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The purpose of this study was to compare the functioning of five restrictive CDMs, including DINA, DINO, A-CDM, LLM, and RRUM, against the G-DINA model to identify the best-fitting CDM which can better explain the interaction underlying the attributes of the reading comprehension section of an Iranian high-stakes language proficiency test. To achieve this aim, item responses of 1152 examinees to the items of the test were examined. The six CDMs were initially compared in terms of relative and absolute fit statistics at test-level to choose the best model. It was found that the G-DINA model outperformed compared to the restrictive models; thus, it was selected for the second phase of the study. Concerning the second purpose of the study, the G-DINA was used to identify strengths and weaknesses of the examinees. The results revealed that making an inference and vocabulary are the hardest attributes for examinees of the test, and understanding the specific information is the easiest attribute. Finally, the models were also compared at item-level. The presence of a combination of L2 reading attributes was found.

Local item dependence (LID) refers to the situation where responses to items in a test or questionnaire are influenced by responses to other items in the test. This could be due to shared prompts, item content similarity, and deficiencies in item construction. LID due to a shared prompt is highly probable in cloze tests where items are nested within a passage. The purpose of this research is to examine the occurrence and magnitude of LID in a cloze test. A cloze test was analyzed with the Rasch model and locally dependent items were identified with the residual correlations. Findings showed that three pairs of items were locally dependent. When these items were removed from the analysis, test reliability dropped but item fit and unidimensionality improved. Removing the three locally dependent items did not affect person ability mean and standard deviation, though. The findings are discussed in terms of LID detection and modeling in the context of cloze test and language testing.

The significance of assessment as a learning component has led to the development of a sound assessment system that supports the teaching and learning objectives. Achievement of learning assessment should prioritize assessment as learning (AaL) and assessment for learning (AfL) rather than the assessment of learning (AoL). The appropriate AaL and AfL have influenced the process of AoL. Almost all teachers in Indonesia have faced the challenge of implementing Aal and AfL. This study used a qualitative study to report English as a Foreign Language (EFL) teachers' perceptions and challenges regarding technology-based AfL and AaL. The design of the study was content analysis using the coding procedure and the grounded theory framework as the analytical foundation. Data gathered involved conducting structured interviews with 60 EFL teachers from three central provinces within Indonesia. The findings revealed that EFL teachers in Indonesia had different perspectives about technology-based AfL and AaL as flourishing assessment approaches. Most of the EFL teachers' perceptions said that due to a lack of time, large classes, and lack of knowledge and training on technology-based AfL and AaL principles and practices in EFL contexts, implementation of technology-based AfL and AaL was viewed as challenging. The study has implications for EFL teachers and trainers in developing an instructional model of technology-based AfL and AaL.

Mahmoud est un roman iranien, originellement en persan, traduit par son auteur Rouhollah Hosseini à la suite de la pandémie de Covid-19. Dans cette fiction, le personnage principal tente inlassablement de commencer l’écriture d’un ouvrage qui sera le garant de sa réputation après sa mort monumentale mais, incapable de réaliser cette vocation, il s’engouffre dans ses pensées angoissantes à l’origine de sa peur du temps et se croit toujours en retard par rapport aux écrivains féconds qu’il admire et qui ont accompli leur mission en marquant leur empreinte de génie avant de mourir. Afin de comprendre le défi existentiel que subit Mahmoud et de déchiffrer la question fondamentale que pose l’auteur sur les obstacles de l’homme moderne, il est incontournable d’évaluer le concept du temps dans ce récit et d’interpréter l’état psychologique du personnage par une analyse sémiotique de la théorie du récit introduite par Paul Ricœur dans les années 80 et suivie par les travaux de Philippe Hamon sur le statut sémiologique du personnage.

This study examined the comparative effects of online and offline blended teaching on EFL learners’ listening comprehension. Based on quasi-experimental design, this study engaged an experimental (No=30) and control group (No=30), each receiving two different types of treatment. For the experimental group, the teacher taught English listening activities using a mixture of online and offline mode, while the for the control group the teacher offered face-to-face offline mode treatment of listening. Independent sample t-tests and paired samples tests results showed a significant positive effect of blended learning on the participants’ listening skills such that the experimental group improved their listening comprehension more than the control group This is justified on the grounds that online learning with more accessibility, relatively low cost, time efficient, and suitably combined with offline learning can offer self-paced instruction for learners whereby they self-manage their learning and progress at their own convenience.

This autoethnographic study explores my journey balancing dual roles as an EFL instructor and a PhD student in Istanbul. As a 27-year-old language instructor, I reflect on the personal and professional challenges faced while pursuing doctoral studies. The narrative addresses the sense of in-betweenness and identity reconstruction that arises from navigating the demands of both teaching and academic life. Through a qualitative autoethnographic approach, this research offers a personalized account of these experiences, shedding light on the complexities of identity formation within this dual role. The findings emphasize the transformative effects of the PhD process on both teaching and research identities, and suggest that navigating these overlapping identities can lead to professional and personal growth. By focusing on my lived experience, this study contributes to the understanding of the unique challenges faced by PhD students who simultaneously work as educators, and it calls for further exploration into the intersection of teaching and academic roles. This research underscores the importance of addressing these dynamics to better support individuals in similar positions.

Critical pedagogy places a significant emphasis on dialogue due to its transformative potential within educational settings. This approach fosters critical thinking, self-reflection, and empowerment among students, encouraging them to engage deeply with the material and question underlying assumptions. While research in English as a Foreign Language (EFL) contexts has delved into the application of critical dialogue, there has been a notable gap in understanding how teachers perceive and implement this approach in their classrooms. This study seeks to address this gap by collecting data through ethnographic interviews with 22 teachers over three months. Data analysis was then conducted using a constructivist grounded theory methodology. Results showed that for critical dialogic teaching to be effective, two essential conditions should be met: (1) the presence of a critical dialogical teacher who embodies characteristics such as openness, mediation, and the ability to create a supportive environment, and (2) the use of specific strategies, such as authentic tasks, group work, and technology, to foster engagement and diverse perspectives. These findings have significant implications for language education, highlighting the need for teacher training that supports the development of dialogical teaching practices, promotes inclusive classroom environments, and empowers students to engage critically with both language and content. The study also underscores the importance of addressing the cultural and contextual factors that influence how critical dialogue is perceived and implemented by teachers in EFL settings.

This study investigates Doris Lessing's narrative techniques for depicting fictional realms in her science fiction stories. Focusing on two pivotal works, The Memoirs of a Survivor and Briefing for a Descent into Hell, we examine how Lessing employs World-Building Elements and Function-Advancing Propositions, as defined by Gavin's Text-World Theory, to represent imaginary text-worlds and develop the discourse in her science fiction stories. Our analysis reveals Lessing's adept use of supernatural world-building elements, such as one-eyed giants, giant fishes, and armies of angels, to establish the backdrop of her narratives. Additionally, she utilizes unreal, transtemporal, and extraterrestrial actions—such as passing through walls and temporal excursions—to propel the narrative and enrich its discourse. The temporal and spatial elements remain ambiguous and unknown, with narrative progression primarily occurring through mental and relational processes. This study helps to understand and identify Lessing's narrative techniques in her science fiction stories, offering a unique perspective on examining her works.

This study explores the impact of supplementary blended learning on the listening comprehension skills of Iranian English as a Foreign Language (EFL) learners. A sample of 60 male Iranian EFL learners was selected from a population of 100 learners studying English at Pardis Language Institute, Hamadan, Iran, via double-stage sampling. After being selected, participants were sorted into two groups, that is, a control group and an experimental group. In the treatment sessions, all participants listened to parts of the American English File (book 2). The participants in the control group received the usual procedure of teaching listening in the institute. In the experimental group, the students received target language input via videos and supplementary reading materials before classes so that they had sufficient exposure to the input. The listening topics were uploaded on a common social networking site, i.e., the telegram application, which was also reserved for giving teachers feedback on the students’ questions. The results of the data analysis showed that supplemental blended learning had a statistically significant effect on EFL learners’ listening comprehension. In other words, the research question was answered positively, and the corresponding null hypothesis was rejected.

Dans sa première œuvre, Les cerfs-volants de Kaboul, Khaled Hosseini, écrivain d’origine afghane d’expression anglaise, pratique un bilinguisme singulier dont la particularité réside dans l’usage du farsi au sein d’une narration en langue anglaise mais qui fait croire à un espace langagier monolingue où les locuteurs s’expriment effectivement en farsi. Est singulière aussi la traduction persane de cette œuvre qui doit ramener le texte à sa langue-culture d’origine. La question qui se pose alors est de savoir quelles peuvent être les particularités d’une telle traduction où le traducteur partage la langue maternelle de l’auteur et que le rapport classique entre l’Autre et le Soi est donc inversée. Pour étudier ce phénomène, nous avons choisi la traduction de Mahdi Ghabraii qui jouit d’un accueil favorable de la part des lecteurs iraniens. L’analyse des exemples relevés dans la traduction nous montre que le traducteur fait subir des modifications à l’original qui définissent une autre éthique en traduction et qui prouvent définitivement que le rapatriement et donc la communication peuvent être ici considérés comme le seul projet du traducteur, perçus d’ailleurs comme positifs.