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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.

Cette étude s’intéresse à la façon dont l’univers des œuvres de Mauriac dévoile la complexité des luttes intérieures de ses personnages, illustrant ainsi les dilemmes universels de la condition humaine. En explorant ces drames psychologiques, il apparaît que les tensions entre aspirations profondes et attentes sociales s’articulent comme une réflexion intemporelle sur l’identité, le désir et la culpabilité. Ces thèmes, riches de sens, résonnent avec le contexte contemporain, révélant leur pertinence toujours vivante. Il s’agit d’analyser comment la méthode psychocritique de Charles Mauron — en dévoilant la dualité des personnages — permet d’éclairer ces enjeux profonds. L’étude propose que les combats intérieurs dépeints dans l’univers mauriacien transcendent leur époque, ouvrant une voie pour une identification moderne. En adoptant une approche analytique mêlant psycho-analytique et exploration littéraire, la recherche vise à déchiffrer les profondeurs de l’âme humaine, révélant ainsi la richesse et la modernité des réflexions de Mauriac. De plus, cette étude met en lumière la mythologie personnelle de Mauriac, un processus créatif qui a façonné ses œuvres et leur donne une portée universelle. Nous avons ainsi identifié comment son univers symbolique, façonné par ses expériences et son rapport à la foi, constitue une véritable clé pour interpréter ses personnages et leur quête d’intégrité. En définitive, cette réflexion met en lumière la permanence de l’œuvre mauriacienne comme miroir de nos propres psychés, invitant le lecteur à une introspection sincère.

The common belief regarding the lack of interaction in online education raises some concerns about students’ psychological well-being and the satisfaction of their needs. The relations between teaching and social presences as the two major factors accounting for social-contextual conditions in online education with students' basic psychological needs satisfaction, persistence, and motivation are mostly ignored in the context of teaching English in higher education in Iraq. Therefore, the purpose of the present study was to examine the interrelationships between the perception of social and teaching presences and the satisfaction of basic psychological needs, persistence, intrinsic motivation, and negative emotions of Iraqi EFL learners in online courses. To this end, 200 intermediate Iraqi university students studying English at the English departments of several institutions of higher education were recruited to participate in the study. Then they were asked to complete self-report questionnaires on their perception of social and teaching presence, satisfaction of basic psychological needs, intention to persist, intrinsic motivation, and negative emotions. The link for questionnaires was shared among the participants via email. SEM analysis showed that the students’ perceptions of social and teaching presence had a positive relationship with their satisfaction of basic psychological needs, persistence, and intrinsic motivation. The results, however, showed that there was a negative relationship between the students’ perceptions of social and teaching presences and boredom, anxiety, and shame. The results imply that providing opportunities for students to interact effectively with their instructors and peers in online classes in a socially supportive environment can lead to positive outcomes. The implications for online teaching and learning are discussed, and suggestions for further research are proposed.

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.

Translation plays a vital role in the global spread of academic knowledge. In non-English disciplines, university professors are increasingly asked to translate English texts for teaching, research, and administrative tasks. Recognizing the potential challenges faced by academic members in non-English fields is crucial. Therefore, this qualitative study, with an exploratory approach, aimed to identify the challenges faced by faculty members at Farhangian University in non-English disciplines in translating English texts. Participants included faculty members in non-English disciplines at Farhangian University in the provinces of Hamedan, Ilam, Kurdistan, Kermanshah, and Lorestan (located in the West of Iran), with 21 selected through a purposive criterion-based sampling method. Data were collected via semi-structured, in-depth interviews. Data analysis was performed using thematic analysis, resulting in one main theme, five organizing themes, and 26 basic themes. The findings identified eight major challenges facing faculty members during translation, including differences in sentence structure between source and target languages, issues with equivalence and transfer of concepts, semantic diversity of words, maintaining faithfulness to the original text, challenges with colloquial and non-specialized texts, lack of English proficiency, the transfer of cultural and indigenous concepts, and the time-consuming nature of translation. These results will benefit stakeholders of English language teaching in higher education as well as translation educators and workshop instructors.

Artificial Intelligence (AI) is affecting various aspects of education and there is a need to consider the consequences of this technological improvement on achievement and attitudes of the most direct stakeholders. Therefore, this study has focused on the effect of AI on teaching English with three key areas of concern: the effect of Chat-GPT-driven materials on learning outcomes, the attitudes of teachers who use Chat-GPT -informed pedagogy, and the students’ attitudes towards Chat-GPT-integrated materials. This study used a quasi-experimental intervention-based research design to achieve the intended objectives. Based on the type of educational institution, the participants were divided into three groups (90 students from Iranian language institutes, 100 students from public high schools, and 100 students from private high schools). Furthermore, fourteen teachers from these institutions shared their viewpoints on the use of AI, particularly Chat-GPT, in developing instructional materials. Pre- and post-tests were administered to check the effect of treatments on each group (based on the syllabus developed for those specific educational institutions). Moreover, two researcher-developed questionnaires were administered among teachers (composed of 27 Likert-Scale items) and students (composed of 23 Likert-Scale items). The obtained results indicated that Chat-GPT significantly improved EFL learners' performance in language institutions. Teachers looked upon AI with favor. This was based on its potential to change the produced educational materials and improve students’ engagement in the learning process. Students, in all three environments, looked positively toward Chat-GPT-driven materials. In short, this study showed the potential for AI to upgrade EFL teaching in Iran.

Since writing abilities in both Persian and English are still underdeveloped among emergent multilinguals, it is essential to provide a pedagogy that addresses this need. Hence, this study aimed to investigate how language teachers develop a pedagogical translanguaging space within the Iranian multilingual context of writing classrooms. Participants in this study were eight language teachers from various provinces of Iran, where at least one indigenous language is spoken. The participants were asked to participate in a narrative inquiry session, where they shared their experiences of implementing translanguaging strategies for teaching writing. Transcendental phenomenology was used as the method, and thematic analysis was used to analyze the data. The findings suggested strategies, such as artefact scaffolding where teachers ask students to use Google Translate Application to complete a composition and then edit it with peers and multilingual brainstorming to activate prior knowledge and also tasks such as bilingual writing in which students need to write a local story in Persian and a foreigner story in English, designed to enhance students' writing abilities in both Persian and English. This study offered a pedagogy leveraging students' linguistic repertoire through translanguaging strategies to enhance writing ability across multiple languages, fostering an inclusive educational environment that values diverse linguistic backgrounds. Teachers and teacher trainers can implement the recommended strategies and tasks in their classes and workshops.

In this unorthodox autoethnographic study, we present a dialog between us - two transnational scholars. Throughout the manuscript, we explore several issues, which instantaneously came out during our unstructured, simultaneous, and casual conversations. We first discuss how our dichotomous relationships based on respect as an advisee and an advisor; a mentee and a mentor; and a student and a teacher have transformed into a sincerity-based friendship over time owing to our shared interest in autoethnography. We then move on to a discussion of our beliefs/thoughts/emotions about “home” in accordance with our lived experiences as transnational scholars. We scrutinize how inhabiting, knowing about, and becoming in academia complicated our understanding of where, or more importantly, what “home” means for us. Afterwards, we talk about the affordances and challenges of autoethnographic discourse agreeing that it requires us to practice vulnerability in order for us and our readers to benefit from the therapeutic effect of autoethnography. Throughout the manuscript, we also discuss how using both singular and plural first-person voice provide us with the opportunity to maintain our individual voices in an interpersonal and collaborative relationship while achieving a multivocal tone. We hope that our discussion extends with our readers’ critique of, negotiation with, participation in, and/or resistance to our beliefs/thoughts/emotions as stated in our conversation.

Given the importance of consecutive interpreting as a key mode of communication, various factors influencing its effectiveness must be examined to enhance overall performance. This study explored the relationship between working memory (working memory), interpreting delivery rate, and the number of pauses. To achieve this, two working memory tests and a consecutive interpreting task were administered to 30 MA translation students. The analysis revealed a significant positive correlation between one working memory measure (reading span) and interpreting delivery rate. However, no significant relationship was found between working memory and the number of silent or filled pauses in the interpreting output. Additionally, working memory was identified as a predictor of interpreting delivery rate. These findings suggest that while working memory may be associated with certain variables, such as delivery rate, it may not be linked to others, such as the number of pauses in consecutive interpreting.

This study examines the representation of moral values in English language teaching (ELT) textbooks from two distinct educational contexts: Iran and France. Building on existing scholarship that positions textbooks as ideological tools, the study examines Vision 1 and New Bridges 2e to investigate how moral content reflects national educational priorities. The research is guided by two key questions: how moral values are distributed across social, individual, cultural, and global categories in each textbook, and how these distributions align with their respective sociocultural frameworks. A mixed-methods approach was used, combining qualitative content analysis with quantitative frequency analysis. A total of 274 moral value instances were identified across 10 units from each textbook. The findings revealed that Vision 1 emphasized social and cultural values consistent with collectivist and religious ideologies. In contrast, New Bridges 2e focused more on global and individual values aligned with secular and democratic ideals. The results demonstrate how textbooks mirror national ideologies and contribute to shaping students’ ethical perspectives. These insights have important implications for curriculum developers, educators, and policymakers interested in promoting culturally responsive and ethically grounded language education. The study also highlights the need for increased awareness of the moral messages embedded in language materials and calls for further research on how such content is interpreted and enacted in classroom practice.

This paper investigates the payment's impact on the quality of translated products, an area that has been largely overlooked in translation sociology. Drawing on Actor-Network-Theory, the study analyzed recent translations by 10 Iranian freelance and agency translators with over five years of translation experience in the market. Participants provided the researchers with translations completed for low and good payments, which were evaluated using the Waddington (2001) model. Interviews were conducted to gather the participants’ opinions with regard to the Iranian translation market. Despite dissatisfaction with low payment and the unjust translation market, most translators produced high-quality translations. However, the unjust market frustrated translators and led many to leave their jobs. The findings suggest that while low payment does not necessarily negatively affect translation quality, it can significantly impact the job satisfaction and retention of translators. This study sheds light on the economic aspect of translation and has important implications for the translation industry.

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.

This study explores video game localization as a rapidly expanding field with significant potential in Iran’s market, focusing on Zula , the Persian localized version of the video game Counter-Strike: Global Offensive (CS:GO) . The comparison examines various aspects of the games, including loading pages, user interface, settings, game modes, gameplay mechanics, announcements and voices, character adaptation, maps and weapons, monetization strategies, resource systems, items and accessories, as well as bugs. The findings demonstrate that Zula effectively integrates Iranian cultural values through features such as localized maps, Persian-language text, and culturally neutralized characters, fostering a sense of national identity and enhancing the overall user experience. However, the study also identifies shortcomings in the localization process, particularly regarding writing direction and translation inconsistencies, emphasizing the need for improvements in translation practices.