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Drawing on the team-teaching model of multiple instruction, this study aimed to investigate the impact of team-teaching on the English language achievement of Iranian high school students. The study employed a sequential explanatory mixed-method design, consisting of two phases for data collection and analysis. In the quantitative phase, 40 male and 40 female students aged 16-18 were conveniently sampled from tenth-grade high schools in Lahijan, Iran. They were divided into two experimental and two control groups. The experimental groups received instruction using the team-teaching model, while the control groups received traditional instruction. Data analysis was conducted using one-way ANOVA, which revealed a statistically significant improvement in the performance of the experimental groups compared to the control groups. Due to gender differences, the results showed no significant disparities in the outcomes achieved by male and female students. In the qualitative phase, the same participants from the experimental groups were asked to provide open-ended responses regarding the advantages and disadvantages of the team-teaching method, using a questionnaire developed by Jones and Harris (2012). The responses were carefully examined using open coding techniques, and common themes were identified through systematic comparison of the codes. The findings indicated that team-teaching offered a wide range of benefits. Considering gender differences, it was evident that male participants perceived the benefits of the team-teaching model to outweigh the drawbacks more than their female counterparts. These findings have pedagogical implications for Iranian teachers and theoreticians in the field of English language instruction.

This investigation aimed to examine the impact of spaced and massed education on the reading comprehension and vocabulary gain of Iranian EFL students. The researcher selected 150 Iranian participants out of 300 based on their enactment in the Oxford Quick Placement Test (OQPT). The selected medium participants were unsystematically assigned into two empirical groupings (spacing and massed) and one control group. The participants' reading comprehension and vocabulary knowledge in English were estimated using a pre-test. Three groups were provided with instruction on reading skills by English texts and new words from American English File 3. The massed group received a 90-minute session for each text, whereas the spaced group received three 30-minute sessions; the first session lasted 30 minutes, followed by two more sessions, each lasting 30 minutes, scheduled two days apart. Behind the teaching, a reading and vocabulary post-test post-test were distributed to the three classes. The results of data analysis utilizing independent samples t-tests and one-way ANOVA showed a considerable distinction between the post-tests of the spaced and massed groups compared to the control group. The findings demonstrate that the spaced grouping, which followed the specific recommended steps in their community, outperformed the massed and control groups (p < .05). This has consequential implications for English instructors, learners, and curriculum developers.

This study focused on the relationship between VIA (Values in Action) character strengths and the general second language (L2) proficiency of Iranian upper-intermediate EFLlearners. The researchers aimed to investigate the reletionship between six VIA virtues (courage, justice, humanity, temperance, wisdom, and transcendence) and learners' general L2 proficiency. The study involved 300 Iranian EFL learners enrolled in five language institutes in Isfahan, Iran. The participants' proficiency level was assessed using an Oxford Quick Placement Test (OQPT). Language proficiency was evaluated through the International English Language Testing System (IELTS) and a questionnaire was used to measure VIA characteristics. The data were analyzed using Pearson correlation. The findings showed a significant positive relationship between various subcategories of VIA characteristics and general L2 proficiency. These subcategories included wisdom, creativity, curiosity, judgment, love of learning, courage, perseverance, honesty, humanity, love, kindness, social intelligence, justice, fairness, leadership, temperance, forgiveness, humility, prudence, self-regulation, transcendence, appreciation, gratitude, hope, humor, spirituality, and L2 proficiency. These results have implications for educational practitioners, such as school counselors, instructors, educational policymakers, and researchers, as they highlight the importance of VIA character strengths in promoting language learning achievement.

The introduction of Communicative Language Teaching (CLT) to teach English at the secondary levels of education in Bangladesh is a relatively recent phenomenon. English Language Teaching Improvement Project (ELTIP) jointly funded by the Government of Bangladesh and DFID of the UK Government developed the English textbook for classes nine and ten. The CLT approach is considered to improve the language abilities especially ‘communicative competence’ of the learners. But some researchers pointed out that CLT approach is not working well in Bangladesh. Proper implementation of CLT is now a challenge for the policy makers of the country. The present study aims at exploring the challenges in implementing CLT at the secondary level of Bangladesh and the country’s demand for such abilities in school and the workforce. Based on both primary and secondary sources of data and information, the study comprises of empirical survey (through questionnaires), classroom observation scheme, textbook evaluation, and so on. Classroom observation and interview of the secondary students and English teachers proved that communicative activities such as group work, pair work, individual activities, role play, and simulation do not happen in the classes due to the negative attitude of both the teachers and students towards CLT. As a result, implementation of CLT is facing challenges all over the country especially in the non-government schools of rural areas. In most of the cases, the lack of proper knowledge of CLT and motivation of both teachers and students are the cause of failure of CLT approach and a threat to the advancement of English Language Teaching (ELT) in Bangladesh.

This research examines the ideological underpinnings of the coup speech delivered on January 15, 1966, by Major Kaduna Nzeogwu. Employing Jeffries' (2010) Critical Stylistics theory as a methodological framework, the study conducts a linguistic analysis to uncover the political viewpoints and intentions of the coup plotters. The analysis reveals how specific linguistic choices and patterns were employed to communicate the plotters' intentions to the public, suppress dissent, and advocate for the establishment of military rule instead of democratic governance. The speech underscores the plotters' portrayal of their actions as necessary for national salvation, while framing democratic processes as ineffective. Additionally, the use of emotive language and authoritative tones served to bolster legitimacy and rally public support for the coup. The analysis further elucidates how the adopted linguistic strategies functioned to justify the overthrow of the existing government and the suspension of democratic institutions in Nigeria’s First Republic. This Critical Stylistic study highlights the intricate power dynamics that underpinned the military intervention and emphasizes the role of language as a tool for ideological persuasion. By revealing the linguistic resources employed by the coup plotters, this research contributes to a deeper understanding of how language can shape political realities and influence public perception during times of upheaval.

With the advancement of new teaching methods and approaches in foreign language teaching and learning, critical thinking has gained popularity in modern language education. This quasi-experimental study evaluated the possible impact of synthesizing critical thinking dispositional features and action learning on the Iranian intermediate EFL students’ argumentative composition improvement skills. From the 400 EFL learners at Islamic Azad University, Kurdistan branch, one hundred and fifty mingled intermediate-level EFL university learners were chosen based on their scores received from the OQPT and equally distributed into three experimental and two control groups. All participants were given two standard writing tests during the pre and post-treatment phases, followed by CCTST principles. In EG1, the researcher taught argumentative writing based on critical thinking dispositional features; in EG2, he taught argumentative writing based on the principles of action learning approach; and in EG3, he taught argumentative writing by synthesizing critical thinking dispositional features and the principles of action learning approach. Two control groups received conventional writing instruction: one group consisted of only males (EG1), and the other only females (EG2). The study's results revealed that while the participants in both The EGs and CGs elicited a statistically important development in the posttests, those in the three EGs all outperformed those in the CGs. In the order of significance, critical thinking dispositional features, then action learning approach and lastly synthesizing critical thinking dispositional features and action learning approach had a meaningful impact on improving the argumentative essay writing skills of Iranian intermediate EFL students.

There are more and more neologisms to the vocabulary of human language due to the progress of globalization, development in social life, and advancement of new technology. The object of this study is to survey the applicability of the conceptual blending theory in the analysis of neologisms in the Harry Potter series and will answer the question of which type of blended networks can be used in the new translation of neologisms. The theoretical part of this study described conceptual blending theory, and its networks and described making the meaning process based on these networks. This theory is a developing area of research in cognitive linguistics. So, those who work in the field of literary or translation analysis must be familiar with its basic operations and networks. The nature of this study is descriptive and content analysis. Data analysis will involve quantitative analysis. To address the objectives of the present study, the researcher selected 83 translated neologisms in the series of the novel. The paper mainly studies the process of conceptual blending theory (CBT) when translating those English neologisms whose Persian counterparts cannot be found. In the network of this theory, English takes up one input space and Persian takes up another. From both inputs, frameworks, and elements plan out the blend, where they are dynamically integrated. Then, the planned framework and elements construct a novel structure (translation).

This study explores the complexities and variations in translating Mohsin Hamid’s novels – Exit West , The Reluctant Fundamentalist , and How to Get Filthy Rich in Rising Asia – from English into Persian within a hybridized space. Using Mollanazar and Parham’s (2009) analytical framework, the research examines the attributes of hybrid texts in translations by Hossein Hassani, Maryam Ahmadi, and Ahmad Al-Ahmad. Through micro- and macro-level analysis, the study addresses key questions: How do translations adhering to Mollanazar and Parham’s model (2009) reflect the first level of hybridity? Are the findings consistent with existing hybrid perspectives in translation studies? The results indicate that contemporary translations, influenced by factors such as censorship and cultural invasion, alter the narrative’s interpretation. This conclusion contributes to translation studies by highlighting the challenges of translating hybrid texts and their broader implications.

Teachers’ self-regulation (SR), which improves teaching practices, has not received due attention from EFL researchers. This mixed-methods study aimed to examine the SR strategies and teaching effectiveness of English language teachers in Iranian universities and institutes located in three Iranian cities. The first sample of this study comprised 172 EFL teachers (128 males and 44 females) from different socioeconomic backgrounds. Their ages ranged from 23 to 55 years old. The majority of them majored in the different branches of English—English literature (5 BAs, 30 MAs, 10 PhDs), English teaching (10 BAs, 50 MAs,16 PhDs), and English translation (7 BAs, 28 MAs, 16 PhDs). On the other hand, the second sample comprised 153 EFL learners, who were the students of the participating teachers (49 males and 104 females). The age range varied from 14 to 35, and they came from different socioeconomic backgrounds. A study was conducted Teachers completed a Teacher Self-Regulation Scale (TSRS) questionnaire to declare the types and frequency of SR strategies they used while the participating students completed the Characteristic of Successful Iranian EFL Teachers (CSIET) questionnaire, which included ten questionnaire items. According to the quantitative data analysis, SR strategies and teaching effectiveness were negatively correlated. Moreover, 20 EFL teachers were interviewed to determine their awareness of their teaching effectiveness. The study indicates that teachers were not familiar with SR strategies, which can negatively impact their teaching effectiveness. The findings of the study may have insights for teacher educators, administrators, and university teachers, highlighting the role of SR in EFL teaching effectiveness.

Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement.

Poor vocabulary retention is one of the major difficulties experienced by English as a foreign (second) language (EFL/ESL) students. To tackle this problem, the current study explored the impacts of the modified visual input and the modified oral input on the short-term and long-term vocabulary retention of Iranian EFL students and their perceptions regarding implementing these two types of input in their classes. The initial population consisted of 90 male and female students from Islamic Azad University, Science and Research Branch in Tehran, Iran. The convenience sampling method was implemented to select the participants. After administering the Oxford Placement Test (OPT), 60 students were chosen to serve as the participants, and they were randomly divided into two groups of 30 learners, namely the experimental groups A and B, which received instructions based on the modified visual input and the modified oral input, respectively. Later, the participants received ten 60-minute treatment sessions. Next, the learners' short-term vocabulary retention was assessed using the same vocabulary test as the posttest. One month later, the same test was given to students to check their long-term vocabulary retention as the delayed posttest. The results showed that the two types of input had significant impacts on the vocabulary short-term and long-term retention of the Iranian EFL students to varying degrees. Moreover, the qualitative findings indicated that the learners adopted a significantly positive view toward implementing oral and visual input modifications in their classes. In the end, the implications of the study are provided.

This article provides a descriptive overview and thematic analysis of translated medical texts from the Qajar era, utilizing a statistical and documentary study methodology. The research compiles all translated books, including manuscripts, lithographic, and lead-printed works, from this period. Findings reveal that medical texts were translated into Persian across various specialized fields such as internal medicine, obstetrics and gynecology, pharmacology, infectious diseases, psychiatry, pediatrics, surgery, dissection, ophthalmology, and pathology. Some translations originated from Western languages like French and English, introducing Western specialties such as surgery, dissection, infectious diseases, pediatrics, and modern medicine to Iran. Meanwhile, translations from languages like Hindi, Turkish, Arabic, and Urdu contributed to fields such as herbal medicine and pharmacology, reflecting their Eastern roots. Noteworthy translations from the Qajar era include Ibn Sina’s Ghanon , al-Razi’s Tafrih al-Gholoob , Jurjani’s Zakhireh Kharazmshahi , Hippocrates’ Resale Ghabrie , and Galen’s Molkhes Fosul .

The goal of this study was to explore English as a foreign language (EFL) teachers’ and learners’ beliefs and classroom practices in relation to task rehearsal as an operationalization of repeating a task, which entails learners’ awareness of the repeated performance before they do a task for the first time. Five intact EFL classes with five teachers and 32 learners were recruited. The teachers asked the learners to perform a task that was included in the textbook twice with an interval of one week, while they made the learners aware of the second iteration prior to their first performance. Data were collected through observing the two sessions of each class and interviewing both the teachers and the learners immediately after the second task occasion. Results indicated that the participants (both teachers and learners) believed that task rehearsal was beneficial for facilitating task implementation and task performance. Findings also showed that task rehearsal led the participants to show changes in their classroom behaviors related to this practice from the first to the second session, which clearly reflected their beliefs. Implications of these results for L2 task implementation and teacher education are discussed.