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This study aimed to critically examine the representation of Iranian Islamic culture in English language textbooks, specifically the Vision series used in high schools, within Iran's socio-political context. Employing a mixed-methods approach, data were collected from 60 EFL teachers through questionnaires and semi-structured interviews. Analysis of textbook content revealed that while the series includes references to various Iranian ethnicities, there is a notable emphasis on regional representation, particularly in Vision 2. Quantitative findings indicated that teachers acknowledged the importance of integrating artistic and cultural elements of Iranian identity, supported by a statistically significant mean score reflecting their appreciation for such content. Qualitative insights highlighted diverse attitudes among teachers; some expressed satisfaction with cultural representation, whereas others emphasized the need for more Islamic elements. This variation corresponded with the educators' experience levels and familiarity with the curriculum. Overall, the study underscores that a balanced approach to English language instruction can enhance linguistic proficiency while fostering cultural identity, advocating for the development of educational materials that respect local cultural contexts and contribute to a meaningful language learning experience for Iranian students.

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.

Cette étude voudrait examiner l'impact des textes médiateurs sur la compréhension orale chez les apprenants du français langue étrangère. Deux groupes d'apprenants ont été comparés à travers une série d'exercices de compréhension orale. L'étude vise à évaluer l'effet des textes médiateurs sur l'optimisation de la charge cognitive et l'accès au contenu global. Cet article met l'accent sur le rôle crucial de la médiation cognitive en tant que stratégie clé pour renforcer la compréhension orale et facilite la réception du contenu du document entendu en orientant l'attention vers une compréhension plus approfondie. La cognition, impliquant la mémoire et l'attention, est au cœur de notre approche, en se servant des textes médiateurs préparant cognitivement à l'écoute. La méthodologie comprend une étude sur le terrain avec les groupes expérimental et témoin, et l’analyse de leurs performances. Les résultats révèlent une certaine amélioration chez le groupe expérimental, confirmant que les textes médiateurs optimisent la charge cognitive et facilitent l'accès au contenu. Nous pouvons constater que le nombre croissant de bonnes réponses lors des exercices d’écoute aussi bien que les réponses données au questionnaire illustrent ces améliorations, le tout affirme ainsi le succès des textes médiateurs comme outil de préparation cognitive.

This study examines the accessibility of translated navigational signs in Tehran Metro as a key site of public translation. Using field observations supported by the User-Centered Translation (UCT) framework, it assesses the clarity, consistency, and usability of bilingual signage and other multimedia  features across multiple metro stations and lines. The analysis identifies recurring inconsistencies in transliteration, translation choices, and the alignment between station names at stations and on the official metro map. These variations demonstrate the lack of a standardized approach to multilingual communication within the network and highlight the impact of such discrepancies on user navigation. The study contributes empirical data to ongoing discussions of translation in public spaces by showing how multilingual signage practices can either facilitate or hinder effective wayfinding in transit environments.

This study investigated the developmental trajectory of Scalar Implicature (SI) comprehension in monolingual Persian-speaking children, examining how linguistic typology, contextual support, and cognitive abilities influence this process in a Subject-Object-Verb language. 60 children divided into 2 age groups (4-5 and 6-7 years), along with 20 adults, participated in a Statement Evaluation Task involving the quantifier "some" ("ba'zi"). The task was designed to evaluate whether participants interpreted "some" as "some but not all" in scenarios where the alternative "all" is true with two contextual conditions: Basic and Enriched, the latter increasing the salience of the "all" alternative. Standardized assessments of Working Memory (WM) and Theory of Mind (ToM) were also administered to explore cognitive correlates. Results showed a significant main effect of Age Group; older children demonstrated higher SI rates (mean=0.61) than younger children (mean=0.35), indicating a developmental increase in pragmatic competence. Moreover, contextual enrichment significantly enhanced SI rates overall, with older children benefiting more notably as evidenced by a significant interaction between age and context. Correlational analyses revealed that WM capacity (Backward Digit Span) was associated with SI performance in the Basic Context, whereas ToM scores correlated with SI rates in the Enriched Context, suggesting dissociable cognitive mechanisms underpin SI comprehension depending on contextual complexity. These findings supported a universal developmental progression from logical to pragmatic interpretations of scalar terms in Persian-speaking children, emphasizing the roles of WM and ToM in the emergence of pragmatic inference. Overall, the study highlighted how contextual cues and cognitive resources differentially facilitate SI understanding, lending support to resource-dependent models of pragmatic development.

Language learning is a multifaceted process influenced by a range of cognitive, emotional, and psychological factors. This study explores the relationships among spiritual intelligence (SI), foreign language enjoyment (FLE), and willingness to communicate (WTC) among Iranian high school learners of English as a Foreign Language (EFL). A quantitative approach was employed, utilizing structural equation modeling (SEM) to analyze data collected from 280 high school students in Kerman Province, Iran. The participants, selected through convenience sampling, included 78 males and 202 females, with ages ranging from 16 to 19 years. Data were gathered using three validated instruments, i.e., a WTC questionnaire, an SI scale, and an FLE scale. The findings reveal robust positive correlations among the three constructs, with both SI and FLE emerging as significant predictors of WTC. Additionally, a strong interdependence was observed between SI and FLE, highlighting their mutually reinforcing roles in shaping learners’ communicative tendencies. These results underscore the importance of integrating psychological and emotional dimensions into language education, offering valuable insights for educators seeking to enhance learners’ willingness to engage in communication.

De nombreux facteurs tels que l'espace virtuel ou les crises sociales, culturelles, économiques ont rendu la coopération et l'interaction plus complexes et généralisées.Dans la présente recherche, notre problématique est donc de savoir comment les enseignants iraniens peuvent-ils avoir une classe homogène en utilisant des stratégies pratiques. Notre objectif est de connaître l'approche des enseignants iraniens de français envers l'hétérogénéité de comportement, d'âge des apprenants et de les aider à affronter et gérer ces différences dans une classe. Notre hypothèse principale est que l'enseignant peut créer une sorte d'intégration significative en équilibrant les contradictions dans la classe, telles que la communication ou l'isolement, la responsabilité ou l’inattention, la présence ou l'absence, la jeunesse ou la vieillesse afin que l'enseignement et l'apprentissage puissent être réalisés correctement. Nous avons effectué notre recherche en abordant un questionnaire de 19 questions descriptives et analytiques qui a été rempli par les enseignants de FLE. L’analyse des réponses et les graphiques comparatifs ont confirmé que l'hétérogénéité cognitive peut influencer positivement ou négativement sur la gestion de classe selon la compétence de l'enseignant et la diversification d’stratégies qu’il utilise. Nous avons vu que c'était l'enseignant qui pouvait gérer au mieux l'hétérogénéité de la classe en choisissant les bons contenus, les bons outils et méthodes d'enseignement et en utilisant l'interaction et la coopération entre les apprenants.

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.

English textbooks can be the frontiers of Second Language (L2) and world views for English as Foreign Language (EFL) learners. This qualitative study aimed to uncover how pictures of Iranian-published English textbooks represent identities in terms of gender, race, and nation. To this end, an intersectional lens was employed for analyzing the English textbook Vision 2 taught in Iranian high school as the subject of the study. Analysis of visual data, using the models proposed by Nelson (2019) and Zarza (2018), indicated that Vision 2 failed to offer a successful and realistic representation of gender, race, and nation for EFL learners. Insufficient representations of female characters, different races, and nations were the most prominent findings of the present research. This study provided some explanations and suggestions for the following revision of EFL textbooks.

The present study aimed to examine the differences between Iranian EFL teachers’ burnout in online classes during the Covid-19 pandemic in public schools (PSs) and private language institutes (PLIs). It also investigated the causes of teacher burnout in the two contexts. The participants included 268 Iranian EFL teachers (108 teaching at PSs and 160 teaching at PLIs). The study employed a mixed-method design. In the quantitative phase, 268 EFL teachers were asked to answer Maslach et al.’s (1996) Burnout Inventory and in the qualitative phase, semi-structured interviews were conducted with 20 EFL teachers (10 from PSs and 10 from PLIs). The results of the first phase of the study indicated a significant difference between the two groups in the two dimensions of burnout including “Emotional Exhaustion”, and “Personal Accomplishment”. However, the difference between the “Depersonalization” aspect of burnout was not significant. The results of the second phase of the study indicated that factors such as challenges of online teaching, concerns about teaching effectiveness, lack of collegiality and principal/manager support, financial concerns and low wages, lack of job security, students’ misbehavior and lack of motivation, lack of teacher autonomy, heavy workload, as well as school/institute policies were conducive to teacher burnout.

The present study sought to investigate the prevalence of plagiarism in graduate theses submitted by Iranian students. To this end, a corpus comprising 43 Master's theses in Trans-lation Studies and 46 Master's theses in Teaching English as a Foreign Language (TEFL) was analyzed utilizing the iThenticate plagiarism detection software. The content of the the-ses was scrutinized to identify instances of plagiarism, defined as the verbatim reproduction or paraphrasing of passages from published sources without proper citation. The findings revealed several cases where students had paraphrased entire excerpts from books or journal articles without providing adequate citations. Furthermore, the data showed a higher inci-dence of plagiarism in Translation Studies theses relative to TEFL theses, with Chapter 2 exhibiting the most pronounced discrepancies. Although the degree of overlap between source texts and student work was substantially greater in TEFL theses, the extent of plagia-rism, as defined by the verbatim reproduction of copyrighted material, was more prevalent in Translation Studies theses. A chi-square test corroborated the presence of a statistically significant difference between the frequencies of plagiarism in the two disciplines under examination.

Cette étude se concentre sur l’exploitation des recettes de la cuisine iranienne dans la classe de FLE en Iran. Les apports linguistiques, culturels et socio-psychologiques de ces recettes ont été visés d’où notre question sur les modalités de leur exploitation plus efficace dans les cours de langue. Centré sur un corpus spécialisé, Les saveurs de mon pays, l’article a abordé dans la partie analytique tous les points importants à dégager sur les plans précités. L’étude des exemples du corpus sur différentes catégories dans le domaine culinaire nous a persuadées que l’entraînement avec de tels documents mais dans une autre langue permet aux apprenants de s’exprimer sur leur propre art culinaire, partie intégrante de leur culture et leur identité, pour se faire connaître à « l’Autre ». Cet entraînement authentique dans un cadre didactique pourrait être pratiqué à l’oral et à l’écrit via diverses activités adaptées au niveau de nos apprenants.

English for Academic Purposes (EAP) has become increasingly important in applied linguistics due to growing demands from universities and policymakers to integrate research into educational practice. However, how this integration occurs across disciplines and contexts remains unclear. This mixed-method study investigates challenges in language instruction in Iran. Using random sampling, 50 TEFL instructors teaching EAP participated; 89% held doctorates, and 73% spent 10–30% of their work time on research. The study examines the difficulties university-level TEFL professors face in integrating research into EAP instruction. A detailed Likert-scale questionnaire assessed perceptions of ideal versus actual inclusion of seven research-related concepts. Due to non-homogeneous data, Wilcoxon signed-rank and Kruskal-Wallis tests were used. Three key themes from open-ended responses explained the gap between expectations and practice: organizational limitations, student-related variables, and instructor-related obstacles. Results showed strong belief in research integration but limited implementation. Student issues included low motivation; institutional barriers involved rigid curricula and misaligned goals. Instructor challenges included limited research skills, disciplinary expertise, self-confidence, and motivation. These challenges are shaped by institutional context, research experience, and workload. The study highlights the need for institutional support, curriculum reform, and professional development to help TEFL instructors effectively connect research and EAP teaching.

Cette recherche examine l’impact des tâches numériques sur la production orale des apprenants iraniens de FLE de niveau A2, dans le cadre d’un cours de conversation à distance. Neuf participants ont été impliqués dans douze séances organisées autour de cinq thèmes, au cours desquelles des tâches numériques soigneusement planifiées ont été mises en œuvre. La méthodologie adoptée combine des approches quantitatives (pré-test et post-test analysés à l’aide du logiciel SPSS ) et qualitatives (productions orales des apprenants et entretiens). Les analyses statistiques mettent en évidence une amélioration significative entre le pré-test et le post-test, confirmant un progrès global dans les productions orales des apprenants. Bien qu’aucune différence notable n’ait été observée entre les performances des apprenants dans les différentes tâches numériques, cette homogénéité souligne un développement régulier, indépendamment de la nature de la tâche. De plus, les témoignages des apprenants recueillis lors des entretiens révèlent des perceptions variées de leur expérience d’apprentissage, mettant en lumière à la fois des aspects positifs et des pistes d’amélioration concernant l’intervention mise en place. En conclusion, les tâches numériques enrichissent considérablement l’enseignement de la production orale dans le cadre des cours de conversation, en favorisant un apprentissage interactif et authentique. Leur pleine efficacité repose néanmoins sur une planification didactique rigoureuse, incluant des formations technologiques pour les apprenants afin d’optimiser les résultats et de développer de manière équilibrée les différentes compétences linguistiques.

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 study addresses a significant knowledge gap in understanding the effects of task-specific enjoyment and anxiety conditions on the language mindset of Iranian EFL learners in a listening course. Using a quasi-experimental design, 75 male high school students were divided into three groups: a task enjoyment (TE) group, a task anxiety (TA) group, and a control group. The TE group participated in a low-stakes, autonomy-based listening task designed to foster enjoyment, while the TA group completed a high-stakes, evaluative listening task intended to induce anxiety. Data were collected using standardized instruments, including the Foreign Language Enjoyment Scale (FLES), the Foreign Language Classroom Anxiety Scale (FLCAS), and the Language Mindset Inventory (LMI). A series of T-tests and ANOVA were conducted to analyze pre- and post-test scores across the three groups. Results showed that the TE group experienced significantly higher levels of task enjoyment and subsequently developed significantly stronger growth-oriented beliefs regarding overall linguistic intelligence and second language learning compared to both the TA and control groups. Conversely, the TA group exhibited significantly higher anxiety levels and a shift toward more fixed language mindsets. No significant differences were found between groups regarding beliefs about age sensitivity in language learning. These findings highlight the importance of considering task-related emotions in language teaching and suggest that fostering enjoyment through autonomy-supportive tasks can promote a growth mindset, while anxiety-inducing tasks may reinforce fixed beliefs about language learning.

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.