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Museums are crucial cultural and educational institutions that facilitate visitors’ learning by integrating diverse modes of engagement, including linguistic, visual, auditory, and spatial elements. Consequently, coherence of these elements is crucial for effectively presenting information and maximizing its impact on visitors. Utilizing Kress and van Leeuwen’s (2020) principles of composition, specifically focusing on information value and salience, this study sought to assess text-image interaction in the images at the Omidvar Brothers Museum and their corresponding Persian labels, as well as to compare the interaction in the Persian labels with that in the English labels. The analysis revealed that the criterion “information value: left vs. right” received minimal attention, while the “information value: center vs. margins” criterion was the most consistently met in both Persian and English descriptions. However, the overall accuracy of multimodal interaction between the images and labels decreased by 7.40% in the English labels compared to the Persian labels, indicating a decline in translator performance relative to the original authors. This reduction in verbal-visual coherence suggests a less engaging experience for English-speaking foreign visitors compared to Iranian audiences. These results emphasize the necessity of addressing multimodality within museum contexts, as such focus can significantly enhance visitor experiences and deepen their understanding of museum exhibits.

Teachers may come across a point in their career at which they would ponder upon choosing to stay or withdraw from their job. Several conditions in their organization would lead them to the ultimate decision. This study aims at providing enhanced awareness of one of the components that might lead instructors to their determination with respect to withdraw from or stay at their teaching position at an institution. Consequently, the link between collective instructor efficacy and withdrawal intention was scrutinized. Data was gathered through an online survey to collect information from Iranian EFL teachers using two questionnaires. The findings of this analysis noted that there exists a negative association between instructors’ collective efficacy and withdrawal intention. As collaborative competence perceptions elevate in teachers, their withdrawal intent is likely to drop. Furthermore, another research question was whether it was possible for collective efficacy subscales to predict withdrawal intention or not. Instructional strategies and student discipline are subsets of collective efficacy. Student discipline was reported to predict to some extent variability in withdrawal intention. It was also concluded that headmasters and educational leaders need to focus on collective efficacy as an asset to diminish the unfavorable attrition of staff members.

The present study investigates the impact of English language hegemony on the different industries in Iranian context. A sample of eighty food, health, and beauty products was selected to examine the prevalence of English on product labels. Data were collected on label content, including legal requirements of labeling, statements, claims, and nutritional information, both in Persian and their corresponding English translations. Statistical analysis revealed that although both producers and consumers of these products were Persian speakers and there was no legal requirement to translate the labels, approximately 75 percent of the labels featured English translations. This finding suggests that translation serves as a linguistic tool that reinforces language hegemony within the industry. Despite the absence of legal mandates, English operates as a symbolic tool, potentially enhancing product appeal through its association with success and high quality. This study contributes to understanding industrial contexts by illuminating the complex interplay between language, power, and commerce. Additionally, it highlights the need for further examination of the socio-cultural implications of English language hegemony in non-Anglophone countries, offering valuable insights for policymakers, industry professionals, and scholars in translation studies and cultural studies.

The aim of the current study was to demystify the impact of using ChatGPT on English as a foreign language (EFL) learners’ writing skill. To this end, 45 EFL male and female students from two language schools participated in this study, selected via convenience sampling from 67 learners based on a placement test. The participants were divided into three groups. In the first experimental group the students practiced writing using ChatGPT, while in the second experimental group, they received writing instructions using ChatGPT and teacher input, and in the third, the participants followed the conventional method was utilized. Before and after the treatment, the participants were subjected to pre and posttest. Finally, the performance of the three groups was compared via one-way ANOVA. In addition, 10 EFL learners from both experimental groups were selected voluntarily to take part in the interview and the qualitative data were analyzed based on the theme-based analysis. The findings revealed that the second experimental group outperformed the first experimental and the control groups, revealing the efficiency of the instruction via ChatGPT along with teacher input. The result of the interview showed that while the EFL students generally hold a favorable view of ChatGPT, they expressed concerns about the use of the artificial intelligence (AI) tool. In addition, they lack the necessary skills to effectively employ it to help them write. This deficiency could be a significant obstacle to the implementation of technology in their EFL writing.

This study aims to examine the representation of the Iranian Self in Persian movies through English fansubtitles, exploring how the subtitling process shapes the socio-cultural image presented to non-Iranian audiences. To this end, eleven award-winning Persian films produced by prominent Iranian filmmakers Asghar Farhadi, Majid Majidi, and Abbas Kiarostami and their English subtitles were analyzed using an integrated framework specifically developed for this research. Image-representative elements in the films were identified according to the framework, and the translation strategies employed in the English subtitles for rendering these image-representative elements were examined. The effects of these strategies on the representation of the image were then categorized into five observed outcomes: intensification of the image, weakening of the image, positive recasting of the image, preservation of the image, and omission of the image. The findings indicate that universally recognized elements were generally preserved in fansubs, while elements associated with Iranian religious or legal contexts were more frequently omitted or weakened, potentially diminishing the representation of these culturally distinct aspects for non-Iranian audience. This study highlights the importance of cultural sensitivity and accuracy in audiovisual translation, offering valuable insights for fostering cross-cultural understanding and enhancing the portrayal of cultural identity in translated media.

This study investigated the discourse features of requestive speech acts in 10 textbooks from the Top Notch and Summit series to assess their potential for developing learners' pragmatic competence. Requests were analyzed in terms of directness strategies, head acts, and supportive discourse moves, drawing on the frameworks of Blum-Kulka et al. (1989) and Farch and Kasper (1989). The findings revealed a bias towards direct request strategies in both series, likely influenced by their utilitarian discourse structure. While Top Notch provided a wider range of directness levels, Summit, designed for advanced learners, offered limited exposure to diverse request strategies. Internal supportive moves, particularly the use of questions, were more prevalent than external moves in both series. These findings suggest that while the series contribute to language learning, they may not fully equip learners with the pragmatic competence necessary for effective intercultural communication. Further research is needed to explore the impact of explicit instruction and implicit learning on the acquisition of request strategies.

Critical pedagogy places a significant emphasis on dialogue due to its transformative potential within educational settings. This approach fosters critical thinking, self-reflection, and empowerment among students, encouraging them to engage deeply with the material and question underlying assumptions. While research in English as a Foreign Language (EFL) contexts has delved into the application of critical dialogue, there has been a notable gap in understanding how teachers perceive and implement this approach in their classrooms. This study seeks to address this gap by collecting data through ethnographic interviews with 22 teachers over three months. Data analysis was then conducted using a constructivist grounded theory methodology. Results showed that for critical dialogic teaching to be effective, two essential conditions should be met: (1) the presence of a critical dialogical teacher who embodies characteristics such as openness, mediation, and the ability to create a supportive environment, and (2) the use of specific strategies, such as authentic tasks, group work, and technology, to foster engagement and diverse perspectives. These findings have significant implications for language education, highlighting the need for teacher training that supports the development of dialogical teaching practices, promotes inclusive classroom environments, and empowers students to engage critically with both language and content. The study also underscores the importance of addressing the cultural and contextual factors that influence how critical dialogue is perceived and implemented by teachers in EFL settings.

This autoethnographic study explores my journey balancing dual roles as an EFL instructor and a PhD student in Istanbul. As a 27-year-old language instructor, I reflect on the personal and professional challenges faced while pursuing doctoral studies. The narrative addresses the sense of in-betweenness and identity reconstruction that arises from navigating the demands of both teaching and academic life. Through a qualitative autoethnographic approach, this research offers a personalized account of these experiences, shedding light on the complexities of identity formation within this dual role. The findings emphasize the transformative effects of the PhD process on both teaching and research identities, and suggest that navigating these overlapping identities can lead to professional and personal growth. By focusing on my lived experience, this study contributes to the understanding of the unique challenges faced by PhD students who simultaneously work as educators, and it calls for further exploration into the intersection of teaching and academic roles. This research underscores the importance of addressing these dynamics to better support individuals in similar positions.

This research examines the ideological underpinnings of the coup speech delivered on January 15, 1966, by Major Kaduna Nzeogwu. Employing Jeffries' (2010) Critical Stylistics theory as a methodological framework, the study conducts a linguistic analysis to uncover the political viewpoints and intentions of the coup plotters. The analysis reveals how specific linguistic choices and patterns were employed to communicate the plotters' intentions to the public, suppress dissent, and advocate for the establishment of military rule instead of democratic governance. The speech underscores the plotters' portrayal of their actions as necessary for national salvation, while framing democratic processes as ineffective. Additionally, the use of emotive language and authoritative tones served to bolster legitimacy and rally public support for the coup. The analysis further elucidates how the adopted linguistic strategies functioned to justify the overthrow of the existing government and the suspension of democratic institutions in Nigeria’s First Republic. This Critical Stylistic study highlights the intricate power dynamics that underpinned the military intervention and emphasizes the role of language as a tool for ideological persuasion. By revealing the linguistic resources employed by the coup plotters, this research contributes to a deeper understanding of how language can shape political realities and influence public perception during times of upheaval.

The present study set out to chart the experience of Foreign Language Enjoyment (FLE) and its antecedents in online education settings using the genealogy of emotion (Zembylas, 2002, 2008) as the theoretical framework. To fulfill this aim, e-learners in EFL classes were asked to keep emotion diaries for a semester-long period. The emotion diaries reporting the experience of FLE were then analyzed using Pekrun’s (2014) taxonomy of emotions in connection to FLE including achievement-related FLE, epistemically-related FLE, topic-related FLE, and socially-related FLE. Analysis of results indicated that teachers, peers, and family members were the main sources of FLE in the social category. Additionally, achievement in exams and classroom tasks and activities, topics related to students’ local cultural and social context, in conjunction with cognitively demanding tasks and questions that required learners to struggle over finding the answers were reported as other antecedents of enjoyment in online setting. It was discussed that Pekrun’s model (2014) is a good fit for the analysis of the origin of single emotions like FLE as the previous data-driven analyses missed out on some of the main antecedents of FLE. Finally, the theoretical and practical implications were discussed especially for teachers.

The inseparable connection between language and culture has been at the forefront of many studies. Similarly, the role of teaching materials in fostering intercultural competence of language learners is consistently highlighted in the literature. In this regard, the current study aims at investigating the representation of culture in Complete IELTS textbook published by Cambridge University Press, 2012. Adopting Kachru's concentric circles of English speakers around the world, the cultural content related to Center and Periphery Countries was explored. To quantify and categorize cultural themes, Byram's cultural checklist (1993) was used. Next, the content of four sections of the textbook, namely reading, listening, speaking, and writing, was analyzed to record any cultural representation. The sample included 16 reading , 10 listening , 10 speaking and 10 writing sections. The results indicated that the textbook contains cultural presentations of different countries with more weight given to Periphery Countries. The culture of these regions occupies 67.97% of the content, whereas Center Countries take up 32%. Moreover, in terms of the eight areas of Byram, the majority of the cultural presentation (55.61%) falls under the category of geography. It can be concluded that the textbook is free of any cultural bias and ideological/political motives.

Translation has been examined from diverse perspectives, including linguistic, cultural, and sociological viewpoints. Across these fields of study, human involvement has remained central to all translational activity—whether as translators, publishers, editors, or in other roles. Even when the primary focus has shifted to aspects like the text itself, human influence invariably surfaces. In other words, certain facets of translation have remained unexplored, overshadowed by the dominance of human agency. With the advent of ecotranslation, which merges ecology with translation studies, these hidden dimensions of translation can now be uncovered, opening up new avenues for research. This paper explores Luhmann’s social systems theory in comparison with ecology, drawing on a parallel approach to that used by Beebee, Childress, and Weidman (2017) in Translation Ecologies: A Beginner’s Guide . However, whereas their work contrasts ecology with polysystem theory, this paper instead examines the relationship between ecology and social systems theory within the context of translation studies.

Teacher resilience and work engagement are critical factors in enhancing educational effectiveness and fostering a positive learning environment in today's rapidly evolving landscape of education. The present study aimed to find whether teacher resilience components (i.e., internal motivations, social skills, pedagogical skills, and contextual support) predict experienced Iranian EFL teachers’ work engagement (i.e., cognitive-physical engagement, emotional engagement, social engagement with colleagues, and social engagement with students). For this purpose, 200 novice and experienced Iranian EFL teachers were selected randomly, and the data were collected by the Engaged Teachers Scale and the English Language Teacher Resilience Instrument and analyzed by standard multiple regression. The regression analysis results for experienced teachers indicated that cognitive-physical engagement was predicted by internal motivation; emotional engagement was predicted by internal motivations, social skills, and pedagogical skills; and contextual support predicted the experienced teachers’ social engagement with colleagues. For novice teachers, internal motivations, social skills, and contextual support predicted cognitive-physical and emotional engagement. Furthermore, internal motivations and contextual support predicted their social engagement with students, and social engagement with colleagues was explained by social support. These results suggest that enhancing teacher resilience can lead to increased engagement levels, ultimately benefiting student learning experiences. Besides, the findings underscore the importance of providing support structures in educational settings to bolster teacher well-being and effectiveness. This study highlights the need for targeted interventions that focus on developing teachers' resilience and engagement, which could have lasting positive effects on the education system.

The outbreak of the Covid-19 pandemic has forced many educational institutions worldwide to move from in-person to online classes. Although online technologies do facilitate learning and testing, academic dishonesty in online assessments (OAs) remains an issue of concern since technological devices provide students with ample opportunities to cheat in exams. The purpose of this study was to investigate Iranian high school students' perceptions of cheating in OAs. In addition, the study tried to examine the potential differences between male and female students’ perceptions of cheating in OAs. The participants were 214 Iranian high school students. They were asked to answer a questionnaire about academic dishonesty in OAs. The results indicated that more than 80% of the participants had experienced cheating in OAs. “Looking at the teaching materials and copying answers” was mentioned as the most frequent method of cheating. The main reason for cheating was “getting a better score”, and the main reason for not cheating was “being morally and socially unacceptable”. In addition, almost 70% of the participants did not have a negative attitude to cheating in OAs. Furthermore, there was not any significant difference between male and female students' perceptions of cheating (Sig.>.05).