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A critical characteristic of effective teachers is their ability to manage unforeseen and critical incidents (CIs) defined as disruptive events that undermine teachers’ resilience. While existing research has examined CIs across various educational contexts, their potential for the professional development (PD) of English for Academic Purposes (EAP) teachers has remained under explored. This qualitative study sought to explore the types of CIs encountered by Iranian EAP teachers and to assess how reflection on such incidents contributes to their PD. Twelve EAP teachers participated in this study based on convenience sampling. Data were collected through in-depth, semi-structured interviews conducted individually at an English institute in Kerman, Iran, and the results went through inductive thematic analysis and inter-coder reliability which identified three primary themes of CIs: teacher-related, learner-related, and institution-related. Additionally, the findings indicated that reflection on CIs fostered EAP teachers’ cognitive, affective, and social dimensions of PD. The study implies the necessity of targeted PD initiatives through reflection on CIs in the context of Iran. While complete mitigation of CIs may seem unlikely, reflective practice can lead to positive outcomes for all parties including EAP teachers, students, and administrators.

Patrick Modiano en Iran: d'une entrée silencieuse à un accueil enthousiaste. Cet article examine la réception de l'œuvre de Patrick Modiano en Iran en s’appuyant sur la théorie de la réception développée par Hans Robert Jauss. Cette approche met l’accent sur le rôle actif des lecteurs et sur l’évolution de leur « horizon d’attente », influencé par des contextes culturels, historiques et sociaux. Cette étude vise à analyser les raisons du succès tardif de Modiano en Iran et à comprendre comment son œuvre a progressivement conquis un public varié. D’abord méconnu, Modiano a vu sa notoriété croître grâce au Prix Nobel de littérature en 2014. Les traducteurs et éditeurs iraniens ont joué un rôle clé dans l’introduction de ses œuvres auprès des lecteurs. Les thématiques centrales de l’écrivain, sone style épuré et poétique, ainsi que la structure narrative hybride de ses romans ont captivé un lectorat de plus en plus large en Iran.

This study investigates incidental vocabulary acquisition among English as a foreign language (EFL) learners through engagement with video games, particularly the mobile RPG Genshin Impact and the mobile first-person shooter Call of Duty: Mobile (CODM). Although the field of digital game-based language learning (DGBLL) is expanding, there is a paucity of research comparing the effectiveness of different genres or concentrating on specific, highly engaging mobile games. Forty intermediate EFL university students in Iran participated in a six-week study. They were divided into experimental groups (Genshin Impact, CODM) and control groups. Quantitative data from Vocabulary Knowledge Scale (VKS) pre/post-tests assessed vocabulary gains, while qualitative data from focus groups, stimulated recall interviews, and gameplay logs examined learning experiences and strategies. Analysis of variance (ANOVA) and post-hoc tests revealed that the Genshin Impact group outperformed the CODM group in vocabulary gains, though both experimental groups showed statistically significant improvements compared to the control group. The findings suggest these games hold significant potential for vocabulary development at the intermediate level, though efficacy for lower proficiency remains a question for future research. While CODM exposure was more contextually sparse, qualitative analysis revealed the critical roles of contextual richness, repetition, motivation, and learner agency in Genshin Impact. Commercially successful mobile games, especially narrative-rich role-playing games like Genshin Impact, prove effective for incidental vocabulary learning, mainly due to contextual embedding, high-frequency exposure, and intrinsic motivation. This study bridges gaps in genre comparison and transferable vocabulary acquisition, supporting the integration of such games into supplemental language learning contexts.

Previous studies have explored the significant function of writing in the language development process, the essential role of metacognition in learning, the efficacy of scaffolding in developing students’ writing skill, and the application of technology in the learning and training process. However, the relationship between writing metacognitive knowledge and scaffolding via Google Docs and academic writing achievement needs further investigation. Therefore, the present study sought to examine whether writing metacognitive knowledge mediates the relationship between English as a foreign language (EFL) learners’ scaffolding via Google Docs and academic writing achievement. The participants were 90 EFL undergraduate students enrolled in a writing course. The proficiency level of the participants was assessed through an online DIALANG test. Then, a quantitative correlational design was used to test the research hypothesis. Two questionnaires were used to gather quantitative data, and students’ performance on academic writing achievement was assessed. To evaluate the data, Pearson correlation, multiple linear regression, simple linear regression, and path analysis were run. The findings uncovered the hypothesized model of relationships among the variables of the study. More specifically, the results supported the mediator role of writing metacognitive knowledge.

It is becoming an established strategy to add humor in Persian subtitles even often when the original dialogue does not include the created or any other humor. This study measures the impact of this strategy on viewers’ attention allocation while reading subtitles. The eye movements of 32 participants were recorded while watching a humorous and non-humorous version of the same scene extracted from Superchondriac (Boon, 2014), a French comedy. The results show that there is a significant difference between attention allocation in the two versions, and the viewers’ attention to the subtitles with added humor is significantly larger than non-humorous subtitles. The interviews showed that some viewers liked the added humor because they thought it is funny and close to their cultural and ideological views. On the other hand, some of the participants opted for the non-humorous subtitles because they thought the added humor was distracting, confusing, at times offensive, and detached from the original culture.

This research discusses the pedagogical relevance of German idioms and Persian proverbs in language acquisition and intercultural communication. Idioms and proverbs are extremely useful in language competence and culture awareness development, but they are also very challenging for learners due to their non-literal nature and cultural boundness. This study uses a qualitative design to investigate how the use of idiomatic language in real communicative contexts improves comprehension, memorability, and intercultural competence in German language learners. Data were gathered based on semi-structured interviews with experienced teachers and advanced learners, and content analysis of idiomatic language selected from German and Persian texts. The findings show that the integration of cognitive and sociolinguistic approaches optimizes learners' ability to interpret idiomatic meaning and use them appropriately. Besides, computer-mediated resources and multimedia technology support memorization of idioms and their application in context. The instructional model in the research, by incorporating metaphorical comprehension with cultural contextualization, addresses knowledge gaps in traditional idiom instruction and emphasizes the necessity for contextualized learning environments. By enhancing both cultural sensitivity and language proficiency, this research has valuable pedagogical implications for language teachers and curriculum planners. Follow-up research should investigate the application of technology-assisted idiom learning in various linguistic and cultural contexts to validate the usefulness of the model suggested.

While gamification has been extensively examined as an innovative teaching strategy, its potential to strengthen reading comprehension, critical thinking, and self-directed learning (SDL) in Islamic higher education has not been fully explored. Much of the existing research focuses primarily on its motivational impact, with less attention given to how gamified learning management system (LMS) environments can simultaneously support cognitive and metacognitive development. To address this gap, the present study evaluated the effectiveness of an LMS-based gamified reading comprehension course on undergraduate students’ learning outcomes at STAI Diponegoro Tulungagung, Indonesia. A quasi-experimental design was applied, involving 70 students who were randomly assigned to an experimental group (n = 35) and a control group (n = 35). Data were collected through pretest and posttest on reading comprehension and critical thinking, a structured SDL questionnaire based on Garrison’s (1997) framework (self-management, self-motivation, and self-monitoring), and follow-up interviews with six purposively selected students from the experimental group. Results indicated that students exposed to the gamified LMS course showed significantly higher gains in comprehension, critical thinking, and SDL than those in the control group. Qualitative findings further suggested that gamification fostered continuous engagement and sustained motivation, though certain challenges, including technological constraints and external distractions. Overall, the study underscores the promise of integrating gamification into LMS-based reading courses to support cognitive, affective, and metacognitive advancement in Islamic higher education.

Motivational intensity and enjoyment are considered two incentives that boost Willingness To Communicate (WTC), while boredom diminishes it. However, going through the existing literature, almost no studies have ever explored these interrelationships among the four variables -Boredom, WTC, Enjoyment, and Motivational Intensity- in the Iranian setting. To address this gap, 300 high schoolers between the ages of 11 and 19 took part in the study. Of those, 83 were beginners, 107 were intermediates, and 110 were advanced learners based on the results obtained from OPT (Oxford Placement Test). All the participants were surveyed using questionnaires administered via Google Docs. The study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to interpret these statistics, revealing mediation effects and showing direct and total effects between motivational intensity, enjoyment, boredom, and WTC. Statistics confirmed that boredom had a notable direct impact on WTC, though its indirect effect through enjoyment was insignificant. In contrast, motivational intensity positively influenced the WTC through both direct and indirect pathways. The study suggests boosting motivation and enjoyment in second-language classrooms would dramatically enhance the learners' WTC in formal and informal settings. Teachers should be initiative and creative in designing fascinating and new classroom tasks, transform the class into a lively environment in which all students are actively involved in the interesting classroom activities in a relaxed manner, and promote a friendly and humorous group-work atmosphere so that classroom becomes a welcoming space where students learn without boredom or anxiety.

Despite communication challenges, research suggests that children with Autism Spectrum Disorder (ASD) can benefit from foreign language education. This aligns with their strengths in visual learning and the documented effect of Applied Behavior Analysis (ABA) in teaching language to children with ASD. Building on these strengths, this qualitative case study investigated the effectiveness of combining Applied Behavior Analysis (ABA) and Picture Exchange Communication System (PECS) strategies for teaching English language skills to an 8-year-old boy with high-functioning Autism Spectrum Disorder (ASD) at Sara Autism Center. The study employed detailed observations to explore the participant's experience learning English as a foreign language. The findings revealed a significant increase in vocabulary (30 words within three months) and highlighted the effect of ABA and PECS in facilitating language acquisition and generalization. The use of the Let Me Talk app on an iPad to support communication and parental involvement were identified as crucial factors for success. This case study emphasizes the importance of multimodal learning approaches. It also highlights the need to tailor interventions to individual needs for effective language development in autistic children. The findings offer valuable insights for educators, policymakers, and parents invested in improving educational outcomes for children with ASD.