درخت حوزه‌های تخصصی

Emerging as a novel instructional approach, Active Learning (AL) is predicated on paving the way for students to actively explore knowledge and reflect on the learning processes. Despite its robust theoretical foundations, AL has rarely been implemented by English as a foreign language (EFL) teachers in the Iranian context. A lion’s share of this hesitation may be ascribed to the lack of strong empirical findings to underscore its advantages and disadvantages. To fill in this lacuna, this mixed-methods study inspected the effects of AL on fostering EFL learners’ speaking skills (SSs) and willingness to communicate (WTC) in the Iranian context. For this purpose, a total of 87 intermediate EFL learners, were selected using a convenience sampling method. They were homogenized through a Key English Test (KET) and randomly assigned to an experimental group (n = 26) and a control group (n = 25). Afterward, a pre-test, interventions (lasting 18 75-miniute sessions held twice a week), and a post-test were administered. Then, eight participants who actively participated in the interventions were invited to a focus group interview to express their perceptions of and experiences with AL. The results of the independent samples t-tests documented that AL substantially contributed to fostering the participants’ SSs and WTC on the post-test. Additionally, the qualitative findings of a thematic coding analysis yielded four overarching themes; facilitating knowledge construction, developing metacognitive awareness, promoting self-regulated learning, and fostering motivation. The findings provide a number of implications for pertinent stakeholders.

Computer technology has provided language testers with opportunity to develop computerized versions of traditional paper-based language tests. New generation of TOEFL and Cambridge IELTS, BULATS, KET, PET are good examples of computer-based language tests. Since this new method of testing introduces new factors into the realm of language assessment (e.g., modes of test delivery, familiarity with computer, etc.), the question may be whether the two modes of computer- and paper-based tests comparably measure the same construct, and hence, the scores obtained from the two modes can be used interchangeably. Accordingly, the present study aimed to investigate the comparability of the paper- and computer-based versions of a writing test. The data for this study were collected from administering the writing section of a Cambridge Preliminary English Test (PET) to eighty Iranian intermediate EFL learners through the two modes of computer- and paper-based testing. Besides, a computer familiarity questionnaire was used to divide participants into two groups of high and low computer familiarity. The results of the independent samples t-test revealed that there was no statistically significant difference between the learners' computer- and paper-based writing scores. The results of the paired samples t-test showed no statistically significant difference between high- and low-computer-familiar groups on computer-based writing. The researchers concluded that the two modes comparably measured the same construct.

Despite the increased research on various aspects of academic optimism (AO) in general education, this line of inquiry has not received adequate empirical attention in English language teacher education. The present mixed-methods study aimed to explore the role of AO in MALL-oriented listening instruction among Iranian EFL teachers, with a focus on variations in their experience ranges. A total of 168 teachers participated in the study and completed the study scales, and 15 teachers with higher levels of perceived AO were further interviewed to gather qualitative data. Descriptive and inferential statistics were used to examine the quantitative data, while thematic analysis was conducted to analyze the qualitative data. The quantitative results indicated significant differences between novice, experienced, and highly experienced language teachers, with the latter holding more positive beliefs about AO and MALL in relation to listening. Additionally, a significant correlation was found between AO and MALL. The qualitative findings complemented the quantitative results by highlighting the pivotal role of academic optimism in driving teachers’ motivation, the positive impact of teachers’ optimistic attitudes on student engagement and motivation, and the pedagogical strategies employed by optimistic teachers to effectively incorporate MALL in their instructional practices. These findings provide implications for teachers and teacher educators, emphasizing the importance of integrating AO principles in MALL-related professional development courses to positively contribute to teachers’ professional growth. The study contributes to the limited empirical research on AO within the context of English language teacher education and provides valuable insights into the complex interplay between academic optimism, MALL-oriented listening instruction, and teacher-student interactions.

The present study was conducted to investigate the comparative impacts of three types of EFL teachers' mindsets on EFL learners' mindsets. The participants of the study were English Translation undergraduate students (both female and male with the age ranging of 18-35) who were selected according to convenience non-random sampling from three classes of English Grammar 1 at both Islamic Azad Universities of Karaj and Shahriyar. The total number of students in each class was 30. The course lasted 16 successive sessions. Participants were assigned into three experimental groups. At the outset, a Mindset Assessment Profile (MAP) adopted from Mindset works, INC (2002-2012) on a scale of disagree a lot to agree a lot was administered among participants in all three experimental groups. The researchers provided interventions in terms of fixed, growth, and mixed mindsets to teach English grammar. At the end of the course, the same Mindset Assessment Profile (MAP) as the one administered in the pretest phase was administered among participants in all three groups and it was demonstrated that the EFL teacher’s type of mindset can significantly influence EFL learners’ mindsets. Consequently, it was determined that helping students adopt growth mindset hinges on raising teachers’ awareness about the importance of their own mindsets as well as helping them to grow their mindsets. This study includes a variety of instructional implications for both EFL teachers and EFL learners.

This study aimed to investigate the effectiveness of using online peer and teacher feedback on Iranian EFL learners writing performance. To this end, a group of 28 homogenous learners were selected to participate in this study. They were divided into two equal sets; the first group received online peer feedback and the second group received online teacher feedback. In order to obtain the results of the treatments, two types of t-tests were run. First, to check the effectiveness of the two types of online feedback, paired sample t-tests and to make the comparison between the TF and PF independent sample t-test was run. Results of the study indicated that both types of online corrective feedback are effective. However, the TF group outperformed the PF one. Therefore, technology integration in L2 classrooms and, more specifically, providing learners with online corrective feedback will lead to more progress in EFL learners' writing performance.

Positive Language Education (PLE) has emerged as a significant area of focus within foreign language education, emphasizing the incorporation of well-being and positive psychological principles into the language learning process to foster a more holistic and supportive educational environment. Despite the growing scholarly interest in this approach, the application of Positive Psychology (PP) themes within language curricula, particularly in non-Western educational contexts, remains underexplored. In this qualitative study, the researchers explored the potential benefits of embedding PP content within a General English course. Drawing on established well-being themes from the literature—such as gratitude, resilience, emotion regulation, altruism, creativity, and life’s meaning—the researchers designed and implemented a series of activities and materials incorporating multimodal resources, including texts, audio recordings, and video clips across diverse genres (e.g., fiction and non-fiction). The study was conducted with a cohort of 85 Iranian female undergraduate students enrolled  in a General English course at a state university in Tehran., Iran Data were collected over the course of a semester through a combination of methods: classroom observations, analysis of student-generated materials, and in-depth semi-structured interviews with a selected number of participants. Thematic analysis of the collected data revealed that the integration of well-being themes and activities fostered the development of both linguistic and non-linguistic competencies, including enhanced positive self-expression, introspective self-reflection, well-being literacy, and the cultivation of a foreign language growth mindset. The findings highlight the multidimensional benefits of integrating PP principles into foreign language education.