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This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.

The world is not a neutral or value-free reality, but each person inevitably experiences it in terms of value. So, every person in the society has a perception of reality and the translator is no exception. However, this has a lot to do with his/her social status. Understanding a symbolic system such as language as a product of culture is done through our expression of reality. Identity construction is somehow related to reality construction. So the main issue is not how the narrative is constructed as a text, but how it acts as a mental tool in constructing reality and consequently, identity. Like the controversial issue of language and thought, it is not easy to deal with narrative discourse and narrative thinking, since the reality existed in the mind, depends on the spatio-temporal framework of the culture in question. In this regard, elaborating on the concept of narrative identity, and the applicability of Goffman’s Frame Analysis in mentioned concept, this paper shows how society, as a cultural frame, forces the translator or the publisher to retell the narrative and to reconstruct the identity, and why this identity formation will be more pronounced in the paratextual elements (translatorial &authorial prefaces). Analyzing the frame of 80s, along with literature and media, it proposes a hybrid model based on Somers’ features (Paul Ricoeur’s Mimesis), and Goffman’s Framework for the concrete manifestation of renarration, and the incorporation of the core conception of identity formation, to indicate how orientalism concepts have been renarrated in translatorial and authorial prefaces of Edward Said’s Orientalism, affected by structure or agency during 80s in Iran, and how these prefaces play a crucial role in framing readers’ interpretation. Finally, it has concluded that, regarding structure/agency, and the involvement of multiple agents in translation, different author-functions and identities have developed through the presentation of the prefaces in question.

This study examines the representation of moral values in English language teaching (ELT) textbooks from two distinct educational contexts: Iran and France. Building on existing scholarship that positions textbooks as ideological tools, the study examines Vision 1 and New Bridges 2e to investigate how moral content reflects national educational priorities. The research is guided by two key questions: how moral values are distributed across social, individual, cultural, and global categories in each textbook, and how these distributions align with their respective sociocultural frameworks. A mixed-methods approach was used, combining qualitative content analysis with quantitative frequency analysis. A total of 274 moral value instances were identified across 10 units from each textbook. The findings revealed that Vision 1 emphasized social and cultural values consistent with collectivist and religious ideologies. In contrast, New Bridges 2e focused more on global and individual values aligned with secular and democratic ideals. The results demonstrate how textbooks mirror national ideologies and contribute to shaping students’ ethical perspectives. These insights have important implications for curriculum developers, educators, and policymakers interested in promoting culturally responsive and ethically grounded language education. The study also highlights the need for increased awareness of the moral messages embedded in language materials and calls for further research on how such content is interpreted and enacted in classroom practice.

This study aimed at investigating the differential effects of three types of mediational artifacts (EMW, EDW, and EMDW) through the CBI approach on EFL learners’ expository writing and learning transfer of rhetorical genre. Therefore, 57 advanced students were randomly assigned into one of three mediational groups, namely EMW, EDW, and EMDW. Participants in the EMDW group were provided with all mediational mechanisms, including instructors’ oral deductive explanation of concepts, SCOBAs material, students’ demonstration of their understanding, and writing practices. However, in the EMW group, students received instructors’ explanations of concepts along with SCOBAs material and writing practices, while the EDW group was provided with students’ demonstrations of their understanding instead of SCOBAs material. After assuring homogeneity of the participants in three groups at the outset of the study with regard to their pre-task scores, the CBI was held over a course of three weeks on expository rhetorical structure. Data for the first research question was gathered through a post-task on expository writing after the treatment. Learners’ opinions were also reflected through a semi-structured interview after the post-task. To testify transferability of rhetorical structure, a delayed post-task was administered after one week. The obtained results indicated that three mediational conditions led to differential expository writing performance. Further improvement was determined in the EMDW group, followed by the EMW group. Furthermore, rhetorical transfer to a new writing task was significantly different among the groups, as the EMDW group could outperform the other groups. Finally, the satisfaction of participants toward CBI was reflected.

Speaking is a multifaceted skill that involves many different areas, such as discourse, grammar, and sociolinguistics. As a primary means of communication, speaking is essential in any instructional program for language learning. Besides, Photovoice is a participatory learning method that represents the viewpoints, issues, and experiences of individuals or communities through photography. Following a mixed-methods design, the present study tried to investigate employing Photovoice on Iranian intermediate language learners' skill in speaking English. It also looked at how the participants felt about using Photovoice to learn languages. Using a convenient sampling procedure, a total number of 60 participants were chosen. Once their homogeneity was confirmed based on the Preliminary English Test, they were randomly divided into two equal groups of thirty participants, one experimental group and one control group. While the control group received typical language teaching using conventional methods, the experimental group followed the PHOTO model, which emphasized participatory photography, as well as the Creative Problem Solving (CPS) model for generating innovative solutions. Triangulation was also accomplished through conducting pre/post tests, a questionnaire, and an interview. Then, the data were summarized, and descriptive and inferential statistics such as one-way ANCOVA and paired samples t-tests were used. The results showed that Photovoice integrated with CPS was an effective method for enhancing students' speaking skill and emotional engagement in language learning. The findings can be helpful through new insights into language pedagogy, suggestions for researchers and language teachers in the study of speaking skill, and visual methods such as Photovoice.

This article investigates how native Persian speakers process and comprehend affirmative and negative discoursal causal assertions. To examine this, an eye-tracking experiment was conducted with 10 male and 20 female Persian-speaking participants. The main experiment involved 32 Persian vignettes, each containing three sentences: an opening sentence, a target sentence (affirmative or negative discoursal causal), and a concluding sentence. The polarity of the target and concluding sentences was varied (affirmative vs. negative) within participants. When participants heard an affirmative discoursal causal assertion (e.g., Because my skin was dry, I applied moisturizer ), they primarily fixated on the factual phrase ("applying moisturizer"), with a fixation probability of 63%, whereas the conjectural phrase received little attention, attracting only 12% of fixation probability. A similar pattern was observed for negative assertions (e.g., Because my skin was not dry, I did not apply moisturizer ), where participants focused on the factual phrase ("not applying moisturizer"), attracting only 63% of fixations, largely ignoring the conjecture, with a fixation probability of only %19. Fixation data confirmed that factual phrases consistently received more attention than conjectural ones during early processing stages. In the final analysis, the effect of specificity on fixation patterns was tested. Results showed that specificity did not significantly influence either early attention or increased attention to factual content across polarity conditions. Overall, the findings align with Mental Model Theory, emphasizing the cognitive priority given to factual representations

Extensive reading (ER) has been widely recognized for its impact on vocabulary acquisition, yet its role in shaping L2 learners’ affective learning experience remains underexplored. In the early 20th century, Palmer proposed ER (see Day & Bamford, 1998) to lead to enhanced reading abilities and motivate L2 learners to read. Although ER’s potential in language development has been widely studied, few empirical studies have examined this connection within the framework of L2MSS. Selecting Dörnyei’s (2005, 2009) L2 Motivational Self-system (henceforth, L2MSS) which links learners’ future self-concept to their motivation and learning behaviors as our theoretical framework, we measured offline ER’s influence on not only Iranian EFL learners’ vocabulary development but also on their L2 learning experience. In so doing, we selected an experimental group (EG) ( N =32) and a control group (CG) ( N =28) from two university-level intact classrooms who were passing their General English course. The experimental group (EG, N=32) read three proficiency-matched graded readers over an 8-week period, while the control group (CG, N=28) used only the coursebook, Select Readings: Pre-Intermediate . The graded readers were selected in such a way to match learners’ current language proficiency as determined by an Oxford and Cambridge Quick Placement Test (OCQPT). Our participants’ baseline vocabulary knowledge was assessed using a teacher-made test, while their baseline L2 learning experience was measured through Li’s (2025) L2 Learning Experience Scale measuring six subcomponents: positive emotion, negative emotion, engagement, relationship, meaning, and accomplishment. The findings showed that both groups had little knowledge of the target words before the treatment. However, post-treatment results showed that the EG significantly outperformed the CG in vocabulary knowledge and reported greater gains across multiple L2 learning experience subscales. These findings have important implications for integrating extensive reading into general English curricula to foster both lexical growth and learner motivation.

The present study attempted to comparatively investigate English as a Foreign Language (EFL) teachers’ and English for Specific Purposes (ESP) teachers’ beliefs about language learning and teaching and their distinctive characteristics. To this end, 150 EFL and ESP teachers, selected randomly from various universities in Iran, were asked to fill out two pilot-tested validated five-point Likert-scale questionnaires, one on beliefs (including 45 items) and the other on characteristics (comprising 16 items). To do multiple-level analysis and triangulate the data for validation purposes, 25 teachers, selected randomly from among the study participants, were also interviewed. The results of (Quantitative data analysis such as Independent Samples t-tests, Chi-Square and Pearson product-moment correlation analyses, as well as qualitative content analysis of interviews) found no significant mismatch between ESP teachers and EFL teachers’ beliefs overall; however, significant differences were found between characteristics of ESP teachers and EFL teachers overall as well as between the specific beliefs and also between specific characteristics of the two groups of the teachers. The results are discussed in detail in the paper, and the implications, which are significant for the field of language education and ESP, and the pertinent implications are presented.

Although email correspondence is a common means of communication between scholars from different cultures, little attention is paid to writing academic emails in tertiary education. The present investigation is aimed at studying the influence of genre education on the formation of academic writing skills and understanding the principles of academic correspondence. The main methods used in the study were experiment and survey. The research was carried out on the basis of National Research Nuclear University MEPhI. The participants of the study were postgraduate (PhD) students (n = 100) with a major in Physics, Electronics, Computer Science, and other technical areas. The results of the study show that the students made considerable progress in their academic email writing skills even after a short period of explicit instruction applying the genre-based approach. Most of the students changed their way of thinking about writing emails for academic purposes in English and became aware of the norms of formal writing. Moreover, the results of the experiment and survey justify the necessity of including academic email writing in the curriculum of teaching Academic English and demonstrate strong potential of genre-based learning in other genres involving academic writing.

The study, which has been derived from a larger project, examined how effective ChatGPT, compared to human raters, is for scoring writing tasks when tasks were arranged from simple to complex or vice versa. In so doing, a correlational design was employed. The participants were 113 EFL learners. Two sets of writing tasks were customized based on the SSARC (simplify, stabilize, automatize, reconstruct, complexify) model. The participants were divided into two groups. They took a pre-test and did tasks in two different orders. The tasks were rectified by the researcher and returned to them later. The participants enhanced their text based on comments on tasks. After that, they took a posttest. Human raters and ChatGPT scored the pretests and posttests.  A Pearson Correlation test was run to obtain the correlation between a human rater and ChatGPT. The results indicated a strong positive correlation between scores assessed by human raters and those by ChatGPT when tasks were arranged from simple to complex (r = 968, p > 05) or complex to simple (r = 860, p > 05). These findings suggest that ChatGPT can be an effective tool for writing assessments. Suggestions for further research are discussed.

Cette étude voudrait examiner l'impact des textes médiateurs sur la compréhension orale chez les apprenants du français langue étrangère. Deux groupes d'apprenants ont été comparés à travers une série d'exercices de compréhension orale. L'étude vise à évaluer l'effet des textes médiateurs sur l'optimisation de la charge cognitive et l'accès au contenu global. Cet article met l'accent sur le rôle crucial de la médiation cognitive en tant que stratégie clé pour renforcer la compréhension orale et facilite la réception du contenu du document entendu en orientant l'attention vers une compréhension plus approfondie. La cognition, impliquant la mémoire et l'attention, est au cœur de notre approche, en se servant des textes médiateurs préparant cognitivement à l'écoute. La méthodologie comprend une étude sur le terrain avec les groupes expérimental et témoin, et l’analyse de leurs performances. Les résultats révèlent une certaine amélioration chez le groupe expérimental, confirmant que les textes médiateurs optimisent la charge cognitive et facilitent l'accès au contenu. Nous pouvons constater que le nombre croissant de bonnes réponses lors des exercices d’écoute aussi bien que les réponses données au questionnaire illustrent ces améliorations, le tout affirme ainsi le succès des textes médiateurs comme outil de préparation cognitive.

Developing ESL learners’ speaking skills who study in Iranian senior high schools poses significant challenges due to the domination of traditional grammar-focused methods. This study investigates the effect of dialogic teaching rules, based on Alexander’s (2017) model, on the speaking skills of Iranian high school ESL learners. In a quasi-experimental pretest-posttest design, 43 Iranian twelfth-grade students were assigned to an experimental group (n=22) taught with dialogic rules and a control group (n=21) taught conventionally using Vision 2 and Vision 3 materials. Speaking fluency, accuracy, cohesion/coherence, and interactive skills were assessed (scored out of 25). Repeated measures ANOVA showed significant improvement in the experimental group's speaking performance as a whole (F (1, 41) = 14.50, p <.001) compared to the control group, with significant improvements in fluency and interactive skills. According to Vygotsky's (1978) Sociocultural Theory, Communicative Language Teaching, Constructivism, and Bakhtin's Dialogism, these findings demonstrate that dialogic teaching enhances communicative competence. These results suggest that implementing dialogic teaching strategies can transform ESL classrooms by improving dynamic, learner-centered contexts in which oral interaction is prioritized.

Dialogue journal writing is extensively regarded as an effective technique for enhancing the writing motivation of EFL/ESL students. However, studies on how dialogue journal writing enhances EFL students’ writing motivation are scarce in the Ethiopian context. This study investigates the impact of dialogue journal writing on freshman EFL students’ writing motivation. Employing a quasi-experimental design, two intact groups were selected from students in the social science stream. After checking their comparability at the onset of the intervention, the two groups were randomly assigned into experimental (n = 37) and comparison groups (n = 35) using coin flipping. Following this, the experimental group was instructed writing for 10 weeks based on the dialogue journal writing approach and the comparison group for the same period, but following the conventional approach. Data were collected before and after the intervention through a writing motivation questionnaire from both groups. The collected data were analyzed using an independent sample t-test, a paired sample t-test, and one-way MANOVA. The result of the study revealed that dialogue journal writing significantly enhanced the experimental group students' overall writing motivation (p<0.05), with a large effect size (d = 1.46), and its sub-components (enjoyment, self-efficacy, instrumentality, recognition, and effort), (p<0.05), with a moderate effect size (η²p = 0.371) when these sub-components were considered combined. The finding suggests that dialogue journal writing can effectively enhance EFL students’ writing motivation. Therefore, university EFL teachers are recommended to use dialogue journal writing in their writing classes to improve their students’ writing motivation.

This article investigates language assessment literacy (LAL), among tertiary EFL teachers in Indonesia, a crucial area that remains under-explored within the context of EFL education. LAL is conceived as knowledge, skills, and competencies required in designing, administering, and interpreting language assessments, contributing to high quality learning and teaching practices. Despite their importance, there has been little knowledge of Indonesian EFL teachers with regard to LAL levels, particularly in higher education. This study bridges the gap and investigates teachers' knowledge of the fundamental assessment principles (validity, reliability and practicality), their ability to put assessment practices into a classroom, the challenges they face in interpreting assessment data to inform instruction, and experience in assessing language skills and components. A mixed-methods approach was adopted, using surveys and interviews with 297 EFL teachers at various higher education institutions (102) in Indonesia. It points out that EFL teachers in Indonesia face common obstacles to LAL training, especially in the practical application of assessment knowledge. This finding underlines the need for well-rounded professional development programs to improve teachers' LAL, focusing on some aspects of language assessment practice. The study concludes with some recommendations on how teacher education programs and assessment practices can be improved in the EFL context in Indonesia. A key recommendation is that institutions and policymakers should integrate comprehensive LAL programs into teacher education curricula for both pre-service and in-service training.

This study examines the accessibility of translated navigational signs in Tehran Metro as a key site of public translation. Using field observations supported by the User-Centered Translation (UCT) framework, it assesses the clarity, consistency, and usability of bilingual signage and other multimedia  features across multiple metro stations and lines. The analysis identifies recurring inconsistencies in transliteration, translation choices, and the alignment between station names at stations and on the official metro map. These variations demonstrate the lack of a standardized approach to multilingual communication within the network and highlight the impact of such discrepancies on user navigation. The study contributes empirical data to ongoing discussions of translation in public spaces by showing how multilingual signage practices can either facilitate or hinder effective wayfinding in transit environments.