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The study of the symbiotic relationship between language and culture, along with the call for a rigorous theory and systematic investigative framework, has been a longstanding pursuit. In the past decade or so, Sharifian’s Cultural Linguistics (CL) has demonstrated its potential as a robust theoretical framework and a sharply honed investigative, analytical instrument with a multidisciplinary origin (including English as an International Language (EIL) to explore the interplay between language and culture. The present paper aimed at reviewing the applications of the CL approach and methodology in language-related studies. Arguing for the evolving role of culture in language education and research in the era of (post)digital revolution, this paper attempted to demonstrate the insights the theoretical and analytical frameworks of CL could bring to the realm of language teaching and learning. In so doing, as a starting point, the paper provides a concise overview of the principles and practices of the relatively novel interdisciplinary field of CL. First, the theoretical frameworks of the CL approach are described. This is followed by an explanation of the analytical frameworks of the CL methodology. Finally, some critical reflections on the CL’s approach and methodology are offered. This synopsis is then followed by a state-of-the-art account of the application of CL in language-related studies in the era of (post)digital revolution. The paper concludes with the future directions in such an interdisciplinary venture.

The remarkable popularity and success of foreign feature films and television series as a source of entertainment cannot be disputed. The emergence of amateur subtitling communities has led to dramatic changes in individuals’ viewing habits and styles as fansubbers offer an ideal opportunity for people to access international audiovisual materials, especially in dubbing countries like Iran. However, empirical research on audience viewing preferences and habits in terms of audiovisual translation is scarce. To bridge the gap, over 1200 Iranian viewers filled in an online questionnaire. The results suggest the emergence of new habits and preferences as proportionately more Iranians nowadays access international films and TV series with Persian subtitles, at least among young adults. Also, a small number of the respondents prefer to watch foreign films and programs dubbed. Additionally, there was a weak interplay between viewers’ English proficiency and their tendency towards watching dubbed or subtitled programs, and national TV channels do not appear to be the primary entertainment source when it comes to international cinematic products. Understanding viewers’ preferences and viewing styles forges possible future paths for the translation industry to cater for the needs of individuals with different viewing styles and needs.

In the aftermath of conflict, the role of translation extends into the realm of conflict resolution. This study examines how translation prefaces address conflict resolution in the context of post-revolutionary Iran following the Iran-Iraq War, focusing on the resolution strategies employed. To achieve this, criterion sampling was used to select three English books on the Iran-Iraq War, originally written from Iraqi or Other perspectives and translated into Persian by Marz-o-Boom Publications. Data were collected from the prefaces of these translations, emphasizing their treatment of the war and the contentious themes in the source texts. Using Salama-Carr’s (2007) and Webne Behrman’s (1998) definitions of conflict, conflict cases were identified and categorized based on Thomas and Kilmann’s (1974) conflict resolution model. The findings indicate that the competing strategy was predominantly employed (44.4%–54.6%), reflecting strong assertiveness in promoting Iranian state perspectives. The compromising strategy was used to a moderate extent (18.6%–34.4%), indicating some engagement in negotiation, while the collaborating strategy ranged from 18.1% to 33.4%, reflecting fluctuating openness to diverse viewpoints. The accommodating strategy appeared only once (2.3%), highlighting a reluctance to embrace alternative perspectives, while the avoiding strategy was entirely absent, suggesting a deliberate effort to confront the complexities of the conflict. Overall, the findings reveal a pattern of using collaboration within a competitive framework as a nuanced approach to conflict resolution in sensitive translation contexts. This strategy demonstrates a strong commitment to constructive dialogue, enriches the discourse on the conflict, and enhances readers’ understanding of its multifaceted nature.

The integration of technology into education, especially in English Language Teaching (ELT), has transformed learning experiences, fostering increased engagement, motivation, and improved outcomes. Mobile-Assisted Language Learning (MALL) has emerged as a promising tool within this paradigm, offering unique opportunities for language learners. This study examines the impact of MALL on the attitudes, cognitive load, and performance of Iranian EFL learners. The participants were divided into treatment and control groups, with the treatment group using the ELSA app for pronunciation improvement. Data were collected through questionnaires, interviews, and pronunciation assessments. The findings revealed that learners had a positive attitude towards pronunciation learning via MALL, experienced a reduction in cognitive load, and demonstrated a negative correlation between cognitive load and pronunciation performance. The integration of technology into education, especially in English Language Teaching (ELT), has transformed learning experiences, fostering increased engagement, motivation, and improved outcomes. Mobile-Assisted Language Learning (MALL) has emerged as a promising tool within this paradigm, offering unique opportunities for language learners. This study examines the impact of MALL on the attitudes, cognitive load, and performance of Iranian EFL learners. The participants were divided into treatment and control groups, with the treatment group using the ELSA app for pronunciation improvement. Data were collected through questionnaires, interviews, and pronunciation assessments. The findings revealed that learners had a positive attitude towards pronunciation learning via MALL, experienced a reduction in cognitive load, and demonstrated a negative correlation between cognitive load and pronunciation performance.

This study explores the complexities and variations in translating Mohsin Hamid’s novels – Exit West , The Reluctant Fundamentalist , and How to Get Filthy Rich in Rising Asia – from English into Persian within a hybridized space. Using Mollanazar and Parham’s (2009) analytical framework, the research examines the attributes of hybrid texts in translations by Hossein Hassani, Maryam Ahmadi, and Ahmad Al-Ahmad. Through micro- and macro-level analysis, the study addresses key questions: How do translations adhering to Mollanazar and Parham’s model (2009) reflect the first level of hybridity? Are the findings consistent with existing hybrid perspectives in translation studies? The results indicate that contemporary translations, influenced by factors such as censorship and cultural invasion, alter the narrative’s interpretation. This conclusion contributes to translation studies by highlighting the challenges of translating hybrid texts and their broader implications.

The present study aimed at addressing ESP instructors' perspectives towards ESP learners' needs at Kurdistan University of Medical Sciences (KUMS). That is, we sought to investigate whether or not the learners’ needs in ESP classes are met satisfactorily. Using census rather than sampling, a total number of 10 ESP instructors were selected as the participants. Face-to-face semi-structured interviews were conducted with each participant individually. The results obtained from the interviews yielded 13 dominant themes. It was revealed that instructor-oriented themes were mainly concerned with perceived/felt needs, subject specialists/language instructors, a-priori/negotiated syllabus, team teaching/solitary teaching, instructors as suppressors of needs, receptive/productive skills, transmissive/transformative instructors, and positive/negative reinforcement. However, students' unheard voices in material selection, sense of belonging to the class, students' ratings of instruction and heterogenous/homogenous class groupings were mainly associated with student-oriented themes. Finally, content gradation was found to be associated with coursebook/material-oriented theme. Each of the recognized themes played either a facilitating or hindering role in making learners' needs met. Henceforth, delving into the role of such themes in ESP classes would open new insights into the instructors' viewpoints towards their leaners' needs. The frequency of the retrieved themes was a sign of commonality and generalizability among the majority of instructors; however, the indirect and unidimensional analysis of learners' needs could be remedied by inspecting the learners' actual needs through their own perspectives in future studies

Focusing on the intersection of translation and activism, the current study aimed to address the issue of publishers’ activist agency in the socio-political context of post-revolutionary Iran. In so doing, it mainly drew on Tymoczko’s (2010a) conceptualization of political and ideological agency and activism as engagement and her classification of its different forms. The data came from a body of publishers’ notes, written on Persian translations of six English books selected through criterion sampling from the works that apparently enjoyed a level of prestige among the international readers , and reflected the Other’s views on religious, philosophical, political, and socio-cultural issues, which considering the fundamental values of the Islamic Republic of Iran that the post-revolutionary State tries to keep, could make them a possible site of translational activism. The results showed that in their notes the publishers had encoded their engagement by using a combination of different forms of engagement, i.e., publicizing, witnessing, rousing, inspiring, and mobilizing; they also revealed their interest in introducing the unfamiliar territory of the foreign to the Persian-speaking readers, and in increasing their understanding of the Other’s culture. They emphasized the importance of tolerance, pluralism, openness, and mutual respect in cultural exchanges but introduced the source Islamic culture and its set of moral values as criteria for determining the validity of the Other’s presented ideas and beliefs and rejecting what did not meet such criteria.

Task-based instruction has gained significant attention in second language research, particularly in how task conditions impact learner performance. This study examined the differential effects of repetition and rehearsal, two distinct task-readiness conditions, on the immediate and delayed L2 performance of EFL learners with low Working Memory Capacity (WMC). A quasi-experimental design was employed to address the research questions. Four instruments were utilized: the Oxford Placement Test (OPT), a WMC test, a practice task, and a main task. Thirty-eight EFL learners were randomly allocated to two groups, each exposed to a distinct readiness condition—rehearsal or repetition. Participants were selected from an intermediate-level English course at a private language institute using convenience sampling and then randomly assigned to the two conditions. Both groups accomplished an oral task twice, with the rehearsal group being aware of the second performance in advance, while the repetition group had no such awareness. Task performances were evaluated based on Complexity, Accuracy, and Fluency (CAF). The results indicated that although both conditions positively influenced task outcomes, only the rehearsal group showed statistically significant improvements across all CAF dimensions in both immediate and delayed performances. These results contribute to the growing body of research on individual differences in task-based learning by demonstrating that rehearsal is a more effective readiness strategy than repetition for EFL learners with low WMC. This finding can inform instructional design and classroom practice in contexts where cognitive load is a concern.

This study addresses the science mapping and visualization of the 112 years of academic literature on medical English. The data for the present study was retrieved from the Web of Science database, which contains all English-only articles from 1912 to 2024. The scientometric techniques and analysis were done using VOSviewer. These methods of analysis include publication and citation patterns, co-authorship and co-occurrence networks, and bibliometric coupling of items. The findings indicated that the total number of articles published in Medical English from 1912 to 2024 was 10396. The publications surged from 1988 to 1992 and had a steady rise until its peak in 2023. Citations, however, differ from publication trends and have fluctuated during this time frame. Furthermore, authors, institutions, and the country's collaborative networks were examined to have a snapshot of the relationships across disciplines. The findings revealed a strong correlation between co-authorship and bibliometric coupling of countries, which shows that the USA, the UK, Australia, and Canada collaborate the most within the literature. Universities of San Francisco, Toronto, and Washington are considered among the leading research institutions in terms of output, while universities such as San Francisco, Harvard University, and Toronto rank among the top in terms of citations. Moving to author-level metrics, the output and citation patterns indicate that De Lusignan and Schillinger are the most prolific authors. At the same time, Shimada, Yoshida, and Grumbach have the most citations. Moreover, keyword co-occurrences showed that keywords such as "care," "impact," "healthcare," "health," and "quality" tended to appear most frequently in the literature.

In an era where classic literature is continuously reimagined through film adaptations, Fahrenheit 451 stands as a prime example of how stories can be transformed across different media. This research explores the adaptation process of Ray Bradbury's iconic novel, examining how its dystopian narrative has been reinterpreted by two different directors: François Truffaut (1966) and Ramin Bahrani (2018). Employing theories from adaptation studies and especially drawing upon the works of Linda Hutcheon and George Bluestone, this study explores how these filmmakers navigate the transition from textual storytelling to visual representation. Truffaut’s adaptation, rooted in the 1960s, remains faithful to the original narrative -- preserving its core themes, while Bahrani’s modern version reconstructs the story to reflect contemporary societal issues. This comparison reveals the complexities of adapting fiction into film, highlighting the struggle between maintaining authenticity and embracing creative liberty. This comparison reveals the complexities of adapting fiction into film, highlighting the struggle between maintaining authenticity and embracing creative liberty.

As the aftermath of globalization and the increased demand for localized information, translation assumed a significant position in the world of news. Due to this close connection, in recent years, journalistic concepts such as gatekeeping and framing contributed towards much interdisciplinary research in the field of translation studies. Nevertheless, many other topics have remained untouched by translation scholars, one of which is the seminal concept of news value manifested in the linguistic and semiotic dimensions of news products. Exploring news values and their relation to translation offers potentials for a better grasp on the nature of translated news and the process of news translation in newsrooms worldwide. Consequently, the headlines of 120 translated news pieces related to two international conferences were analyzed using Bednarek and Caple’s (2017) discursive news value analysis framework. These news headlines were published on four renowned Iranian news websites from 2021 to 2023. The results revealed that these websites construct similar patterns of news values and establish eliteness, negativity, and superlativeness more than other news values in their translated headlines. This was an indication of the lack of originality among news websites in reporting international events and also their orientation toward following a predetermined ideological positioning. As a whole, the present research is a true interdisciplinary one attempting to learn about the construction of news values in the context of Iran and translation discourse and unveil news agencies’ motivation in linguistically constructing and establishing these values.

This article provides a descriptive overview and thematic analysis of translated medical texts from the Qajar era, utilizing a statistical and documentary study methodology. The research compiles all translated books, including manuscripts, lithographic, and lead-printed works, from this period. Findings reveal that medical texts were translated into Persian across various specialized fields such as internal medicine, obstetrics and gynecology, pharmacology, infectious diseases, psychiatry, pediatrics, surgery, dissection, ophthalmology, and pathology. Some translations originated from Western languages like French and English, introducing Western specialties such as surgery, dissection, infectious diseases, pediatrics, and modern medicine to Iran. Meanwhile, translations from languages like Hindi, Turkish, Arabic, and Urdu contributed to fields such as herbal medicine and pharmacology, reflecting their Eastern roots. Noteworthy translations from the Qajar era include Ibn Sina’s Ghanon , al-Razi’s Tafrih al-Gholoob , Jurjani’s Zakhireh Kharazmshahi , Hippocrates’ Resale Ghabrie , and Galen’s Molkhes Fosul .

This study investigates the impact of film watching versus traditional narrative listening on the language development of Iranian preschoolers across three age groups. The primary objective is to assess and compare language development in preschoolers exposed to narratives through both traditional listening and animated film watching. The study investigates differences in language skills, such as topic maintenance and descriptive abilities, between these two exposure methods. Conducted in Iran, the study encompasses various settings where children were exposed to both narrative listening and animated film watching, followed by story recounting over five sessions. The collected data were meticulously coded to identify disparities in topic maintenance and the length of story descriptions. Key findings reveal that traditional narrative listening resulted in more consistent topic maintenance and longer descriptions compared to film watching. Older children consistently crafted similar stories, demonstrating a deeper understanding of literacy concepts. Additionally, children with more educated mothers exhibited extended and fluent language skills, while others excelled in the context of film watching. This research underscores the significance of considering different media in preschoolers' language development, highlighting their distinct impacts on language skills. These findings carry implications for literacy practices, parenting, materials development, and policymaking.

Emotions are important in the educational processes, influencing teachers' interactions while trying to teach in real and online classes. Therefore, this study investigated the transitional emotions experienced by English as a foreign language (EFL) teachers as they shifted from real/in-person classroom settings to online teaching, using an emotional geography model. Moreover, we aimed to explore the emotion regulation strategies that they used during their transitioning. Following a descriptive narrative design, we probed the transitional emotions of 10 Iranian EFL teachers while transitioning from real to online classrooms. The findings of the thematic analysis showed five key themes. First, physical geography may enhance cognitive change, resulting in positive emotions. Second, issues with the internet negatively impact classroom quality, leading to negative emotions. Third, situational modifications may help teachers adapt and meet their instructional needs amidst online challenges. Fourth, attentional deployment may serve as a strategy for improving professional geography. Lastly, situation selection and response modulation may aid in the development of moral and socio-cultural geography. These themes illustrate the interconnection between emotion regulation strategies and geographical models of emotions, highlighting their importance in transitioning from real to online teaching. Therefore, we concluded that emotion regulation strategies were helpful in solving the challenges that EFL teachers faced concerning their transitional emotions.