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The present study aims to explore Vietnamese English for Specific Purposes (ESP) teachers’ assessment strategies to support students’ preparation for industry demands in the hospitality sector. Using a qualitative design, it employed a two-staged data collection process comprising a narrative frame and semi-structured interviews with five experienced ESP teachers from a university in Vietnam. The data were analyzed drawing on an inductive approach to content analysis. The findings showed the teachers’ support for devising authentic assessment strategies based on available teaching materials and ESP resources to respond to industry requirements. They emphasized the need for more stringent collaboration between educational institutions and industry stakeholders to develop more relevant assessment strategies, and investment in dedicated learning resources to better prepare students for workplace communication. Additionally, the teachers advocated for specialized assessments that addressed the limitations of traditional language proficiency tests and aligned more closely with the linguistic and communicative demands of the hospitality industry. This study provides actionable recommendations for ESP teachers, program developers and course coordinators to design and deploy authentic assessment strategies that simulate real-life professional scenarios, consequently enhancing students’ employability.

Objective: Despite the renewed interest in individual differences in second language acquisition (SLA), there is still limited research on the interconnections among regulatory focus (promotion and prevention), L2 grit (Consisting of perseverance of effort and consistency of interests), and emotions. Methods: A total of 85 undergraduate English majors (54 women, mean age = 20 years) from two comprehensive universities in Iran took part in the research. In order to assess the participants' promotion and prevention focuses, L2 grit, and English writing enjoyment, three questionnaires were used. The data collected was analyzed using IBM SPSS (26.0) software. Results: The correlational analysis revealed that regulatory focus, L2 grit, and L2 writing enjoyment are interconnected. Specifically, promotion focus positively correlated with L2 writing enjoyment and L2 grit. Additionally, L2 grit (Perseverance of Effort) showed a meaningful connection with L2 writing enjoyment. On the other hand, prevention focus demonstrated significant negative correlations with L2 writing enjoyment and L2 grit. Lastly, there was no significant relationship found between L2 Grit (consistency of interest) and L2 Writing Enjoyment. Conclusions: The study's results demonstrate the crucial findings regarding the interplay between different dimensions of grit, emotion and personal best goals.

Artificial Intelligence (AI) is increasingly transforming the landscape of education, particularly within the domain of language learning, as evidenced by a growing body of research published in computer-assisted language learning (CALL) journals. These studies have examined the application of various AI technologies, including natural language processing (NLP), AI-driven educational platforms, automatic speech recognition, and chatbots, in facilitating language acquisition. The present study investigated the perceptions of 386 Iranian high school EFL students, utilizing the Students’ Perceived EFL Teacher Support Scale to evaluate the impact of AI-powered speaking assistance technologies, educational level, and learning setting on perceived teacher support. The findings revealed a tri-factorial structure underlying EFL teacher support, highlighting the compatibility of AI technologies with traditional pedagogical methods. This suggests that the integration of AI-powered tools into classroom instruction can enhance the overall effectiveness of language teaching and learning. To ensure optimal outcomes, educators are encouraged to strategically incorporate AI within pedagogically sound frameworks that maintain human-centered support. The study offers important implications for sustaining and enhancing teacher support in technology-enriched learning environments and underscores the need for further empirical research in this evolving area of applied linguistics and educational technology.

A critical component of cognitive diagnostic models (CDMs) is a Q-matrix that stipulates associations between items of a test and their required attributes. The present study aims to develop and empirically validate a Q-matrix for the listening comprehension section of the International English Language Testing System (IELTS). To this end, a listening comprehension test of the IELTS was administered to 820 Iranian test takers. According to theories, taxonomies, and models of second/foreign language (L2) listening comprehension, previous studies on the utility of CDMs to L2 listening comprehension, detailed content analysis of the test items, and consultation with several content experts, an initial Q-matrix was first developed. Through the technique suggested by de la Torre and Chiu (2016), along with checking heatmap plots and mesa plots using the GDINA package in R, the Q-matrix was then empirically validated. Generally, six attributes were extracted for the listening section, namely, (1) Linguistic knowledge (LKA), (2) understanding prosodic patterns (UPP), (3) ability to understand and make paraphrases (PAR), (4) ability to understand specific factual information such as names, numbers, and so forth (UFI), (5) ability to understand explicit information (UEI), and (6) ability to make inference (INF). Finally, the results of the fit of the GDINA model to the data, at both item and test levels, indicated the adequate model-data fit and the plausibility of the Q-matrix. The implications of the study were also discussed.

The essential requirement of validity in second language assessment and testing is of paramount importance since it guarantees that tests properly gauge the targeted constructs and produce propitious interpretations. In this light, there seems to be a pressing need to carefully assess outdated conceptions of validity in English language testing to ensure they are in lockstep with current linguistic and sociocultural circumstances. This review examines the book "Ethics and Context in Second Language Testing: Rethinking Validity in Theory and Practice," edited by M. Rafael Salaberry, Albert Weideman, and Wei-Li Hsu (2023), and it unravels new horizons for expanding the comprehension of validity beyond traditional frameworks. The review underscores the primary subjects addressed in the book's content, such as ethical issues, contextual factors affecting test design, and novel approaches for assessing validity in real-world settings. The review also stresses the book's critical analysis of existing paradigms and recommends a more nuanced perspective on validity that incorporates ethical considerations and contextual significance. To this end, the current review constitutes an important reference for researchers and practitioners to encourage them to critically examine and reframe validity in second language testing.

This study aimed at investigating and comparing the expenditure of cognitive effort in translating various text types. The text typology of Reiss (1971, 2014) including informative, expressive, and operative text types was used as the theoretical framework. A mixed-method approach involving the use of screen recording, keystroke logging, think-aloud protocols, and retrospective interviews was adopted for the investigation. To pursue the research aims, 22 senior translation students were recruited to participate in the study and perform three translation tasks: translating informative, expressive, and operative texts. By using think-aloud protocols, the participants were instructed to speak out during the execution of the tasks. The amount of time spent by each participant and the number of pauses taken by them on each translation task were measured and compared as indicators of cognitive effort. Additionally, time and pause analyses were triangulated using technical operation analysis to have a better perception and obtain more reliable results. The findings of this study showed a significant difference in the cognitive effort required to translate informative, expressive, and operative texts. The findings also revealed a higher level of cognitive effort in translating expressive text compared with informative and operative ones

Exploring L2 affective variables requires innovative research analytic approaches that can adequately address the complexity and dynamicity of the variables. Not always can the normality of distribution and linearity of relationships be assumed. Neither can the homogeneity of variance be always met. Latent profile analysis (LPA) is suggested to deal with the heterogeneity of data and non-linear relationships. It allows for hypothesis testing and model testing to tackle the ergodicity issue in second language acquisition (SLA) research from a person-centered approach. LPA, which primarily serves to classify a population or sample into several sub-groups, can be effectively employed in SLA research to classify L2 teachers or learners in terms of the different positive and negative emotions (e.g., enjoyment, boredom, anxiety, etc.) they experience while learning a foreign or second language. A classroom-based L2 learning experience occurs interactively with several personal and contextual variables involved. The relationship between any single affective variable can hardly be conceived as linear. Thus, LPA holds promises for dealing with these non-linear relations and provides insightful information about the profiles of learners or teachers concerning a particular affective variable. The purpose of this conceptual analysis is to provide a review of the basic tenets of LPA and to explain how it can contribute to the exploration of emotional variables in SLA. By identifying distinct emotional profiles, the study offers guidance on tailoring instructional strategies to address the specific emotional needs of language learners, thereby enhancing the effectiveness of language acquisition interventions.

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.

Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.

This study aims to analyze the factors associated with motivation and attitude towards English learning through the application of structural equation modeling (SEM). A quantitative, ex post fact, cross-sectional and explanatory study was carried out on 1202 university students. Eight motivational factors were examined, namely: Motivational Intensity (MI), Attitude towards Learning English (ATLL), Integrative Orientation (IntO), Instrumental Orientation (InsO), Interest Towards Foreign Languages (ITFL), Evaluation of English Teaching (EET), Desire to Learn English (DLE), Evaluation of the English Course (EEC). The multiple regressions showed that EET, DLE, InsO, and EEC are predictors of the MI. It was found that DLE, InsO, and EEC are predictors of ATLL. The SEM showed a weak positive influence of InsO on DLE, ITFL, EET, EEC, MI and ATLL. IntO had a weak positive impact on DLE, EET, EEC, and ITFL. There was a weak positive impact of DLE on ITFL, ATLL and MI, and it had a strong effect on EEC. Finally, EET had a weak positive effect on MI, whereas EEC had a weak positive impact on ATTL and MI. This research provided information that serves to understand the factors affecting the intensity of motivation and attitude in L2 learning

Le présent article se penche sur l’étude descriptive et analytique des noms composés dans une approche contrastive (français-persan et vice versa). Un corpus thématique dans le domaine de « faune et flore » a rassemblé ces noms en deux langues dont les exemples sont présentés dans les tableaux, parallèlement à leurs équivalents dans l’autre langue. Pour être plus systématiques, nous avons fait une taxinomie de cette thématique qui se répartit en quatre groupes « fruits et légumes », « arbres et fleurs », « plantes aromatiques et médicinales » et « animaux ». Les structures grammatico-syntaxiques ainsi que la situation de leur noyau sémantique, à savoir indocentrique et exocentrique, sont passées au crible. Selon les résultats de notre recherche, cette catégorie de nom partage plus ou moins les mêmes structures et traits caractéristiques dans les deux langues étudiées, sans oublier quelques points importants et intéressants qui les distinguent d’une langue à l’autre, notamment sur le plan orthographique.  

Critical thinking is one of the main functions of education and it is considered as learners’ use of prior knowledge to make judgments and solve problems. This study aimed, firstly, to examine the relationship between university EFL teachers’ critical thinking tendencies and their problem-solving skills, and secondly, to explore the prediction of university EFL teachers’ critical thinking tendencies by problem-solving skills, gender, and teaching experience. The study was designed in a correlational survey method. In total, 70 university EFL teachers (35 males and 35 females), from Azad and Payame Noor universities located in Isfahan and Ilam provinces teaching undergraduate students majoring in English, participated in this research. Data were collected via the California Critical Thinking Disposition Inventory and the Problem-Solving Inventory. The collected data were analyzed using descriptive statistics, the Pearson Product-Moment Correlation Coefficient, and stepwise regression analysis. The relationship between critical thinking tendencies and problem-solving skills was investigated through the Pearson Product Moments Correlation Coefficient, and stepwise regression analysis was run to determine whether university EFL teachers' problem-solving skills, gender, and teaching experience can significantly predict their critical thinking tendencies. The findings indicated that there was a positive, moderate, and significant relationship between university EFL teachers' problem-solving skills and their critical thinking tendencies, while there was no significant difference according to gender. In terms of teaching experience, the correlation coefficient for novice teachers showed a weak, positive, and non-significant relationship, yet the correlation coefficient for experienced teachers indicated a moderate, positive, and significant relationship. This study has both theoretical and practical implications for EFL teachers, practitioners, learners, and policymakers.  

While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy