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Motivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners.  However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom. 

Psychophysiological studies and MRI neuro-imaging findings provide evidence that heart rate variability (HRV) which is in control of our emotions affects our brain cognitive centers. It has been shown that coherent heart-brain interaction can change the pattern of the afferent cardiac input that is sent to the brain. For this purpose, the Institute of HeartMath (IHM) has proposed a kind of biofeedback training, the TestEdge program, which self-regulates negative emotional learning impediments by increasing HRV measures. It leads to an optimal self-generated psychophysiological state that has an important role in cognitive development through autonomic nervous system dynamics. In the present study, through using IHM self-regulated techniques and tools, the TestEdge program was performed on 63 Iranian EFL learners. In particular, the main purpose of this study was to investigate the effects of HRV measures on reading comprehension performance. The data was measured and recorded by emWave Desktop device. The results confirmed that the intentional heart-focus techniques led to a beneficial mode of psychophysiological coherence of heart-brain interaction. The results indicated significant differences among EFL students with different levels of high, mid, and low coherence and their reading performance.

This study set out to check the addressing behavior within men’s and women’s talk in the written conversations in English language textbook series titled ‘New Interchange book’ by Richards, Hull and Proctor, (1998) from Cambridge University Press. In line with this aim, the present researchers initially prepared descriptive tables for both formal and informal contexts in three theme categories (Social, Cultural & Economic) vis a vis four case appropriations (men*men, men*women, women*men, women*women). The distributions of interlocutors were coded through content analysis techniques. The major findings indicated that the highest percentage of detected address terms belonged to pronouns (67.7%). The proportions for gender appropriations between interlocutors for this address term showed that the case condition with women to men (52.3%) and men to women (36.4%) had the highest rates as compared with other cases. Then, in the final stage, the datasets were scrutinized in terms of theories on gender disparity in the instructional materials. This paper has some pedagogical implications in terms of addressing term inequality as mapped on gender status within ELT books, which might indirectly change the balance against full and rich contexts for effective learning to occur.

The present research probed the sociocultural challenging variables which may affect EFL learners’ identity formation during their language studies in an Iranian context. A thorough analysis of the literature encompassing EFL teachers’ opinions and EFL coursebook analyses was performed to develop a comprehensive view of the recognized sociocultural domains and variables. Furthermore, an open-ended questionnaire was designed and distributed among 50 adolescent male and female EFL learners at the age range of 13-21 years (M=16) as Erickson’s identity confusion stage to identify the newest sociocultural challenging variables in the present Iranian context. The result of the research led to compilation of a Sociocultural Variables Inventory presenting an extended range of variables operating in the context of Iranian EFL learners’ identity formation. The inventory could act as a basis for research in the fields of TEFL, sociolinguistics, cultural studies, and further interdisciplinary research.

The present study aimed to investigate whether Reports on the results and Comments on the results moves’ recycling in the Research Article (RA) Discussion sections is affected by cultural/disciplinary variations. To this end, 600 empirical RAs in six Soft Science disciplines, including Economics, Sociology, Applied Linguistics, Linguistics, Management, and Psychology, with an equal number in each discipline and culture, published in the period from 2006 to 2018 were selected. Weissberg and Buker’s (1990) move model was used as a starting point to analyze the RAs. First, the Reports on the results and Comments on the results moves were identified in the Results sections. The Chi-Square test was then used to calculate and compare the frequency of their recycling in the Discussion sections across cultures and disciplines. The data analysis results revealed that changes in the disciplines or sociocultural settings do not result in variations in recycling the two moves under study. Given that the current study provides a relatively new framework for scrutinizing scientific discourse, it may promise certain pedagogical implications for native and non-native students in Soft Science disciplines, researchers, English for Academic Purposes (EAP) and English for Specific Purposes (ESP) instructors, and course designers.

Despite widespread interest and research among applied linguists to explore metadiscourse use, very little is known of how metadiscourse resources have evolved over time in response to the historically developing practices of academic communities. Motivated by such an ambition, the current research drew on a corpus of 874315 words taken from three leading journals of applied linguistics in order to trace the diachronic evolution of stance markers in methodology section of research articles from 1996 to 2016. Hyland’s (2005b) model of metadiscourse was adopted for the analysis of the selected corpus. The data were explored using concordance software AntConc (Anthony, 2011). Moreover, a Chi-Square statistical measure was run to determine statistical significances. The analysis revealed a significant decline in the overall frequency of stance markers in methodology section of RAs. Interestingly, this decrease was entirely due to the overall decline in the use of self-mentions. Approaching interactional dimension of academic writing from such a diachronic perspective, it might be argued that the very selective use of stance markers by academic writers over time means metadiscourse does not operate in vacuum and is sensitive to changes within disciplines and their academic practices.

The present study was an attempt to investigate to what extent Iranian EFL teachers practice critical discourse analysis in the English language classroom during their teaching. To reach this aim, a 27-item questionnaire was designed and administered among 120 male and female Iranian English teachers in different language schools in Tehran. Following descriptive statistics through which the mean, standard deviation, and reliability of the questionnaire were calculated,a factor analysis was conducted to assess the construct validity of the designed questionnaire.The results of the statistical analysis clearly demonstrated the validity of the designed questionnaire.Once validated, certain within group comparisons (with respect to the demographic factors of gender, age, and educational degree) were conducted to see how the different demographic subsets of the sample responded to the questionnaire. The study also discusses the implications of such measurement for ELT and points out a number of suggestions for further study.

The present study was an attempt to determine a relationship between foreign language reading anxiety and reading strategy use among a group of EFL Iranian readers (no = 100) with low vs. high proficiency levels. To this end, FLRAS (Foreign Language Reading Anxiety Scale) developed by Saito, Horwitz, and Garza, (1999) was used in order to measure the participants’ level of anxiety in reading and SORS (The Survey of Reading Strategies) adapted from Mokhtari and Sheorey (2002), was utilized to gauge the participants’ strategy uses.  The students’ responses to reading strategies when faced with anxiety-provoking contexts were categorized into three strategy uses including ‘global’, ‘problem solving’ and ‘support’ and mapped on their total scores in reading anxiety.  The results from Multinomial Logit Regression (MLR) showed that the students with lower level reading anxiety indices would adopt problem solving strategies more compared with support and global strategies. Regarding the interaction of proficiency level in the process, the results showed that it was less probable for the students with lower reading anxiety levels to adopt problem solving strategies compared with more anxious students who would adopt global strategies. Some possible implications are discussed in the light of improving reading instructions provided for Iranian students. <strong><em> </em></strong>