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The present study investigated comparatively the impact of two types of input enhancement (i.e. textual vs. compound enhancement) on developing grammar ability in Iranian EFL setting. Sixty-five female secondary high school students were selected as a homogenous sample out of about a 100-member population based on Nelson language proficiency test. Then, their grammar ability was measured based on a researcher-made diagnostic test prior to the experiment. The sample was randomly divided into two equal groups; one group received text-enhancement-based instruction of grammar, while the other received compound-based enhancement. Finally, they received an achievement test of grammar as a posttest to measure their progress in light of two different types of input enhancement mechanisms. The pertinent statistical analyses of the results indicated that a) the effect of textual enhancement-based instruction of grammar is not significantly meaningful, while b) the compound enhancement-based instruction has significant effect on learning grammatical structures. Comparatively speaking, therefore, c) compound enhancement-based instruction of grammar is more significantly effective than that of textual in developing grammar ability. It can be safely concluded that grammar instruction and its resultant development are subject to intervention type, which, pedagogically, bears promising messages for both teachers and syllabus designers to incorporate parameters of input enhancement in both teaching and materials development, respectively.

This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion), teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables . Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.

While some researchers have questioned the efficacy of corrective feedback (CF), other researchers believe that CF can be effective if implemented through new technology types, including e-portfolio (EP). However, whether EP can be used as a medium of providing CF for language learners at different levels of language proficiency is still unknown. The purpose of the present study, therefore, was twofold: (a) to examine the writing performance of EFL learners across three levels of language proficiency receiving direct corrective feedback (DCF) via EP, and (b) to investigate which language proficiency group benefits more from DCF provided via EP. For the purposes of the present study, sixty (60) Iranian EFL learners who were divided into three levels of language proficiency at Sharif language center in Tehran, Iran participated in this study. The results of data analysis showed statistically significant differences for two components of writing—content, and mechanics—between beginning and intermediate, and beginning and advanced language learners. The results also showed that the higher the language proficiency level of language learners, the more they benefit from the provision of DCF through EP. These findings suggest that EP may be a viable option to supply Iranian EFL learners across levels of language proficiency with DCF. The article concludes with a call for testing the threshold-level hypothesis that may exist for language learners to use EP.

هدف از این کار تحقیقی بررسی افعال با ماهیت معنایی «فریب» در لهجه های گویشوران مناطق مختلف تولا است. بر همین اساس، در این مقاله برآن هستیم تا ضمن تجزیه و تحلیل معانی مختلفی که از این گونه افعال استنباط می شود، شکل و ویژگی های دستوری این گونه افعال را در هنگام کاربرد در گویش های گوناگون مردم این مناطق بررسی نماییم. این گونه افعال غالباً ماهیت معنایی منفی دارند. افعال دارای ماهیت معنایی منفی در گویش ها و لهجه ها کاربرد بیشتری دارند. این گونه افعال از نظر تقسیم بندی در زمره افعالی قرار می گیرند که بیان گر نوع رابطه و رفتار افراد نسبت به محیط اطراف هستند. این افعال از اصلی ترین عناصر فعلی تشکیل دهنده گویش های محلی محسوب می شوند. از این گونه افعال معمولاً به عنوان افعال «انسان محور» یاد می شود. مجموعه افعالی که در این کار پژوهشی بررسی و تحلیل شده اند از نظر تک واژی ریشه های گوناگونی دارند. معمولاً تک واژهای ریشه ای این گونه افعال در معنای مستقیم و اولیه خود بیان گر تأثیرگذاری و یا تأثیرپذیری فیزیکی هستند و تا حدود زیادی از نظر شکل ظاهری و همچنین از نظر ماهیت معنایی فرم واحد و یکسانی دارند که وجود گروه افعال مترادف و زایا می تواند دلیلی بر این یک سان بودن باشد.

The main priority for university translation educators is to improve the quality and outcomes of translation courses. To achieve such a goal, the instructors are required to integrate learners' needs, identified with the help of a needs survey, into syllabus content. Accordingly, the present study was conducted to identify the Iranian English majors' difficulties in translating English texts since once a problem is identified, exploring the best pedagogical solutions would follow. The aim was accomplished through qualitative descriptive research conducted at Islamic Azad University, Shiraz Branch tracing the errors committed by the English majors in their exam papers in academic years 2016-2019. Following the model proposed by Miremadi (2008), the syntactic and lexical problems were identified in the exam papers collected during six semesters. Moreover, three more categories were added to the list as the data analysis moved forward: culture problems, stylistic problems, and miscellaneous errors with detailed subdivisions. What appeared to be worthy of attention in the results was the students' weakness in text and sentence segmentation to find the function of the components to approach textual meaning, resulting from the students' poor English language proficiency. The results also revealed the students' poor topical knowledge as well as the lack of knowledge of translation techniques and strategies.

در تئاتر امه سزر شاهد قهرمانانی هستیم که رسالت خود را در هدایت مردم برای بازیابی هویت و استقلال از دست رفته می دانند. آنان که در پی آزادی این مردم هستند، با کج فهمی ها، طرد و انزوا مواجه می شوند. نوعی سوء تفاهم محنت بار سبب می شود که قهرمان های داستان به عنوان یک چهره استعماری جلوه کنند. سخت گیری ها و تلاش پر شور و جنون آمیز برای نجات ملت به زنجیرکشیده شده، سر انجام آنها را به ورطه ای اندوه بار می کشاند و نوعی شکست سیاسی را برای آنان رقم می زند. این ناکامی ناشی از آن است که آنها خود را به عنوان مبارزی یکه و تنها مطرح می کنند، که تندروی پیشه کرده است. با این همه، ملتی که هیچ گاه حاضر نیست از تعهدات خود به آزادی روی بگرداند، به اصالت آرمانی قهرمان سزِر پی می برد و از او یک اسطوره همیشه زنده می سازد. بر این اساس، مرگ قهرمان سزر، به مرگی رهایی بخش تبدیل می شود که راه را برای انقلاب هموار می سازد.

The study aims at investigating the influence of English as a Foreign Language (EFL) students’ perfectionism and anxiety on their Willingness to Communicate (WTC) in EFL classes. To do so, a set of questionnaires, namely “Willingness To Communicate” (MacIntyre et al., 2001), “Foreign Language Classroom Anxiety” (Horwitz et al., 1986) and “Multidimensional Perfectionism Scales” (Hewitt & Flett, 1991) were distributed among 120 (50 males and 70 females) Iranian EFL university students. Stepwise multiple regression analysis was conducted to indicate the extent to which each independent variable (perfectionism and anxiety) could predict the dependent variable (WTC). The results showed that both EFL     students’ anxiety (B=-.586, p<.0.05) and their perfectionism (B=-.224, P<.0.05), had a significantly negative influence on their WTC in language classes. These two independent variables could explain .456 percent of the variance in the dependent variable (WTC).  The results of the study were discussed and the implications were made.

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers.

Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For the quantitative phase of the study, a researcher-made questionnaire developed based on the four aspects of motivation by Dornyei and Ushioda (2011) was distributed among 98 Iranian EFL teachers. Afterwards, to capture the salient factors of teachers’ motivation, a set of semi-structured interviews with 7 volunteer teachers were conducted. The results revealed that this reform has had a positive effect on teachers’ motivation yet it has not been that much comprehensive to take into account all the motivation factors except for the contextual ones.

Universities require highly qualified and committed instructors to carry out the significant tasks of educating the future generation of the society. The primary interest of this study was to explore the construct of teacher commitment to determine its dimensions and components and finally design EFL Teachers’ Professional Commitment Questionnaire. First, through a thorough analysis of the available literature as well as a semi-structured interview, the core dimensions and components were opted. Then, in the second qualitative phase, the researcher designed the early draft of a structured questionnaire which was handed into 25 experts. Content Validity Ratio was computed to ensure validity. Subsequently, the modified draft of the EFL Teachers’ Professional Commitment Questionnaire was designed and administered to 70 EFL university instructors to investigate the validity and reliability of the instrument employing Partial Least Squares Structural Equation Modeling. As a result, three dimensions of Commitment to Students, Commitment to Profession, and Commitment to University along with 10 components were confirmed. The practical implication of this study is a validated EFL Teachers’ Professional Commitment Questionnaire performing as an evaluative tool to assess the level of teachers’ commitment with respect to their commitment to students, university, and profession in the EFL academic context of Iran.

There has been increasing interest in utilizing corpora in linguistic research and pedagogy in recent years. Rhetorical organization of different sections of research articles may appear similar in various disciplines, but close examination may show subtle differences nonetheless. One of the features that has been at the center of attention especially in recent years is the idiomaticity of a discourse which can be examined from the perspective of multi-word units captured by the automatic retrieval of lexical bundles. This study takes a corpus-based approach for the identification of lexical bundles. A corpus of 801,894 words from 790 articles was collected. In order to fulfill the purposes of the present study, ABBYY FineReader 10 professional edition, Total Assistant, Antconc 3.2.3, and WordSmith Tools 5 were used to identify lexical bundles. Then these bundles were classified structurally and functionally based on the presented taxonomies in the literature. The results of the current study indicated that the writers of medical research articles mostly rely on text-oriented bundles in the discussion section of research articles to establish academic discourse.