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This article examines the current state of the translated editions of the ‘complete works’ of Rosa Luxemburg, one of the most influential figures in European Marxism at the turn of the 20th century, with particular attention to the projects undertaken in the United Kingdom, France, and Italy. In recent decades, various publishers and collectives have undertaken projects to recover and translate her theoretical, political and epistolary works, to rescue her legacy in different languages and political contexts. This phenomenon not only responds to academic interests but is also deeply linked to ideological dynamics and contemporary political militancy, making these editions spaces for negotiation between memory, historiography and political action. The study focuses on three paradigmatic cases in Western Europe: the United Kingdom, France and Italy. In the Anglo-Saxon world, the project was promoted by Verso Books under the coordination of Peter Hudis. In France, the work carried out by the Smolny collective and the Agone publishing house has opted for a contextualised edition that emphasises the historical and political dimension of the texts. In both countries, these efforts face financial and logistical constraints, but they have made significant progress thanks to the commitment of translators, editors and activists. In the Italian case, although there is no systematic project for a complete edition, the pioneering work of figures such as Lelio Basso, who played a crucial role in disseminating his thought during the 1960s and 1970s, is recognised.

Despite its pivotal importance in comprehension and production, many English as a Foreign Language (EFL) learners struggle with retrieving and applying new vocabulary beyond class. This study investigated the comparative effects of the Ripple Effect Approach (REA) and the Word Wall Approach (WWA) on vocabulary retrieval and production among Iranian intermediate EFL learners. Sixty participants (30 females and 30 males), aged between 18 and 23 years ( M age = 20.5), were selected through the Preliminary English Test (PET) and randomly divided into two experimental groups. The REA group was taught through interconnected, contextualized vocabulary exercises, while the WWA group received visual aids and interactive word displays. A quasi-experimental pretest-posttest design was employed, with data collected through vocabulary tests. Statistical analyses, including repeated-measures ANOVA and MANOVA, revealed significant improvements in vocabulary retrieval and production for both groups. However, the REA group demonstrated higher retention rates, with a mean increase of 3.6 points in retention from pre-test to post-test, compared to a 3.2-point increase for the WWA group. These findings underscore the effectiveness of interactive and varied instructional approaches in enhancing vocabulary acquisition and retention among EFL learners. Implications for educators suggest incorporating the REA and WWA to meet diverse learner needs and improve teaching practices, emphasizing the importance of integrating innovative, learner-centered techniques into educational curricula. Incorporating these approaches might develop adaptive and responsive educational frameworks, enhancing EFL learners’ learning outcomes and experiences.

Social media platforms, particularly Twitter, have transformed how academics communicate, disseminate research, and engage with broader audiences. This study explored intertextuality within academic tweets crafted by applied linguists across five English-speaking countries: the United States, the United Kingdom, Australia, Canada, and Ireland. By analyzing tweets from prominent Applied Linguistics associations, the research identified intertextual representations and examined how they refer to or incorporate other texts. The study used a qualitative approach to uncover the forms and functions of intertextuality, highlighting the complex relationships between texts and social actors on Twitter. A corpus of 300 tweets from major associations in Applied Linguistics provided a rich dataset for analysis. Key findings indicated that intertextual practices in academic tweets are crucial for self-promotion, publicizing research outputs, and building academic communities. Multimodal quotations, digital mentions, and hyperlinks enhance engagement, extend reach, and provide additional context. Tweets served multiple functions, including community building, networking, and public dissemination of academic knowledge. The study highlighted the evolving nature of academic communication on social media, suggesting that applied linguistics groups strategically use Twitter to enhance their scholarly presence and impact. Practical implications included the strategic use of hashtags, multimodal elements, and active engagement through retweets, mentions, and replies, which improve visibility, impact, and foster a sense of community within the field.

Although generative artificial intelligence (GenAI) is reshaping language education globally, its integration into English for Specific Purposes (ESP) instruction in Iran has remained limited by rigid curricula, restricted autonomy, and lack of authentic, discipline-specific resources. This study sought to address this gap by developing a contextualized co-design framework to align AI affordances with local pedagogical realities. Guided by theoretical triangulation, a hybrid methodology was employed that combined design-based research, co-design, and participatory qualitative approaches. The needs analysis phase involved twenty-six ESP stakeholders, including eight instructors and eighteen learners. In-depth interviews were then conducted with a subset of nineteen participants—eight instructors and eleven learners. Three instructors and three learners, chosen purposively among those involved in both prior phases, along with three policymakers and three AI experts, participated in the last co-design phase to ensure multiple perspectives in model development. As revealed by the findings, the learners prioritized personalization, writing support, and disciplinary adaptability, whereas the instructors emphasized controlled prompting, ethical literacy, and assessment redesign. Concerns shared between the two groups included overreliance, epistemic authority, and unequal digital access. The co-design process generated a cyclical instructional model incorporating dual human-check mechanisms, ethical self-reporting, bias-awareness checkpoints, multimodal feedback loops, and institutionalized teacher training. Offering a theoretically grounded and adaptable reference for discipline-specific AI use in ESP programs, this study’s framework can guide educators, curriculum designers, and policymakers in ESP contexts analogous to those investigated in this research.

Foreign language test anxiety (FLTA) affects learners' cognitive, emotional, and behavioral responses to language assessments. Despite extensive research on its causes and effects, a comprehensive understanding from the learners' perspective remains underexplored. This study aims to synthesize qualitative and mixed-methods research on the antecedents and consequences of FLTA, with a focus on learners’ experiences and perceptions. A systematic search was conducted across primary education and psychology databases for studies published from 1990 to 2025. The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Studies were appraised for methodological quality using the Enhancing Transparency in Reporting (ETR) checklist of the Critical Appraisal Skills Programme (CASP). Thematic synthesis and meta-ethnographic translation were used to integrate findings from the selected studies. The review identified key antecedents of FLTA, including learner-level factors (e.g., low self-efficacy, perfectionism, prior academic failure, and inadequate self-regulatory skills), test-design features (e.g., time pressure, difficulty, unfamiliar formats, and unclear criteria), and broader assessment cultures marked by high stakes, exam-driven teaching, and social pressures. The consequences of FLTA were multifaceted, ranging from cognitive interference and reduced performance to avoidance behaviors, reliance on short-term strategies, and negative impacts on long-term engagement with language learning. Positive changes were associated with alternative assessment practices, such as portfolios and formative assessment. The findings suggest practical recommendations for language teachers, curriculum designers, and policymakers to create assessment environments that reduce FLTA and support learner well-being.

Academic discourse is the collaborative interaction within academic communities, primarily aimed at convincing readers that the writers' arguments are valid. Despite the fact that nouns are frequently used in academic writing, the rhetorical functions of nouns have received limited attention in academic writing analysis. This research sets out to: (1) investigate the frequency of Metadiscursive Nouns (MNs) in Iranian scholars' research articles, and (2) compare MN usage across academic disciplines and genders. In this corpus-based study, 40 articles from the fields of Applied Linguistics, Psychology, Medicine, and Chemistry were carefully selected and analyzed based on Jiang and Hyland's (2016) MNs taxonomy. Chi-square analyses revealed significant differences across disciplines and genders, with generally weak effect sizes. The findings revealed gender-based disparities, with male scholars using MNs more frequently in soft disciplines (78.4%) compared to female scholars (69.6%), while female scholars (30.4%) exceeded male researchers (21.6%) in MN usage in hard disciplines. The results also indicated that MN usage differed significantly across disciplines, with the highest frequencies observed in Linguistics and Psychology, despite the relatively small effect size. This research underscores the impact of disciplinary norms and gender on MNs' selection and usage in academic writing, providing valuable insights for teaching academic writing skills, developing instructional materials, and conducting academic discourse analysis.

Teaching and learning have long struggled with burnout, a condition of mental exhaustion. Burnout has turned out to be influenced by several antecedents; the effects of some such as self-efficacy, motivation, and enjoyment have already been addressed, whereas those of others remain to be considered. Due to persistent burnout among students and several unidentified contributing factors, this study investigates how proactive personality and L2 grit impact L2 burnout. The following are hypothesized: 1. proactive personality can negatively predict burnout among Iranian L2 learners. 2. L2 grit can negatively predict burnout among Iranian L2 learners. A total of 613 students, which comprise 315 females and 298 males, studying at various senior and junior high schools in Semnan, Iran, were selected through convenience sampling; they were provided with a questionnaire quantifying how proactive and gritty they are. Subsequently, the data was analyzed using SPSS 22, showing that both proactive personality and grit negatively predict burnout; proactive personality alone explained 6.4% of the variance (R² = .064), while L2 Grit explained 62.0% (R² = .620). It can be concluded that higher levels of both antecedents reduce learner burnout.

Although several studies have examined the effectiveness of Artificial Intelligence (AI) tools in enhancing L2 speaking , it remains unclear whether learners with low and high levels of anxiety benefit similarly from AI-based instruction. The present study examined the extent to which learners with varying levels of anxiety, specifically high and low, benefit from an AI-based speaking assistant, Character AI. This r esearch involved 30 intermediate EFL learners from a language institute, who were identified and labeled as high -anxiety (HA) and low-anxiety (LA) groups based on their anxiety scores. Following a sequential explanatory mixed-methods design, the initial phase involved administering the Oxford Placement Test (OPT) to determine participants' language proficiency, followed by a pre-test that served as a benchmark of their speaking proficiency before exposure to the Character AI app. Over the course of the study, participants engaged with Character AI for speaking practice and feedback. The results showed that Character AI-based support was beneficial for promoting FL speaking by fostering enhanced interaction and oral communication. It was also observed that learners with lower initial anxiety levels demonstrated greater improvements in speaking, implying that anxiety may moderate the benefits of AI-driven educational technologies. The qualitative findings underscore the potential of AI technologies as robust tools in L2 speaking, facilitating personalized, interactive, and learner-centric learning experiences. The present outcomes provide substantial insights into the interactions between psychological factors, technological integration, and language acquisition within the English as a Foreign Language (EFL) framework.

The present study examines the role of translation in promoting new sciences in Dar al-Fonun, the first modern school of higher education in Iran during the Nasseri period (1831-1896). Amir Kabir, the chief minister under Nasser al-Din Shah – following his modernization programs for the development of Iran subsequent to the Western industrial revolution after which Iran experienced a delay in benefiting from advancement in science and technology during the early 19th century – established Dar al-Fonun school in a Western and European style with the aim of promoting and strengthening science and knowledge so that Iranian specialists could be trained in various scientific fields. As a result, translation became one of the tools for introducing modern sciences to Iran in order to fight against the country’s backwardness in various fields. The period covered by this research is from 1851 to 1896 – from the foundation of the school to the end of the Nasseri era. The results of the study, conducted by using library method, second-hand sources and their content analysis, show that translation in various ways enabled Iranian students to benefit from modern higher education and after graduation, they served as experts in various fields, making a huge contribution to the expansion of modern sciences for the development of the country.