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The role of learning styles in academic performance has long been the question of many educationalists. Sensory learning styles, which categorize learners into three groups of visual, auditory, and tactile students, have been said to be likely to play parts in academic performance. The purpose of the present study is twofold. Initially, this study aimed to see what weaknesses Iranian university students have in reading comprehension task. The next step was to seek if possessing different sensory learning styles can lead to a significant difference regarding reading comprehension performance. In this study, Cognitive Diagnostic Assessment was applied to provide us with comprehensive mastery reading subskill profiles of everyone. To do so, a reading comprehension test along with a learning style questionnaire were given to 301 Iranian university students, the responses were all divided into either correct or incorrect responses, and according to examinees’ questionnaire, they were categorized into three groups of visual, auditory, and tactile learners. According to the present study, Iranian university students were found to have difficulty dealing with implicitly stated information, understanding difficult vocabulary, and summarizing the textual information. Regarding the second question of this study, visual learners performed significantly better than their auditory counterparts in four skills of Basic Linguistic Knowledge, Implicitly Stated Information, Understanding Difficult Vocabulary, and Understanding Complex Text. However, no significant difference was found between auditory and tactile participants. This result reinforces the prominent role of learning styles in academic and educational settings, to develop efficient instructions and curriculums that best meet learners’ needs.

The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning.  

Previous studies have focused mostly on the syntactic features of the linking particle (Ezafe) in simple noun phrases with little attention paid to its semantic representations and functions specifically within the context of deverbal noun phrases. The present study aims to analyze semantic functions of the linking particle as it appears between a deverbal noun and its various modifiers, and compare them with their corresponding elements in sentences in a Distributed Morphology framework (DM) in Hawrami. This study shows this ancient linker's trace in most Kurdish dialects exhibits agentive semantic functions in addition to expressing possession and modification. Furthermore, the subject of unaccusative verbs at the sentential level is realized as the patient/possessor or as the theme/possessor of their corresponding deverbal noun phrases. However, the subject of unergative verbs assumes the agentive/possessor role in their corresponding noun phrases. Moreover, the object of transitive and ditransitive verbs is represented as a patient or theme, and also as a possessed entity before the subject is realized as the possessor in the corresponding deverbal noun phrases. Results indicate that the representation of both sentences and their corresponding deverbal noun phrases within DM framework provides stronger support for a syntactic movement account of deverbal noun phrases, their semantic functions, and properties in Hawrami.

This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. The participants in the control group attended the traditional face-to-face writing course, without the use of any technology-based instruments. They underwent only two phases: in-class and after-class activities. Before the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. Flipped classroom integrated with MOOCs may provide valuable insights for EFL contexts, particularly by encouraging self-regulated learning and reducing teacher workload, which can support the development of academic writing skills.

The study investigated (a) pre-service teachers' strategy use in managing online classes of young learners in terms of six categories of time, interaction, assessment, behavior, instruction, and content; (b) the extent to which their practice matched their beliefs; and (c) their strengths and weaknesses in online classroom management. To collect the required data, the teaching practices of 26 pre-service teachers (f = 19, m = 7) who were MA students of TEFL (Teaching English as a foreign language) at Iran University of Science and Technology (IUST) were observed and then rated according to 40 strategies defined in a rating scale. The student teachers were also asked to rate their own online teaching, and then their scores were compared with those of the observers. They also answered three interview questions on their strategy use, strengths, and weaknesses in managing their class in the Adobe Connect. The results of this mixed methods research revealed that student teachers used time management strategies more than the other strategies in their practice and that the majority of whom overrated their strategy use. The results also indicated that their strengths in using the components of classroom management could be hierarchically ranked as time, interaction, content, instruction, behavior, and assessment. With regard to their weaknesses, assessment was found as the weakest component. This study can help teacher educators to offer pre-service teachers an appropriate instruction on their challenges of managing online classes of young learners.

The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from 26 German EFL teachers and 92 Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.

English as a foreign language (EFL) textbooks play a significant role in these cultural exchanges. On the other hand, English is known as an international language and acquiring a good Intercultural Communicative Competence (ICC) in EFL classes is considered as one of the primary goals. The present research reports a qualitative study on firstly, the representation of the elements of intercultural competence in Iranian EFL high school textbooks (Prospect Series) and secondly, the potentiality of the textbooks to develop students’ ICC. To this end, an in-depth content analysis of Prospect 1, Prospect 2, and Prospect 3 was done based on Byram’s (1997) model. Next, a group of 300 Iranian high school students was provided with the AIC questionnaire (Fantini, 2009a, p. 196) to examine the extent to which EFL lessons in Iranian high-school English textbooks significantly develop learners’ intercultural competence. The results of the statistical analyses revealed that the cultural topics covered in Prospect Series have little emphasis on developing students’ ICC, and also the dimensions of ICC tasks in the textbooks are distributed unequally. Moreover, Iranian EFL textbooks could not significantly develop learners’ ICC to become aware of cultural differences by being a source of ICC experience.

The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their perceptions of the use of corrective feedback (CF) in their classrooms. To this end, six teachers (three face-to-face and three online) from two language schools were selected as the participants based on convenience sampling. It’s worth noting that in terms of design, the current investigation qualifies as a case study. In an attempt to triangulate data collection, both observation and interview were used as the instruments for data collection. In so doing, each teacher’s class was observed for two sessions, and the interaction between learners and each teacher was audio-recorded. Furthermore, structured interviews were conducted with the participants following observations. The study was guided by Lyster and Ranta’s (1997) and Sheen’s (2011) framework for CF types. As the findings revealed, recast was the most commonly used CF type in elementary and intermediate levels in both classroom modes, as well as the advanced face-to-face class, with the only exception being the advanced online class in which elicitation featured as the most preferred feedback type. Furthermore, the results of the interview data revealed that all teachers had positive perceptions of using CF in EFL classrooms. The findings offer some fruitful implications for EFL teachers who are engaged with face-to-face or online modes of instruction, particularly as they highlight the importance of offering more explicit CF types to bring about more noticing and uptake.

Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural and multicultural awareness on Iranian EFL teachers’ professional development within augmented virtual reality (AVR)-based and conventional teacher education programs. Thus, 28 EFL teachers participated in semi-structured interviews and reflective inquiries following eight-week training courses. Data analysis was done manually via qualitative thematic analysis and by MAXQDA according to Guskey’s (2002) professional development model. Consequently, seven themes for the conventional group (maintaining a culturally responsive environment, enhanced teachers’ behavior, curriculum improvement, creative ideas, enhanced skills, efficient communication, and preparing students for effective communication) and five themes for the AVR group (experiencing authentic material and environment, accessibility features, less interactivity in the classroom, teachers’ passion and confidence improvement, and less cultural boundaries) were extracted. The study highlighted the crucial role of cultural and multicultural immersion and adaptive teaching strategies in creating culturally responsive environments. This approach equipped EFL instructors to address diverse student needs and foster inclusive learning spaces effectively. Moreover, the AVR technology deepened cultural immersion and supported modern teaching approaches, enhancing educators' ability to engage with diverse cultural classrooms. Despite the observed improvements in trainees’ passion and confidence, a need for reconsidering technological aspects in contemporary teacher education was identified. Ultimately, the findings offered pedagogical implications for EFL teacher education and teacher trainers to equip teachers with the necessary skills to address cultural and multicultural challenges in EFL teaching and stimulate their professional growth.

In tandem with communicative approaches to language teaching, there is a growing understanding in SLA that assessment needs to be integrated into language learning. This contention has led to the development of the Learning-Oriented Assessment (LOA) approach for assessing language skills and aspects in language classrooms. To our knowledge, interventionist studies to improve EFL teachers' LOA-based assessment practices are in their infancy. The present study examined Iranian EFL teachers' perspectives on LOA in language teaching. To this end, the researchers selected 44 EFL teachers in four language institutes in Urmia (Iran) and provided them with tailor-made LOA-based training in 12 sessions for one month. The teachers were informed that LOA procedures are to be adopted and used in their classes. During the following semester, the researchers observed the participants' classes periodically and provided them with comments on their LOA procedures. Following the course, interviews were held with the participants to probe into their perspectives on LOA. Drawing upon thematic analysis, the researchers analyzed the recordings to develop a model for the participants' perspectives on LOA procedures. Development of teacher noticing skills in LOA procedure, its beneficial impact on language learning vis-à-vis traditional testing procedures, implementation challenges, widespread use at all proficiency levels, and the need to develop user-friendly LOA-compatible software and applications constituted the major themes based on the interview data. The findings demonstrate that the participants harbored favorable views on LOA and regarded it to be more efficacious than traditional testing procedures.

In recent years, technology-mediated collaborative writing has received great attention in the research literature. The purpose of the present study is to compare the effects of online collaborative writing using Google Docs and individual writing in a face-to-face conventional classroom on the writing performance of Iranian EFL learners. To this aim, a sample of 32 homogeneous intermediate learners was selected as the study's participants. They were then randomly divided into an experimental group (N = 16) and a control group (N = 16). Then, the experimental group participants performed online collaborative writing using Google Docs while the control group fulfilled individual papers in the face-to-face classroom. Two writing tasks by the students were employed to gather the data. Later, data were analyzed through paired-sample t-tests to investigate differences in writing in each group. Finally, ANCOVA was used to investigate the difference in writing performance between the two groups. This study added further insights concerning the contribution of Google Docs in technological research in technology-mediated collaborative writing and provided some pertinent pedagogical implications

House wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers.

This study evaluated the validity of group dynamic assessment (G-DA), grounded in Vygotsky’s (1987) Sociocultural Theory, implemented in a class of intermediate learners to assess and promote L2 listening comprehension. To navigate the dual goals of assessment and instruction, flexible mediation attuned to the zone of proximal development of the learners was provided within the G-DA interactions. This led to the detection of nine mediational strategies. The validity of these G-DA interactions was explored by extending Poehner’s (2011) validation model to classroom setting. Poehner’s (2011) model includes two interrelated foci for DA validation: micro and macro-validity. Following Kane's (2021) argument-based approach to validation, evidence-based arguments were developed to explore the appropriateness of each mediational strategy given to the learners (micro-validity) as well as the success of that mediational strategy and the entire G-DA procedure in promoting learners’ L2 listening comprehension (macro-validity). Class transcripts were analyzed to gain evidence for the micro- and macro-validity of the G-DA interactions. The findings supported the usefulness of Poehner’s validation model in developing validity arguments to determine the appropriateness of the interpretations made about learners’ abilities and the effects of the G-DA procedure on their development. Moreover, the study concluded that the analysis of learners’ independent performance needed to be added to Pohener’s macro-validation model so that it becomes applicable to G-DA