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The present investigation attempted to see if using literary texts could lead into any change in learners' interest or perception toward literature. The research also attempted to find students' perception on using literary content in language learning based on learners' opinions. The investigation finally sought to discover the way learners' interest in literature changed as a result of using literary texts as the instructional content. The Research employed a mixed-method design to answer the questions proposed in the study. After analyzing data through t-test, Gain-score comparison and thematic analysis, the results showed that using literary content worked as useful and constructive for learners in language learning and life objectives. The results further confirmed that learners' interest level improved positively due to using simplified literary texts, whereas, the positive role could not be seen in using authentic literary content. Accordingly, content selection from literature along with considering learners' life needs are able to make language learning more attractive to learners. The results also support that developing newer books with literary texts can provide learners with different knowledge like cultural awareness, social knowledge or historical background, which seem to be urgent life needs in today's modern society.

The phonological status of word-initial glottal stops in Persian has been a subject of controversy. Particularly, researchers hold divergent views on whether the glottal stop functions as a phoneme in word-initial positions. These perspectives can be categorized into three main positions: (1) glottal stops are phonemes in all occurrences (Samareh, 1985; Windfuhr, 1979); (2) word-initial glottal stops are phonemes only in loanwords, especially from Arabic (Bijankhan, 2018; Haghshenas, 1991; Jam, 2019; Kord-Zaferanloo-Kambozia, 2003); and (3) word-initial glottal stops are not phonemes in Persian (Jahani, 2005; Majidi & Ternes, 1999; Sepanta, 1973). In this paper, a critical review of previous findings is provided along with new insights and neglected evidence relevant to the underlying representations of words with glottal stops. Based on these considerations, the paper leans towards the position that glottal stops function as phonemes in all positions regardless of occurrence in loanwords or native words. It also calls for a revision of previous research, emphasizing the importance of non-acoustic aspects in exploring the phonological functions of word-initial glottal stops.

One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at designing and validating a Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers. In so doing, an exploratory mixed-methods design was used. The participants of the qualitative phase included 20 male and female Iranian English teachers who were selected through available sampling. In the quantitative phase, 200 male and female Iranian English teachers participated through available sampling. To collect the data, a semi-structured interview was used. To analyze the data, qualitative thematic analysis, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Cronbach’s Alpha Test were used. According to the results, the Critical Pedagogy-Based Teacher Effectiveness Scale for Iranian EFL teachers was developed in 42 Likert items in three sub-scales including pedagogical effectiveness (items 1 to 23), socio-cultural effectiveness (items 24 to 33), and empowering effectiveness (items 34 to 42). Six items were omitted in EFA and 36 items remained in the final scale. It was designed in a four-point Likert range from 1= strongly disagree to 4= strongly agree. It was shown that the developed scale is valid and reliable. The findings have some implications for EFL teachers, learners, teacher education instructors and policy makers

Evaluating the oral abilities of foreign language learners through online assessments attitudes a significant challenge for both teachers and students. Conducting skill evaluations in person, through direct interaction between the examiner and the learner, enables more authentic communication. However, shifting to a digital format and incorporating technological tools may cause discomfort among students and take away the friendly atmosphere of the assessment.This study aimed to investigate the impact of online assessment on the speaking complexity, accuracy, and fluency of intermediate English as a foreign language (EFL) learners. Initially, 50 learners took the Oxford Placement Test, with only 44 scoring between 50 and 60, placing them at level B1. These students were then divided into an experimental group and a control group. The Test of English for International Communication (TOEIC) was administered as a pretest and posttest for both groups, alongside a speaking pretest to assess complexity, accuracy, and fluency (CAF) scores. The experimental group underwent online assessment (OA) via the Adobe Connect platform, while the control group engaged in book exercises without any specific treatment. Following the intervention, both groups took a speaking posttest (TOEIC). Data analysis involved Pearson Correlation Coefficient, kurtosis, skewness, descriptive statistics, and sample t-tests. The findings revealed that online assessment significantly improved participants' speaking accuracy and fluency, although it did not have a significant impact on speaking complexity.

Despite the fact that there exists a considerable amount of literature on pedagogically-oriented stylistics, a significant number of the often-cited articles turns out to be based on trust and intuition. This is what has been accentuated by prominent figures as Hall (2007), Carter (2007, 2010), Zyngier and Fialho (2010), among others, while calling for more robust empirically-based studies. The present study is undertaken to review 13 studies published from 2015 to 2022. In doing so, an adaptation of a coding framework was employed to serve as guideline for this review study. In this vein, three overarching themes were detected: 1) stylistics as accessible toolkit for teacher training, 2) stylistics' significance in curriculum and syllabus development and 3) stylistics as an opportunity for cooperation between higher education and language teachers. By detecting these emergent themes some uncharted areas of stylistics-inspired pedagogies as well as some rectified issues were revealed. Despite this, there still remains the issue of underreporting which is indeed undermining to the credibility of pedagogical stylistics. Thus, a set of recommendations were accordingly provided for further advancement in studies concerning pedagogical stylistics.

This investigation aimed to examine the impact of spaced and massed education on the reading comprehension and vocabulary gain of Iranian EFL students. The researcher selected 150 Iranian participants out of 300 based on their enactment in the Oxford Quick Placement Test (OQPT). The selected medium participants were unsystematically assigned into two empirical groupings (spacing and massed) and one control group. The participants' reading comprehension and vocabulary knowledge in English were estimated using a pre-test. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. Behind the teaching, a reading and vocabulary post-test post-test were distributed to the three classes. The results of data analysis utilizing independent samples t-tests and one-way ANOVA showed a considerable distinction between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrate that the spaced grouping, which followed the specific recommended steps in their community, outperformed the massed and control groups (p < .05). This has consequential implications for English instructors, learners, and curriculum developers.

There is ample research evidence indicating that task implementation options and design features differentially affect the linguistic quality of second language (L2) oral output. The overarching aim of the current research was to add to the available body of research findings by investigating what effects the combination of two task implementation options, namely pre-task planning and post-task transcription, exerts on L2 learners’ focus on form. The study involved sixty Iranian L2 learners who were presented with a picture story to be narrated under one of the following four conditions: pre-task planning (PTP), post-task transcription (PTT), both pre-task planning and post-task transcription (PTP/PTT), and control. Findings showed that while pre-task planning increased fluency and complexity, the anticipation of post-task transcription enhanced focus on form as indicated by more accurate performance. More importantly, pre-task planning along with the foreknowledge of post-task transcription of performance made for an exponential increase in accuracy, a gain which was achieved to the detriment of complexity. The outcomes are of pedagogical significance in that they lend support to the efficacy of using pre-task planning opportunity along with the anticipation of post-task transcription to elicit the highest accuracy level while learners are primarily concerned with conveying meaning.

Due to the vital role of critical thinking skills in students' educational and non-educational success, the present research attempted to examine the impact of critical thinking skills in TBSIR approach on the computer-based English expository essay writing of Iranian university students. Participants of this study included 30 students at Gonbad-e-Kavous and Hazrat-e-Masoumeh universities in Iran. They answered to the Watson-Glaser critical thinking skills test (1980), then after two weeks of reviewing TSR structure, they wrote a computer-based English expository essay as pre-test. After four weeks of learning TBSIR structure, they wrote another computer-based English expository essay as post-test. The paired samples t-test and Pearson correlation were run and the results revealed the impact of critical thinking skills in the TBSIR approach on the computer-based English expository essay writing of Iranian university students. Also, the results indicate the positive and significant correlation between critical thinking skills especially analysis and interpretation and the computer-based English expository essay writing of Iranian university students, which helps the students to promote their educational and social lives. Finally, teachers, teacher trainers, syllabus designers and materials developers can benefit from the results of this study.