درخت حوزه‌های تخصصی

The current study undertook to explore the interplay of motivational/attitudinal variables and second language (L2) learners’ motivated behavior through the lens of a revised model of L2 self-guides. This new model reconceptualizes Dornyei’s (2005, 2009) original motivational self-system into a five-factor model consisting of the bifurcated ideal and ought-to L2 selves (i.e., ideal L2 self/own, ideal L2 self/other, ought L2 self/own and ought L2 self/other) and L2 learning experience. In addition, two important antecedents of L2 self-guides (i.e., instrumentality-promotion and instrumentality-prevention) were also included in the new model. Data were collected from 856 students of English as a foreign language (EFL) at six Iranian universities. Fitness of the new model was supported by structural equation modeling (SEM) and all the paths were shown to be significant. Furthermore, SEM results indicated that ideal L2 self/own was the strongest factor predicting motivated behavior (considering its total effects). L2 learning experience and ought-to L2 self/own were the second and third predicting factors in terms of the magnitude of their effects respectively. The study provides a more nuanced understanding of learners’ motivational self system in foreign or second language learning.

Applying an appropriate and a dynamic method of teaching in EFL instruction is a critical mechanism for engaging, attracting and accompanying students. Hypothesized as a dynamic platform, synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment was addressed in this study mixed-method-based research to see its effectiveness with regard to the target students’ cognitive dimensions of developing writing skills. To this end, 177 Iranian female students from a public high school attended an experimental study and attempted three data collection instruments including think-aloud protocol, a questionnaire as well as an interview. MANOVA of the quantitative data and NVivo-based qualitative data analyses revealed significantly compatible results. MANOVA showed that the synthesizing ESA with portfolio assessment had the highest means as to writing skill-oriented cognitive dimensions, which were followed by pure ESA application, and the control group achievement. Moreover, the pure ESA application had a significantly higher means compared to the conventional instructional mainstream on overall cognitive dimension. However, the synthetic mechanism proved to be much more effective than the pure ESA as to the overall cognitive dimensions. In line with the quantitative analyses, NVivo-based think-aloud and interview data revealed the nature and process of the effectiveness of the applied synthetic mechanisms in the areas of attention, practicing, thinking, self-correction, and problem solving dimensions each with certain degree.

This quasi-experimental study investigated the effectiveness of integrating flipped learning (FL) with self-regulated learning strategies (SRL) to enhance medical students' argumentative writing (AW) skills. Participants included 240 senior medical students with intermediate English proficiency from an Iranian university, divided into an experimental group (FL with SRL, n = 120) and a control group (FL without SRL, n = 120). Over one semester, using Zimmerman's SRL model, the intervention aimed to develop students' AW skills through a structured FL approach. Results showed significant improvements in AW skills for both groups (p < 0.001), but the experimental group exhibited greater gains (t = 6.22, p < 0.001). The study also examined the impacts on the claim and qualifier elements, as per the Toulmin model, revealing differential improvements, with qualifiers showing larger gains (p < 0.001). The SRL intervention significantly enhanced students' self-reported SRL skills, particularly in motivation, planning, learning assessment, and self-directedness (p < 0.001). Overall, the findings offer insights into optimizing FL with SRL for AW development in medical education.

Citation practices play a critical role in academic writing, yet non-native writers frequently face challenges in effectively incorporating various citation forms and functions into their texts. Drawing on Thompson and Tribble’s (2001) framework, this study investigated citations in 90 research articles by English, Iranian, and Afghan scholars. The findings indicated that Afghan writers demonstrated a strong preference for integral citations compared to their English and Iranian counterparts. In contrast, English and Iranian authors often favored non-integral citation forms. In addition, it was found that Iranian and Afghan writers showed a notable reliance on verb-controlling citations while English writers used verb controlling and naming citations almost equally. The analysis revealed significant differences in citation practices among the three groups, as confirmed by Chi-Square tests, which indicated significant differences. Regarding non-integral citations, source was the most frequently used citation pattern and reference was the least used citation practice by the three groups. Moreover, the results of Chi-Square tests revealed significant differences in the citation practices of the three groups regarding non-integral citations including  source ,  identification ,  reference , and  origin. The findings highlight the diverse citation strategies employed by writers from different L1 backgrounds and contribute to a deeper understanding of citation practices, underscoring the need for tailored instructional approaches that address these specific patterns to more effectively enhance academic writing skill among non-anglophone writers.

This study employed a concurrent triangulation mixed-methods design to examine the impact of backward design (BD), central design (CD), and forward design (FD) on the speaking proficiency and engagement of 75 intermediate-level Iranian EFL learners, aged 18–21, selected through convenience sampling at Arak University, Iran. Participants attended nine weekly 105-minute sessions over one semester, with intermediate proficiency verified by the Oxford Quick Placement Test. Pre-tests established baseline speaking abilities, and participants were divided into three groups of 25: BD group (BDG), CD group (CDG), and FD group (FDG). Data were gathered using IELTS speaking pre- and post-tests, a student engagement scale (SES), and semi-structured interviews. The BDG focused on defining learning outcomes and using assessments such as observations and recorded speeches to track progress and adjust instruction. The FDG prioritized structured activities targeting specific speaking skills, using formative and summative assessments to evaluate mastery. The CDG adopted a learner-centric approach, incorporating personas, scenarios, and open educational resources to create collaborative, engaging activities emphasizing social context and emotional growth. Post-intervention results revealed CD as the most effective in enhancing speaking proficiency and engagement, followed by BD, with FD being the least effective. These findings underscore CD’s strength in fostering interactive, meaningful learning experiences for Iranian EFL learners. The study suggests that curriculum developers and educators should prioritize learner-centered approaches, such as CD, to improve EFL speaking outcomes and engagement.