درخت حوزه‌های تخصصی

While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy

Le présent article se penche sur l’étude descriptive et analytique des noms composés dans une approche contrastive (français-persan et vice versa). Un corpus thématique dans le domaine de « faune et flore » a rassemblé ces noms en deux langues dont les exemples sont présentés dans les tableaux, parallèlement à leurs équivalents dans l’autre langue. Pour être plus systématiques, nous avons fait une taxinomie de cette thématique qui se répartit en quatre groupes « fruits et légumes », « arbres et fleurs », « plantes aromatiques et médicinales » et « animaux ». Les structures grammatico-syntaxiques ainsi que la situation de leur noyau sémantique, à savoir indocentrique et exocentrique, sont passées au crible. Selon les résultats de notre recherche, cette catégorie de nom partage plus ou moins les mêmes structures et traits caractéristiques dans les deux langues étudiées, sans oublier quelques points importants et intéressants qui les distinguent d’une langue à l’autre, notamment sur le plan orthographique.  

This empirical investigation examines the repair strategies used by trainee interpreters in English-Persian simultaneous (SI) and consecutive interpreting (CI) modes. The research seeks to investigate two main questions: whether there are differences in the frequency of repairs between SI and CI, and whether there are variations in the sorts of repair strategies employed in both modes. The study involved nine trainees from Shahid Bahonar University of Kerman who were learning interpreting. The study employed a 4-minute speech from Voice of America English News, which discussed the influence of vitamins on preventing the advancement of AIDS in women. Occurrences of self-repairs were detected using Tang’s (2020c) framework. The findings revealed a notable disparity in the frequency of repair strategies between CI and SI modes, with CI trainees utilizing a greater number of repairs. In addition, the trainees in the CI mode achieved superior scores in explicitation and synonym techniques. The results emphasize the unique patterns of repair strategies in both consecutive and simultaneous interpretation, reflecting the importance of focused training to improve interpreters’ abilities in both modes. Interpreter training programs may consider including explicit instruction on repair procedures and placing emphasis on evaluating their use in performance assessments.

Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.

This study aims to analyze the factors associated with motivation and attitude towards English learning through the application of structural equation modeling (SEM). A quantitative, ex post fact, cross-sectional and explanatory study was carried out on 1202 university students. Eight motivational factors were examined, namely: Motivational Intensity (MI), Attitude towards Learning English (ATLL), Integrative Orientation (IntO), Instrumental Orientation (InsO), Interest Towards Foreign Languages (ITFL), Evaluation of English Teaching (EET), Desire to Learn English (DLE), Evaluation of the English Course (EEC). The multiple regressions showed that EET, DLE, InsO, and EEC are predictors of the MI. It was found that DLE, InsO, and EEC are predictors of ATLL. The SEM showed a weak positive influence of InsO on DLE, ITFL, EET, EEC, MI and ATLL. IntO had a weak positive impact on DLE, EET, EEC, and ITFL. There was a weak positive impact of DLE on ITFL, ATLL and MI, and it had a strong effect on EEC. Finally, EET had a weak positive effect on MI, whereas EEC had a weak positive impact on ATTL and MI. This research provided information that serves to understand the factors affecting the intensity of motivation and attitude in L2 learning

The present study explored the effectiveness of Google Docs as a cloud-based technology in enhancing the complexity, accuracy, and fluency (CAF) facets of writing competence. Forty-nine Iranian EFL learners, majoring in English, from two intact classes participated in the study. The classes were randomly assigned to the Google Docs (GD) group and the Conventional Teaching group (CT) after their proficiency levels were identified. The GD group (n=25) used the Google Docs writing instruction platform, while the CT group (n=24) received traditional writing instruction. Furthermore, ten students from the Google Docs group participated in semi-structured interviews to express their perceptions of the treatment they received. A mixed-methods design, incorporating Multiple Analysis of Covariance (MANCOVA) and theme-based analysis, was employed to assess quantitative and qualitative outcomes. The findings indicated that the GD group demonstrated a significantly improved ability in CAF writing compared to the CT group. The interviews revealed several important themes, including the positive experiences associated with collaborative writing through Google Docs, the convenience and flexibility of real-time collaboration, and the effectiveness of peer support in enhancing writing competence. Additionally, the teacher’s role as a facilitator was found to be crucial. Overall, the results suggested that the interactive attribute of Google Docs, combined with peer correction and editing, noticeably supports more sophisticated and accurate writing skills.

The present study sought to compare the effect of two modes of corrective feedback, that is, recast and elicitation, on the speaking accuracy of impulsive and reflective EFL learners. In doing so, 95 intermediate EFL learners who were studying at Tehran's Kish Language School were selected through nonrandom convenience sampling and sat for the Impulsivity Sub-Scale of Eysenck's Impulsive Questionnaire (EIQ). A total of 15 learners who were within the middle range were excluded, thus leaving 80 impulsive and reflective learners. Subsequently, a sample PET speaking test was administered as the pretest to assess the participants' speaking accuracy at the outset. Next, the participants were divided into four subgroups: 20 impulsive and 22 reflective learners undergoing a recast treatment, and 18 impulsive and 20 reflective participants experiencing elicitation. Once the 16-session treatment ended, another sample PET speaking test was administered as the posttest, and all four hypotheses were tested through a two-way analysis of covariance. The findings demonstrated that both recast and elicitation were significantly effective in improving the participants' speaking accuracy, while the elicitation impulsive group benefited the most compared to others. The pedagogical implications of this research and suggestions for further study are elaborated in the paper.

The present study aims to investigate address terms in Hawrami, a Kurdish dialect spoken mainly in the Paveh region of western Iran. It explores how speakers of Hawrami use a variety of linguistic resources—such as kinship terms, pronouns, occupational titles, and religious titles—to indicate social roles, relationships, and values. Drawing on sociolinguistic and discourse-analytic frameworks, in particular the work of Brown and Gilman (1960), the present paper examines how the social variables such as age, gender, power, solidarity, and religious ideology shape address practices. Data were collected through ethnographic observation and interviews in Paveh. Given the lack of written documentation and the deeply contextual nature of address practices, a qualitative method based on direct observation and community-based immersion was considered the most appropriate choice. The ethnographic method is especially suitable for studying linguistic behavior in small, localized speech communities, where language usage is closely tied to cultural norms, relationships, and everyday social practices. The findings show that address forms in Hawrami do more than merely serve communicative functions; they embody cultural values and reflect broader ideological shifts, particularly those following the 1979 Islamic Revolution in Iran. This study contributes to the documentation of an understudied minority dialect and provides insight into the intricate relationship between language, identity, and power in multilingual and multiethnic societies.

This study evaluated the validity of group dynamic assessment (G-DA), grounded in Vygotsky’s (1987) Sociocultural Theory, implemented in a class of intermediate learners to assess and promote L2 listening comprehension. To navigate the dual goals of assessment and instruction, flexible mediation attuned to the zone of proximal development of the learners was provided within the G-DA interactions. This led to the detection of nine mediational strategies. The validity of these G-DA interactions was explored by extending Poehner’s (2011) validation model to classroom setting. Poehner’s (2011) model includes two interrelated foci for DA validation: micro and macro-validity. Following Kane's (2021) argument-based approach to validation, evidence-based arguments were developed to explore the appropriateness of each mediational strategy given to the learners (micro-validity) as well as the success of that mediational strategy and the entire G-DA procedure in promoting learners’ L2 listening comprehension (macro-validity). Class transcripts were analyzed to gain evidence for the micro- and macro-validity of the G-DA interactions. The findings supported the usefulness of Poehner’s validation model in developing validity arguments to determine the appropriateness of the interpretations made about learners’ abilities and the effects of the G-DA procedure on their development. Moreover, the study concluded that the analysis of learners’ independent performance needed to be added to Pohener’s macro-validation model so that it becomes applicable to G-DA

The present study investigates the emotional experiences of ten English as a foreign language (EFL) female students during an English vocabulary-building course, through the lens of Barrett’s Theory of Constructed Emotion (TCE). The data were collected using a background questionnaire, reflection paragraphs, and semi-structured interviews and were analyzed primarily by applying thematic analysis methods. The TCE was used to explain the wide range of emotions experienced and the reasons for fluctuations within a single EFL vocabulary course. The results revealed a diverse spectrum of emotions, including enjoyment, confidence, pride, anxiety, boredom, embarrassment, and blame, underscoring the TCE's premise that emotions are intricately constructed and influenced by personal learning experiences, the appraisal of learning events, contextual factors, and social interactions. Moreover, the study found that emotions are not only influenced by the situational context but also shape the situational context in turn. Thus, the findings highlighted the open and interactive nature of the systems students use to construct their emotions. Importantly, the study uncovered the strategies students employ to manage their emotions, highlighting the active role students play in shaping their emotional experiences. The findings provide valuable insights for EFL teachers, suggesting the need for a supportive and empathetic teaching environment that acknowledges the emotional dimensions of EFL vocabulary learning. By understanding and addressing these emotional aspects, teachers can better assist learners in managing their emotions, thereby optimizing vocabulary acquisition and enhancing overall learning outcomes. 

Dans la traduction d'une œuvre, il ne suffit pas de s'appuyer uniquement sur la transmission d'éléments linguistiques et structuraux ; en revanche, c'est la culture qui est l'esprit de la langue. Jusqu'à présent, l'un des problèmes principaux abordés dans la traductologie a été de savoir comment transférer des éléments culturels. Dans chaque langue, il existe des éléments culturellement marqués (culturèmes) qui posent des problèmes lors de la traduction et ont rarement un équivalent dans une autre langue. Dans la partie théorique, la présente étude vise à étudier le concept d'unités porteuses d'informations culturelles (culturèmes), en présentant leurs catégories et les différentes stratégies de traduction du point de vue de nombreux traductologues. Par la suite, dans la partie d’analyse, nous avions besoin d'un corpus qui reflète la culture iranienne, y compris les croyances, les concepts, les coutumes, les comportements sociaux, l'architecture, les noms propres, etc. De là, nous avons choisi le roman Mon oncle Napoléon, le chef-d'œuvre de l'écrivain et traducteur iranien Iradj Pezechkzad et sa traduction en français par Sorour Kasmaï. Puis, afin de mener une analyse approfondie, nous avons présenté la classification des exemples en s’appuyant sur les techniques de traduction, nous sommes parvenus à deux stratégies mutuelles mais complémentaires, à savoir « la préservation de l’étrangéité du culturème » et « la priorité au sens et l’acclimatation ». Enfin, nous avons analysé la traduction des échantillons à l'aide de la théorie mentionnée afin de nous assurer de la réussite de la traductrice dans le transfert de ces cultures.

The studies on L2 argumentative writing have surveyed different dimensions of learners’ argumentative behavior and performance. However, less attention has been given to the strategies and techniques enhancing students’ argumentative repertoire. As such, the current study, taking a pedagogy-based perspective, examined the argumentative writing behavior of 30 Iranian IELTS candidates before and after the instruction in both English and Persian languages. The sample questions were of the previous IELTS Writing part 2 essays from a real test by Cambridge University Press, chosen by 3 IELTS instructors in the Institute to meet the research objectives. To this end, 180 IELTS Task 2 argumentative essays were analyzed by 30 volunteers, each having 6 essays, at least 250 words, (Persian and English). As for the students’ English and Persian argumentative writing performance, the results indicated that there were significant differences between the EFL learners’ overall means on English argumentative tests. Furthermore, the candidates chiefly applied ‘data’ and ‘claim’ most frequently in both languages with secondary elements of argument (i.e., counterargument claim, counterargument data, rebuttal claim, and rebuttal data) as the least produced elements detected in the essays. The results demonstrate that a sound pedagogy in argumentation can both influence the use of argumentation elements in both English and Persian written texts. The pedagogical implications for writing instruction and argumentative writing are discussed.