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In recent years, there has been increasing interest in understanding how cognitive skills influence second language acquisition. Cognitive control, a set of mental processes that include attention, inhibition, and working memory, has been shown to play a significant role in language learning. This study examines the impact of cognitive control skills on language development among adult Iranian English learners, comparing it both in online and in person settings. Forty adult EFL learners were divided into two groups and underwent a 9-week instructional period, with cognitive control skills assessed using the Attention Network Task (ANT), working memory tasks, and a Raven’s IQ test. Data were analyzed using Pearson correlation, regression, and ANCOVA to determine relationships between variables. The results of the study revealed that while aspects of cognitive control like orienting and altering do not have a significant impact on language development, the more complex, controlling aspect exhibits a positive relationship (F=4.937, p=0.033). This relationship was contingent upon controlling for differences between post-examination and primary examination of ANT results, indicating that controlling attention is a stronger predictor of language outcomes. Furthermore, the study demonstrated that the mode of instruction—online or in-person—has no significant impact on this relationship (F=0.009, p=0.925), suggesting that cognitive control operates independently of teaching mode. The study’s findings suggest that educators and curriculum developers should emphasize activities targeting the controlling component of cognitive control in language learning, as this is linked to better language development. Additionally, since the mode of instruction does not significantly impact this relationship, effective language instruction can be delivered in both online and in-person settings, providing flexibility in course design.

L’étude de la réussite universitaire est un paradigme presque jeune dans le domaine de la recherche psychopédagogique du monde et les pays anglosaxons en sont les pionniers. En Iran, le concept de la réussite est traité depuis une quinzaine d’années. Pourtant, la plupart des recherches effectuées s’intéressent aux niveaux primaires et secondaires. Il nous semble primordial de faire avancer ces recherches au niveau universitaire parce que l’université est en particulier censée aujourd’hui être le passage principal à la professionnalisation et à la formation des futurs citoyens et cela est surtout le cas dans le domaine des langues étrangères. Dans cet article, nous nous attardons avant tout sur les définitions du concept de la réussite universitaire des étudiants en Iran. Plus précisément, nous cherchons à définir de très nombreuses différences contextuelles aux niveaux socioculturel, économique et universitaire entre ces pays et l’Iran. Ainsi, suivant une approche descriptive-analytique basée sur des ressources en bibliothèque, le présent travail est centré sur l’étude du concept de réussite universitaire d’un point de vue plutôt qualitative que quantitative. Nous pouvons ainsi aider à aborder le concept dans un paradigme autonome afin de favoriser des recherches psychopédagogiques plus systématiques et plus contextualisées dans le domaine du Fle en Iran dans des étapes suivantes (résultat de la recherche).

Au cours de l'histoire, notamment du XVIe jusqu’au XVIIIe siècle, lorsque le voyage des Européens, des prêtres aux écrivains et commerçants, vers la Perse, a connu une forte croissance, l’Arménie a trouvé également une place dans l’itinéraire de ces voyageurs . Toutefois, le nombre des Français passant par l’Arménie ne paraît point significatif par rapport au nombre total des voyageurs européens qui arrivaient en Iran. Cet article se propose d'examiner la place de l'Arménie, à cette période, dans le choix de l’itinéraire entre l'Iran et l'Europe par les voyageurs français, et de répondre à la question suivante : pourquoi les Français ont rarement choisi cette route pour rejoindre l'Iran ? Il semble que plusieurs facteurs fondamentaux aient joué un rôle dans ce domaine. Outre la situation géographique de l'Arménie, ainsi que le rôle de l’Empire Ottoman veillant à maintenir sa position de supériorité dans la région et de contrôler l'afflux de touristes vers la Perse, le rôle de l'Église arménienne paraît déterminant. L’Arménie souhaitait en effet rester à l'écart de la concurrence des voisins puissants de l'Iran, à savoir la Russie et l’Empire ottoman, et d'autre part, elle voyait les objectifs religieux des Européens en conflit avec les siens.

Pablo Neruda est l’un des plus grands poètes du vingtième siècle. Ce qui le distingue des autres, c’est la variété de sujets dans ses poésies et la langue simple et authentique qu’il y applique. Notre article a pour fin de faire une étude comparative des traductions française et persane de l’un de ses recueils, intitulé Cent Sonnets d'Amour selon les théories de Henri Meschonnic, linguiste, poète et théoricien français, notamment d’après son point de vue sur l’ajout et la suppression dans les traductions ; nous allons illustrer cette recherche par des exemples extraits des textes tendus en français et en persan. Cela dit, l’objectif de notre recherche est de trouver des réponses aux questions concernant la possibilité de rapprocher la forme et le fond de la traduction de ceux du texte original entre deux langues sœurs (l’espagnol et le français) et entre celles qui semblent lointaines (l’espagnol et le persan).

A long-standing concern reverberating over the minds of intercultural scholars is how best to incorporate intercultural issues in English language teaching, an issue on which there has been little research in EFL contexts. To fill this gap, this qualitative study examined the efficacy of interculturally-laden tasks in promoting Iranian learners’ intercultural competency in Anzali, Guilan province, Iran. Thus, a group of 22 Iranian intermediate EFL learners were recruited through convenience sampling from a pool of 44 according to their score on Oxford Quick Placement Test. All the participants were 12 females and 10 males aged 21-30. Then, they attended eighteen sessions of intercultural training using Mirrors and Windows: An intercultural communication textbook and completed seven intercultural tasks as a pretest and posttest. Data was collected through seven intercultural tasks and reflective worksheets. Drawing on the qualitative content analysis of intercultural tasks, the findings revealed that the tasks could help the participants increase their intercultural competence. Moreover, three themes were emerged from the analysis of the reflective worksheets as follow: (1) the participants’ evaluation of the ICC course and intercultural tasks, (2) perceptions regarding intercultural development and (3) language skills and anxiety. The implications and suggestions for further research are discussed.

English cartoons have become increasingly popular as a resource for language learners worldwide. While the literature has primarily focused on their impact on English language skills and sub-skills in EFL education, less attention has been given to their influence on cognitive and affective aspects such as emotion regulation and self-efficacy. This study employed a mixed-methods approach with a pre-test/post-test quasi-experimental design to explore the impact of watching English cartoons on the emotion regulation and self-efficacy of adolescent Iranian EFL learners. 120 Iranian learners, aged 12 to 18, were recruited from English institutes in Tehran and randomly assigned to either the experimental or control group. The experimental group watched two 30-minute episodes of selected American-produced animated cartoons per week for eight weeks, totaling 16 episodes, while the control group did not. The MANCOVA analysis revealed significant differences in self-efficacy and emotion regulation between the experimental and control groups, indicating that exposure to English cartoons positively influences learners' emotional responses and self-efficacy. Thematic analysis of the interview data highlighted positive evaluations of the experience, identifying five themes: enhancement of language skills, positive emotions leading to increased motivation, the prominence of comedy, contribution to sustained learning, and varying effects on self-efficacy. These findings hold valuable theoretical and practical implications for the field.

In order to cater for the ever-increasing demand for learning English, private language institutes have mushroomed across Iran. These institutes adopt different policies such as designing their own Teacher Training Course (TTC), following the syllabus of Certificate for Teaching English to Adults (CELTA), or localizing it for the Iranian context to train competent English teachers. Surprisingly, there exists little research evaluating these TTC's or investigating if localizing CELTA is an effective strategy for the Iranian context. This study aimed to fill this gap by delineating the steps taken by a widely-known Iranian language institute in localizing CELTA for the Iranian context, and secondly to determine if the teachers were satisfied with this localized TTC. Data collected through the websites and interviews were subjected to conceptual content analysis; while the data mined through evaluation questionnaires were analysed through quantitative descriptive statistics. The findings revealed that the Iranianized TTC suffered from discrepancies such as unreliable selection of the participants, lack of opportunities for teaching practices, not observing experienced teachers' classes, and focusing on received rather than experiential knowledge. These findings are discussed, and a number of practical suggestions are offered to improve the Iranian TTC.

Writing skill is a challenging and frequently-used activity in academic circles. This study investigated the effects of reflective writing on EFL learners’ writing performance. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the non-reflective (n=31) and reflective (n=30) groups. Over sixteen sessions of instructions over eight weeks, the non-reflective group was taught using the traditional writing method; however, the reflective group was exposed to reflective writing instruction under Kolb’s Model. The data were collected through reflective writing compositions and the content analysis of think-aloud protocols. The quantitative data analysis revealed that the reflective group significantly outperformed the non-reflective group in writing compositions. The thematic analysis of think-aloud protocols substantiated the quantitative data findings, indicating that all participants went through the cognitive psychological processes of ‘planning, drafting, pausing and thinking, reading and reproducing, reviewing, editing and revising’ as they were engaged in reflective writing via Kolb’s Experiential Learning Cycle. The results offer significant implications for language instructors, curriculum planners, and course designers.

The purpose of this cross-sectional mixed methods sequential explanatory study was to find out the effects of enriching McCroskey's (1992) Willingness to Communicate (WTC) questionnaire using oral-visual role-play on EFL responses from comparing the responses of 117 pre-intermediate EFL learners to this instrument before and after the enriching act. This study relates to sociolinguistic research in order to develop more authentic data collection and assessment. The quantitative results indicated no statistically significant effect in average score of the responses, and a decrease in reliability from original to the enriched one, but individual and item internal changes. Then, it followed up with 12 purposefully selected typical respondents to explore those quantitative results in verbal protocol after each administration of original and enriched WTC questionnaire that detected source of variability due to purpose, place, visualization, age, gender, and personality of the interlocutors in the role-plays. The quantitative and qualitative findings from the two phases of the study are discussed with reference to the prior research. Finally, implications and recommendations for EFL instructors, supervisors, and language assessors are provided.

As conceptual models of language learning, use, and processing mature, it is both natural and necessary for the statistical models we apply to follow suit. One statistical approach with great potential in the field Applied Linguistics and L2 studies is structural equation modeling (SEM). SEM is introduced in this paper as a powerful and highly flexible family of analyses. In doing so, the paper outlines (a) the types of variables and possible modeled relationships that SEM is equipped to address and (b) statistical considerations for applying SEM in L2 research, and (c) a number of additional and key considerations for those interested in delving deeper into SEM (e.g., goodness of fit indices, model modification procedures, etc.). This paper also describes the potential of SEM to contribute to construct validation (e.g., convergent and discriminant validity). Throughout the paper, a plethora of examples pertaining to applications of SEM in L2 research are provided.