درخت حوزه‌های تخصصی

The paradigm shift from traditional language curricula to communicative ones necessitates the (re)evaluation of language materials from the perspective of learner-centered pedagogy. The purpose of this study was to compare two English coursebooks (i.e., Interchange 2 and Four Corners 2) in terms of learner-centeredness based on the criteria of the existing theories. For the purpose of this mixed methods study, a directed content analysis (DCA) was initially done to develop a framework based on the related theories for evaluating learner-centeredness of the activities and tasks in language materials, involving six subcategories (i.e., information gap, open-endedness, contextualization, authenticity, discursivity, and skill integration). Moreover, fourteen types of learner-centered activities and tasks were identified from different theoretical sources, which fell under the six categories of the learner-centeredness framework. To validate the framework, it was expert-wised. It was found that the directed approach to content analysis supported and extended the existing theories of learner-centeredness using the contextual aspects of the phenomenon. In the second phase of the study, the types of tasks and activities in the two coursebooks were identified and analyzed through summative content analysis using the researcher-developed framework. Finally, the quantitative data gathered after coding the corpus were statistically analyzed to check whether there was any significant difference between the two coursebooks in terms of the learner-centeredness of their tasks and activities. The result of Mann-Whitney Test showed that there was no significant difference between the frequency of the learner-centered activities and tasks in Interchange 2 and Four Corners 2. The findings of this study may carry implications for the language instructors, learners, and material developers.

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.

This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's (1996; 2010) model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's (1998; 2006) inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of the convergence of the results from the analyses could open new horizons to experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer’s framework.

This article undertakes an in-depth study of the role of the Affirmative Verum Focus (AVF) particle within elliptical constructions cross-linguistically, with a focus on Persian. We demonstrate how the AVF particle, spanning diverse linguistic frameworks, functions as a catalyst for licensing ellipsis and allows the resolution within elliptical constructions featuring its presence. We posit that the semantic representation of the AVF particle in the target sentence functions as a remnant and a parallel element to the negation marker in the source sentence. In turn, it operates in parallel with the semantic representation attributed to the negation marker in the source sentence. Functioning as a higher-order operator, the AVF particle interlaces the semantic representation of the source sentence with that of the target sentence. Finally, we will demonstrate how our analysis can extend to account for a comprehensive examination of ellipsis resolution across various forms of elliptical constructions, including sentential ellipsis.

Les locutions sont essentielles pour maîtriser une langue et leur acquisition favorise la communication. De plus, les cartes mentales aident à visualiser et comprendre ces combinaisons de mots, facilitant ainsi leur acquisition. La carte mentale aide aussi le mémoire de travail et mémoire visuelle, car elle permet d'organiser l'information de manière structurée. En utilisant des images, des couleurs et des mots-clés, elle stimule les connexions neuronales, rendant l'apprentissage plus interactif et engageant. En raison de l'absence de cartes mentales dans l'enseignement du FLE en Iran, nous nous proposons d'étudier les locutions figées et non figées à l'aide de cartes mentales. Dans cette étude analytique, notre objectif est de savoir comment les cartes mentales peuvent aider à acquérir les locutions. Nous avons ciblé des étudiants de deux groupes. Ceux ayant appris ces locutions par le biais de cartes mentales ont obtenu les meilleures notes. Les résultats ont montré l'efficacité des cartes mentales dans l'utilisation de ces combinaisons de mots.

In the dynamic landscape of English Language Teaching (ELT), the widespread reliance on commercially-produced textbooks has spurred a critical examination of their relevance to the diverse needs and interests of learners in global contexts. Typically originating from English-speaking countries, these textbooks predominantly feature neutral and non-controversial topics such as food, shopping, ceremonies, and travel, which may not align with the varied experiences of learners. This article, through a descriptive analytical approach, contends that the malleability of English language textbooks provides an opportunity for the application of Critical Pedagogy (CP) which can turn the classroom into a place where learners stop thinking about such topics. In such a situation, by integrating ‘Environmental Education’ (EE) - as a transformative process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment - it is believed that learners can develop critical thinking and problem-solving skills along with enhancing language proficiency. Showing the possibility of implementing the proposed framework, a sample lesson about ‘water crisis’ is provided and elaborated on. To highlight the broader educational backdrop, it is argued that this shift not only broadens the limited scope of language learning but also, by establishing clear personal relevance for learners in both their present and future lives, it can foster a critical and creative environment within English language teaching programs, contributing to the development of sustainable futures for the learners.

This study evaluates the technological proficiency of Iranian EFL teachers in alignment with the TESOL Technology Standards, addressing both their familiarity and application of these standards in the unique Iranian context. Utilizing a mixed-method approach, 122 teachers completed a questionnaire to assess their knowledge of the TESOL standards, while 15 participants engaged in semi-structured interviews to discuss the applicability of these standards in Iran. Results show that while most teachers are proficient in basic technology use, they demonstrate moderate familiarity with advanced pedagogical applications such as professional collaboration and assessment using technology. The study also identifies challenges unique to Iran, including internet censorship, restricted access to online platforms, and inadequate infrastructure. These factors limit the full implementation of TESOL standards. Moreover, the study suggests that TESOL standards should be updated to reflect the growing importance of online teaching and AI integration. Recommendations are made to modify the standards to better suit local constraints, while emphasizing the need for institutional support and ongoing professional development. The findings contribute to improving technology integration in language teaching, particularly in contexts facing technological barriers.