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Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover, Pronunciation is one of the most difficult parts of teaching a foreign language to adults. It seems that the sub-skill of pronunciation is not taught in the form of a well-rounded program in communicative approaches and interactive conversations in Persian language classes, and that learners pronounce Persian under the influence of the phonemes of their mother tongue. This study is an attempt to provide an answer for the question of what strategies foreign learners use in their learning process by examining pronunciation learning strategies. The current research is the application and collection of research data using the field research approach and the descriptive method is used for the data analysis. The research instrument in data collection is a questionnaire composed of 43 items, each question containing a pronunciation strategy. After verifying validity and reliability, it was randomly distributed among foreign Persian learners. Based on the findings, they make significant use of cognitive, social, metacognitive and compensatory strategies. Commonly, mother tongue does not have a significant effect on the use of these strategies, but Chinese speakers use the group of cognitive strategies significantly more than Arabic speakers do.

This study posits that an important key component of political discourse derives from its heavy reliance on persuasion strategies to support the ideological bases. Throughout the argument, the study positions an emphasis on the US Democratic Party’s (DP) success in receiving the public consent and acceptance. Their victory is more likely the result of the power of their democratic ideologies that are constructed through the strategic use of rhetorical devices and linguistic structures. In an attempt to investigate which particular discursive strategies and rhetorical devices are instrumental in constructing a particular type of ideology, we adopted a CDA approach and analyzed Barak Obama’s public speeches to the US nation. The analytic categories found in his speech are: rhythmic paralleled structures and repetition; nominalization; and metaphorical framing. Moreover, in our macro-analysis of Obama’s discourse, special attention is paid to the effective role of devices such as topoi, or fallacies in his political argumentations and positive representation of DP.

The present investigation aimed to examine the impact of dynamic assessment on the acquisition of passive voice in a speaking context among Iranian intermediate EFL learners. To this end, forty intermediate-level learners from a Language Institute in Lahijan were randomly chosen to participate in the study through the administration of an OPT. The study employed a pre/post-test design with two participant groups: experimental and control. Speaking proficiency was assessed using four instruments: EIT, TGJT, UGJT, and a focused communication task, all administered orally. The experimental group engaged in task-based interactions with their interlocutors while receiving dynamic assessment interventions. Conversely, the control group completed the same tasks, but their instruction focused on explicit form correction. After the intervention phase, participants in both groups were administered a post-test of speaking proficiency. This post-test utilized the identical four measures employed in the pre-test. A battery of statistical analyses, encompassing t-tests and ANOVA with Pearson correlation coefficients, was conducted to assess group differences. The results yielded statistically significant differences in mean scores between the groups. These findings suggest that Dynamic Assessment (DA) may be a more effective intervention strategy than the Focus on Form approach. The study concludes by exploring the broader implications of these results for language learning pedagogy.

Within the Minimalist Program (MP), Relative clauses (RCs) are considered complementizer clauses (CPs) containing a C with an edge feature [EF] in the form of [wh] and [EPP] but no tense feature. This study investigates Persian RC derivation based on MP. By proposing two approaches, namely: (1) ‘ ke -movement’ and (2) ‘null wh-operator (OP) movement’, we will consistently argue and show that the null wh-OP approach provides an appropriate generalization for Persian restrictive RCs. Adopting the latter, the results display Persian RCs can be analyzed as CPs with a null wh-OP assuming to undertake wh-movement as copying and deletion from different syntactic positions, i.e., subject, direct object, object of preposition, etc. This operator allows a small pro in the subject position, leaving an optional null copy, either allowing an optional resumptive pronoun (RP) behind in direct object position or attaching to the verb; and obligatorily in indirect object and object of preposition positions as well as Ezafe-construction. Also, the edge feature of the probe, the complementizer ke , attracts the null wh-OP to Spec-C, for checking and valuing the unvalued [wh] and [EPP] features. The long relative clause derivations can, correspondingly, work as expected by the successive cyclic movement of OP through intermediate Spec-C positions as well.

The increasing use of computer-based mode in language testing raises concern over its similarities with and differences from paper-based format. The present study aimed to delineate discrepancies between TOEFL PBT and CBT. For that objective, a quantitative method was employed to probe into scores equivalence, the performance of male-female participants, the relationship between completion time and test score, and test mode’s effects on participants’ performance. Totally, 124 undergraduates partook in the current research whose ages ranged from 19 – 21 years (M = 20, SD = .66). To analyze the data, MANOVA, Pearson correlation, and regression tests were run. The findings uncovered that: (1) PBT and CBT were equivalent in scores; (2) male and female’s scores were not significantly different; (3) there was a moderately negative correlation between completion time and score; (4) computer familiarity, habit in using computers, and perception toward CBT did not affect performance in TOEFL. For researchers, the implication of this study concerns the interchangeability of the two-test modes. For CBT test designers, it concerns the appropriate inclusion of visuals, time related measurement, and procedures to design computer-based tests.

During the twentieth century, the views of sustainability and its vital contribution to the refinement of education systems have become so momentous that many researchers have sought to remove barriers to achieving sustainability in the education system and across disciplines. Yet, such research has been less common in the humanities. Hence, the present study tried to depict a picture of the strengths and shortcomings of EFL and Social Sciences (SS) instructors in terms of sustainability literacy, sustainability implementation, and eventually Sustainability Education (SE). Moreover, it provides the readers with the status of SE in EFL and SS faculties in Iran and offers clear recommendations for how and in which specific areas to adopt interdisciplinary approaches for SE development. This comparative study can pave the way for further practical studies in these areas through a quantitative method using a researcher-developed questionnaire with 300 participants. It proved that SS instructors have the potential to make outstanding contributions to sustainability literacy enhancement and EFL instructors are well aware of the strategies which work for sustainability implementation. It also came down in favor of the specific courses which should be incorporated into all-round teacher education policy. The study can be an important step towards teacher education reform and has implications for different fields of humanities. It has been implied that multidisciplinary approaches can bring about livelier and more effective teacher training programs. 

The use of digital games has increased dramatically in the last two decades due to the augmentation in the number of Personal Computers (PCs) and mobile devices worldwide. Not only can digital games be played for entertainment, but also, they may have both positive and negative effects on their players. Various effects of digital games on individuals’ levels of attention span, concentration, and addiction have already been tested by numerous studies; however, their impact on incidental Second Language (L2) acquisition is still untouched by language researchers. To address this lacuna, this is a longitudinal observational study that lasted for three months to investigate the impact of digital games played by young learners for entertainment at home on their unintentional acquisition of English as an L2. The age of the participants ranged from 8 to 14 years old, and the experiment was conducted during the Covid-19 pandemic in 2021. Three main games were played by the sample; namely, Free Fire, Minecraft, and Among Us. The findings revealed that digital gaming significantly influenced the vocabulary development of the participants, and gaming was a clear asset for their L2 acquisition. It was also found that the players’ level of vocabulary retention was high; however, two drawbacks were identified in this regard, namely, the prolonged screen time and vocabulary items specifically related to a given area of a particular game. Overall, this study can be an impetus for further research into evaluating the benefits or drawbacks of using digital games for specific aspects of L2 acquisition such as the development of cognitive abilities or enhanced understanding. 

This article presents a study on the use of Korean slang, particularly secondary slang, in the popular Korean TV show Running Man. The researcher applied Chapman's (1988) theory to distinguish and categorize the types of Korean slang used in the show, limiting the types of slang to only secondary slang and particularly applying the category of loan words based on Choo and Kwak's (2008) model. Using the descriptive method, the researcher classified slang expressions used in two episodes of Running Man and found that 312 secondary slang expressions were elicited. The study suggests that Running Man is a window to visualize the Korean language and helps foreign audiences learn the slang easily and memorably while having fun. This information can be useful for researchers who are interested in studying the use of slang in different languages and contexts. The findings of the study are beneficial for students, instructors, and researchers who want to understand the characteristics of Korean slang expressions, particularly loan words from the English language into Korean. The study also highlights the importance of authentic language use in entertainment media for language learners.

This study focused on the importance of Vocabulary Learning Strategies (VLSs) in English for Academic Purposes (EAP) and how Iranian EAP students learn academic vocabulary. The study used a predominantly quantitative approach by gathering data from 238 participants through online self-report VLS questionnaires, which were analyzed using SPSS-26. A triangulation approach was used to ensure accuracy and consistency, with qualitative data gathered through semi-structured interviews with 20 students. The analysis revealed that participants frequently used strategies for incorporating new vocabulary into their repertoire. Additionally, teacher-related, student-related, and material-related themes emerged through coding the participants’ beliefs. The results indicated that raising learners’ consciousness of VLSs, training teachers, providing tasks for all language skills, using technology, materials revision, and developing autonomous and independent learning can help with vocabulary acquisition and the satisfaction of EAP students. Overall, this study highlights the importance of VLSs in EAP and provides insights into effective strategies for acquiring academic vocabulary.

In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in game-based group dynamic assessment. Our participants included thirty upper-intermediate EFL learners (15 males and 15 females) from two intact classes taking an English pragmatic course via game-based group dynamic assessment. Following a pre-test, treatment, and post-test design, the participants filled out a PLS inventory to identify the strategies for tackling L2 conversations in different situations. Besides, all learners were required to write reflective journals following each treatment session. Descriptive statistics and correlational analysis were employed to analyze the data. The findings indicated that the participants most widely used memory strategies, i.e., they relied more on memorizing and storing previous pragmatic knowledge. In addition, compensatory strategies were positive but weak predictors of the learners’ L2 pragmatic performance, and gender did not impact the learners’ use of different PLSs. The study’s limitation and its practical and pedagogical implications for educational policymakers, teacher education programs, and L2 instructors will be discussed in light of the posed research questions.

Classroom assessment practices play an important role in increasing students' learning. These practices are also key to the success of curriculum reforms. In line with this importance, the current study aimed to explore Iranian EFL teachers' classroom assessment practices following the new curriculum reform introduced in 2011. It also examined whether there were differences in teachers' practices based on variables such as gender, teaching experience, and educational degree through qualitative and quantitative approaches. A total of 28 EFL teachers at public high schools from three provinces in Iran (Lorestan, Kermanshah, and Ilam) participated in the semi-structured interviews. After transcribing the interviews, recurrent themes were identified by thematic analysis. The results revealed that English teachers used primarily assessment for learning or formative assessment, yet their assessments were still exam-based. The frequency of assessment practices indicated that oral questioning during instruction (60.7%), test after each lesson or unit of lesson (50%), written exams (35.7%), and group activity (32.1%) were the most frequently used assessment practices among teachers. The findings revealed that there is a discrepancy between teachers' classroom assessment practices and the curriculum reform. Across gender, there was a significant difference between participants in terms of role play, assigning summaries of lessons, and playing audio files. Regarding teaching experience and academic degree, there was no significant difference between participants. The findings would have implications for teacher education programs and EFL teachers.Key Words: Classroom assessment; EFL teachers; Formative assessment; Practices

Game-based learning and the use of Artificial Intelligence in education is a powerful way to enhance learning and provide content that has been underrated in the Iranian context. This study designed an educational video game under the name of Lost p to improve learners’ writing ability based on a process based-approach within Dynamic Assessment context. Thus, the researcher employed experimental design and used the designed video game as a medium of instruction for the experimental group. The control group received a teacher-oriented method and both groups received feedback and corrections based on the Aljaafreh & Lantolf (1994) self-regulatory scale. The result of the study shows that the experimental group outperformed learners in the control class. We found that teaching paragraph writing rules, such as drafting, getting idea techniques, topic sentence development, and integrating them with the elements of the game were entertaining for the gamified group. To explore players’ attitudes toward the game, a semi-structured interview was conducted that showed differences between gamified and non-gamified writing tasks in the post-test phase of the research since the experimental group’s writing scores were enhanced in the second phase of the study. Moreover, this study suggests L2 learners and teachers can adapt game thinking and elements of games to their educational practice.