درخت حوزه‌های تخصصی

This study strived to specify and particularize Iranian medical field specialists and EFL teachers’ predominant and overriding textual interventions, which fall within the ambit of convenience editing. To this end, we required 20 field specialists and 20 EFL instructors to edit the unedited versions of 80 published medical research articles in a way that rendered them apt for publication in quality medical journals. We categorized the obtained data of the edited articles using an editing strategy framework that distinguished four editing micro-strategies and five macro-strategies. The findings revealed that medical specialists and EFL teachers’ micro-editing strategies outnumbered their macro-editing ones. Furthermore, there were significant differences between the editing micro-strategy uses of the above-mentioned groups of the participants. The results highlighted the need for a synergic collaboration between the medical field specialists and the EFL teachers to ameliorate medical articles’ formal, stylistic, and genre-related features and to expedite their publication process. 

The following paper was designed to focus on how learners’ process different communication inputs (Listening, Speaking, Reading and Writing) and secondly, how gender differences play a significant role in this process. However, materials and instruction methods must also affect individual responses to given tasks. A study on these issues will necessitate the development of gender sensitive instructional materials with a special focus on improving individual comprehension strategies. First year graduate students with English as a compulsory subject of the two selected institutions were taken for our study. In this paper we have reported the differences between the male and female attitudes of the learners and their beliefs in acquiring LSRW skills for learning English as a foreign language (EFL). Survey questionnaires (through Google forms) and interview questions were designed. One sample T-test and paired sample test were taken whereas, interview question responses were analysed to validate the data. The findings revealed that average responses regarding the difficulty of listening skills are statistically significant and correlation between male students learning listening skills are better in the collaborative learning environment whereas the female students depict a positive and moderate correlation for the same. However, it is also found that there is no significant difference between the overall performance of female and male students and the implications have been discussed in the paper.

Abstract This research covers the differences in some of the interactional competence components, such as topic management, turn management, non-verbal behavior, breakdown repair, and interactive listening, among Iraqi elementary and advanced EFL learners. In relation to both the face-to-face and virtual environments, this article tries to divulge how the said competencies of these learners change with task types—opinion exchange and jigsaw tasks—and educational setting. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts.

This study explores Iranian EFL teachers' perceptions of integrating job crafting interventions with reflective teaching to enhance their teaching practices and well-being. Using a grounded theory approach, 25 experienced EFL teachers (minimum 5 years of teaching experience) were selected through purposive sampling to participate in a multi-phased intervention based on the PERMA model. The intervention included training workshops, self-set job crafting assignments, and reflective practices. Data were collected through semi-structured and focus-group interviews and analyzed to identify recurring themes. The findings revealed three themes: 1) reflective mindset, 2) sense of belonging and engagement, and 3) reflective avoidance. Results indicate that job crafting improved teachers' self-efficacy, motivation, and resilience, though some experienced challenges in implementation. Practical implications suggest incorporating job crafting strategies into teacher training programs to foster reflective teaching and enhance teacher well-being. This research contributes to the field by bridging positive psychology and reflective practices in SLA contexts, emphasizing the value of teacher-centered interventions in professional development.