, and syntactic complexity across four versions of students’ writings: the pretest, writing with the aid of GT, the posttest, and a retention test conducted two to four months after the treatment. The findings indicated that syntactic complexity, accuracy, and fluency improved when students used GT for writing; however, these measures showed a significant decline in the posttest and retention test without GT. This decrease was more pronounced in lexical density and less so in syntactic complexity. Despite this decline, all factors assessed in the retention test still showed improvement compared to the pretest, indicating the positive effect of GT on students’ foreign language writing performance.

The ability to write from sources or integrated writing is considered an essential competency in academic and professional settings. This study investigated the possible interactions between motivation regulation strategies, integrated writing strategy use, and integrated reading-listening-to-write (RL2W) performance of Iranian EFL learners. A convenient sample of 31 learners from an EFL essay writing course participated in the study. The required data were collected based on the learners' performance in an integrated writing task and their responses to motivation regulation and integrated writing strategies questionnaires. The correlation analysis indicated a positive moderate relationship between motivation regulation strategy use and integrated writing performance of the learners, while integrated writing strategy use showed a low relationship with these constructs. Multiple regression analysis also indicated that among the subscales of motivation regulation strategy use in writing, interest enhancement had a significant contributory power to account for the integrated writing performance of the learners. MANOVA results also pointed to the superiority of high writing proficiency learners in motivation regulation strategy use compared to their less competent counterparts, but there were no significant differences between high and low groups in integrated writing strategy use, which confirmed the importance of quality of strategy use to mere quantity. As a subsidiary aim, the challenges learners encountered in the integrated writing process were identified by analyzing their responses to a reflection question and examination of their written essays. They were identified as linguistic, psycholinguist, and academic skill problems.

The rapidly growing influence of artificial intelligence (AI) is poised to fundamentally transform the realm of English as a Foreign Language (EFL) instruction. This research studied this emerging trend through a qualitative research synthesis of 24 peer-reviewed articles published between 2021 and 2024. It examined them to highlight the diverse applications, challenges, and teaching practices associated with AI in EFL education. Methodological rigor was ensured through established inclusion and exclusion criteria for selecting the articles. The qualitative synthesis and thematic analysis revealed five prominent themes that illuminate the current landscape of AI in EFL instruction: 1) conceptualizations of AI within EFL settings; 2) factors influencing its adoption; 3) challenges faced when integrating AI into EFL settings; 4) limitations of AI-based tools and methods; and 5) potential avenues for future investigation. Although integrating AI into EFL pedagogy is still in its early stages and presents various challenges, the findings provide valuable insights and practical recommendations for effectively using AI in EFL education, enhancing teaching methods, and improving student learning outcomes. Educators can make informed decisions regarding its implementation while navigating the evolving EFL instruction landscape by cultivating an understanding of AI's potential benefits and inherent limitations.

Speaking test anxiety is a pervasive challenge for adult English as a Foreign Language (EFL) learners, particularly in contexts where English proficiency is tied to academic and professional advancement. This empirical research study investigates the causes, contributing factors, and potential strategies to cope with speaking test anxiety among adult EFL learners in Saudi Arabia. Using a mixed-methods approach, the research combines quantitative survey data with qualitative interpretations to provide a comprehensive understanding of the phenomenon. Sixty-eight undergraduate male students, selected through purposive sampling method, participated in this research. The data were collected via standardized instruments (a modified FLCAS, and another survey instrument prepared by the researcher). Research findings reveal that cultural expectations, fear of negative evaluation, less frequency of speaking tests, and limited speaking practice contribute significantly to “the participants' speaking test” anxiety. The study bears significance in Saudi Arabian contexts as it identifies the causes of English speaking and test anxiety among adult learners and also suggests test-taking strategies to cope with test stress and related anxiety. The study concludes with pedagogical recommendations to mitigate anxiety and enhance speaking performance.

Pragmatic competence plays a crucial role in effective communication in English as a Foreign Language (EFL) contexts, yet it is often overlooked in instructional materials. This study investigates the representation and distribution of speech acts in the Speak Out English textbook series (second edition), a widely used resource in EFL classrooms. Drawing on Searle’s (1976) taxonomy, the dialogues from the Starter to Advanced levels were analyzed to assess the frequency and types of speech acts. The results revealed a significant predominance of Assertives (41.7%) and Directives (33.7%), with lower occurrences of Commissives (13.2%), Expressives (10.2%), and a minimal presence of Declaratives (1.1%). This imbalance indicates a limited pragmatic range, which may hinder learners’ communicative competence, especially in formal or professional contexts. The findings suggest that while the series supports functional communication, it falls short in fostering comprehensive pragmatic development. The study highlights the need for more balanced and contextually rich representation of speech acts in EFL textbooks. Implications for teachers, curriculum designers, and textbook developers are discussed, including the importance of integrating meta-pragmatic instruction and culturally relevant examples. This paper contributes to the growing body of research on pragmatic competence and underscores the importance of equipping EFL learners with the skills to engage in diverse communicative situations.

This study aimed to examine the cross-lingual recognition of French and English words and their pseudo-homophones to verify the presence of Grapheme-Phoneme Conversion (GPC) for the word recognition of foreign language learners. Considering the study's purposes, 100 Iranian advanced English and French learners were chosen and recruited for the study through the convenience sampling procedure. The participants' homogeneity and proficiency level were checked with the aid of an English proficiency test (McMillan Placement Test (MPT)) and a French proficiency test (Test d'Évaluation de Français (TEF)) before the examination phase. To investigate the participants' reaction times for recognizing the real words, illegal nonwords, and legal nonwords (pseudo-homophones), a computerized test was designed that sought the participants' judgments about the presented linguistic construct on the screen. The employed words were chosen according to their morphological complexity, frequency, and length from the learners' course books. Data analysis revealed that pseudo-homophones were more challenging for both English and French learners to recognize; this was shown by their higher reaction time needed for recognizing pseudo-homophones compared with the real words and the illegal nonwords. Although the occurrence of GPC for both groups was attested, it was significantly stronger for the French learners. These findings suggest that word recognition is inherently a phonological process (not an orthographic one) among foreign language learners. 

AI-assisted translation has gained increasing attention in recent years, yet its effectiveness remains underexplored. The present study sought to shed light on the role of AI (ChatGPT) in mediating translation. To this end, 46 postgraduate ESP students majoring in three sub-disciplines of politics (across three classes) were selected through convenience sampling. No outliers were identified in these classes, and each was assigned to one experimental group (AI-assisted group, N = 16; AI–Human Revised group, N = 16; Human-only Scaffolded group, N = 14). A posttest-only control group design was adopted, and each group was mediated according to its respective intervention protocol. AI was instructed to follow a graduated mediation protocol developed for the purposes of this study. The final translations were evaluated both qualitatively and quantitatively. Findings revealed that the end product of the AI-assisted group, compared with the human-involved groups, exhibited major translation deficiencies ranging from the lexico-semantic level to syntax, the syntax–semantic interface, and rhetorical patterns. Additional procedural deficiencies were also observed and reported. Furthermore, participants’ translations were assessed using a rubric, and quantitative analysis showed that both human-involved groups significantly outperformed the AI-only group.

Being rooted in imagery and metaphor, Jungian psychology suggests that metaphors are expressions of archetypal imagery. While extensive research has examined how archetypal theory informs literal metaphors across various languages, less attention has been paid to whether metaphorical conceptualizations can serve as a modality—similar to dreams or active imagination—for representing archetypes and the collective unconscious. Linguistic data from intercultural interactions are crucial for uncovering shared conceptual structures across diverse communities. This study explored the "Document on Human Fraternity for World Peace and Living Together" signed by Pope Francis and the Grand Imam of Al-Azhar as a pivotal text in contemporary interfaith dialogue. We analyzed how the processes of metaphorizing archetypes were woven into this discourse. Specifically, we investigated whether archetypes are represented within the conceptual blending processes of metaphors, how the collective unconscious is reflected in the conceptual metaphors employed in interreligious dialogue, and how these metaphors may foster shared understanding among religious leaders. Using Conceptual Blending Theory (CBT), we identified metaphorical expressions that projected archetypal content, revealing the presence of key Jungian archetypes, such as the Mother, Rebirth, Shadow, Innocent, and God-Image. Our findings indicated that significant shared conceptualizations existed between Islamic and Christian leaders, which were grounded in the collective unconscious and articulated through archetype-based conceptual metaphors.

Nadja d'André Breton est une œuvre par excellence du genre surréaliste, caractérisée par des phrases qui, dans leur structure sous-jacente, révèlent l'inconscient, l'illusion et l'imagination de l'écrivain. La présente étude, fondée sur les théories de Jean Bellemin-Noël concernant «l'inconscient du texte», vise à examiner la traduction persane de Nadja faite par Kaveh Mirabbasi. Cette étude cherche à déterminer si le traducteur a effectivement recréé les éléments psychologiques dans la langue cible, qui se manifestent par l'écriture automatique, les rêves, les libres associations et l'utilisation d'éléments contrastés à la manière des surréalistes. Pour découvrir l'inconscient de l'écrivain, nous avons ensuite analysé le texte source en se concentrant sur ces éléments ainsi que sur la structure des phrases, la répétition thématique, les métaphores, les techniques, les choix de mots et les marqueurs textuels. Une étude contrastive avec le texte cible a permis de déterminer dans quelle mesure le traducteur a recréé ces aspects. Les résultats indiquent que Mirabbasi a largement réussi à recréer l’inconscient du texte grâce à la traduction littérale.

Cette étude se concentre sur l’exploitation des recettes de la cuisine iranienne dans la classe de FLE en Iran. Les apports linguistiques, culturels et socio-psychologiques de ces recettes ont été visés d’où notre question sur les modalités de leur exploitation plus efficace dans les cours de langue. Centré sur un corpus spécialisé, Les saveurs de mon pays, l’article a abordé dans la partie analytique tous les points importants à dégager sur les plans précités. L’étude des exemples du corpus sur différentes catégories dans le domaine culinaire nous a persuadées que l’entraînement avec de tels documents mais dans une autre langue permet aux apprenants de s’exprimer sur leur propre art culinaire, partie intégrante de leur culture et leur identité, pour se faire connaître à « l’Autre ». Cet entraînement authentique dans un cadre didactique pourrait être pratiqué à l’oral et à l’écrit via diverses activités adaptées au niveau de nos apprenants.

This study was intended to explore the Iranian EFL learners’ stance towards Technology-Enhanced Personalized Language Learning (TEPLL) and how it influences language development. Specifically, this study investigated the relationships among learners’ stances towards TEPLL, relating to effectiveness, integration into daily life, autonomy, engagement, and satisfaction, with L2 speaking and writing motivation. It also examined how learners’ stances to the instruction of TEPLL were related to their progress in developing productive skills both in speaking and writing. In addition, instructional facets promoting and inhibiting learners’ progress were highlighted. With 120 EFL Iranian learners from five language institutes in Isfahan, Iran, the present project assigned participants to experimental and control groups with 60 persons each, according to the proficiency levels: pre-intermediate, intermediate, and advanced. Data were collected via a Learning Experience Questionnaire and semi-structured interviews. The experimental group received instruction in TEPLL through Speechling for speaking practice and through Moodle for writing practice. The results generally indicated a positive stance towards TEPLL; the learners reported high scores regarding perceived effectiveness, ease of integration, autonomy, engagement, and satisfaction. They also demonstrated more motivation concerning the development of L2 speaking and writing. On the other hand, it established the challenges of technical problems, inadequate content, and poor preparation. Interviews with students showed that TEPLL is an excellent tool for practicing speaking and pronunciation but also brought to the surface the demand for better audio-visual quality, more content volume, and individual support. The findings suggest that while potentially very effective in bettering the language learning of Iranian EFL learners, TEPLL has to be administered with caution, and its administration kept under constant review to reduce the potential challenges. Keywords: Self-determination Theory (SDT), Stance, Technology-Enhanced Personalized Language Learning (TEPLL)

The integration of AI in educational contexts has been a heated debate among scholars. Despite the important role of Artificial Intelligence (AI) in foreign language education, exploring English as a foreign language (EFL) teachers’ voices regarding their motivation to use AI in foreign language education has received scant attention. Therefore, this study explores the motivational factors influencing the adoption of AI in foreign language teaching through the lens of self-determination theory (SDT). Qualitative data were collected through semi-structured interviews from six EFL teachers in the context of Saudi Arabia. The study identified several key sub-themes within the broader motivational factors of relatedness, autonomy, and competence from the SDT framework. Regarding competence, participants emphasized the role of AI in enhancing their ability to deliver personalized instruction and manage their classrooms more efficiently. For relatedness, the sub-theme of mutual support and community building emerged as crucial, highlighting the importance of collaboration between teachers and students in AI adoption. In the context of autonomy, self-initiated professional development was prominent, reflecting teachers’ active efforts to stay updated on AI technologies. Teachers felt that mastering AI tools not only improved their competence but also enabled them to adapt AI-based solutions to meet students' individual needs. However, they also noted the challenge of ensuring that AI tools complement rather than replace critical pedagogical skills, highlighting the need to maintain a balance between using AI for efficiency and preserving essential human elements like creativity and critical thinking.