درخت حوزه‌های تخصصی

The present study was an attempt to investigate the effects of textually enhanced dual subtitles (TEDS) on vocabulary learning and listening comprehension among Iranian intermediate-level English language learners. The research explored how different types of subtitles—TEDS, plain dual subtitles (PDS), and no subtitles—impact learners’ ability to learn vocabulary and influence their listening comprehension. To achieve this goal, 51 Iranian intermediate English as a foreign language (EFL) learners from a private Institute (i.e., Iran National Language Institute) were randomly assigned to three groups: The first experimental group, namely TEDS watched six episodes of the American sitcom Friends with TEDS; the second experimental group with PDS, and the control group without any subtitles. Before and after the treatment, all the participants took tests assessing their vocabulary knowledge and listening comprehension. The results revealed that, regarding vocabulary posttest, the participants exposed to TEDS performed significantly better than those who watched videos with PDS or no subtitles. However, the difference in listening comprehension scores between the TEDS group and the PDS group was not statistically significant. Additionally, the PDS group performed significantly better than the no-subtitles group in both vocabulary and listening comprehension tests. This research highlights the potential of TEDS in supporting vocabulary learning. The findings suggest that further exploration into different types of textual enhancement of various language elements and their effects on various language skills is necessary to improve instructional practices and enhance language learning tools.

Advances in generative artificial intelligence (AI), particularly large language models, offer new possibilities for language learning. This study, grounded in sociocultural theory, examined the impact of an AI assistant ( Monica ) on English as a Foreign Language (EFL) students’ writing development. A total of 120 male students (aged 26–36, A2 proficiency) participated in a four-month in-service program. The participants were randomly assigned to either an experimental group, which engaged in AI-mediated collaborative writing, or a control group, which collaborated face-to-face. A sequential explanatory mixed-methods design was employed, integrating pretest–posttest measures, questionnaires and semi-structured interviews. Quantitative analyses (Split-Plot ANOVA) showed that the AI-assisted group significantly outperformed the control group in Organization, Language Use, and Mechanics, but not in Content or Vocabulary. Importantly, students’ perceptions shifted dramatically: While only 23% initially held positive expectations, 90% reported positive experiences post-intervention, highlighting the role of affective factors in technology adoption. Qualitative data confirmed cognitive, metacognitive, and motivational benefits of AI interaction, but also revealed challenges including overreliance on AI, uncritical acceptance of feedback, difficulty integrating new vocabulary, and cognitive overload when faced with multiple corrections. Sociocultural concerns, such as academic integrity, face-saving practices, and peer judgment, further influenced student engagement. From a theoretical standpoint, the study contributes to sociocultural scholarship by evidencing the ways in which student–AI interaction shapes and mediates writing development. Pedagogically, it calls for intentional scaffolding to foster critical and reflective practices, reframing AI not as a functional tool but as a meaningful collaborator in the learning process.

This study investigated the effects of gamified language teaching on motivation and writing proficiency of Iranian pre-intermediate English as a foreign language (EFL) learners. Adopting a mixed-methods design, the study involved 60 learners aged 12–16, registered in four language classes of a private institute. Two classes were randomly selected as experimental groups receiving gamified language instruction, and two classes were chosen as control groups receiving traditional instruction. The quantitative data were collected through pre- and post-writing tasks scored using Jacobs et al.’s (1981) analytic rubric and a validated Persian version of Dörnyei and Taguchi’s (2009) motivation questionnaire. The results of mixed-design Analysis of Variance (ANOVA) revealed that learners exposed to digital gamification demonstrated significantly greater gains in motivation and writing performance than those in the control group. The qualitative data from semi-structured interviews further supported these findings, revealing themes of increased motivation, enhanced engagement, perceived improvement in writing skills, user-friendly technology, and a strong preference for gamified learning. The findings suggest that well-designed digital gamification can effectively enhance both affective and linguistic outcomes in EFL writing instruction. Pedagogical implications highlight the importance of aligning game elements with instructional goals while balancing extrinsic rewards and intrinsic motivation.

Though research into the dynamic nature of motivation has gained momentum, there are still some aspects of the issue which are in need of further scrutiny. One such under-researched area is the effect of different learning modules on the direction and pattern of motivational changes, particularly in virtual learning environments. Informed by this gap, the current study explored how EFL learners’ motivation fluctuates based on different learning modules. In so doing, the participants were selected from institute, high school and university contexts. Thus, a major objective of the study was probing the differences among the three contexts as regards motivational fluctuations caused by involvement with different lesson modules. Motometer was utilized as the main means of data collection. Also, in an attempt to triangulate the data collection procedure, retrospective thinking was employed following the collection of Motometer data. Based on the findings, for institute learners, the mid-time of their performance process was the peak motivation time. Furthermore, it was found that the learners experienced more motivation on the activities included in the oral module as opposed to reading activities. Conversely, high school students reached higher levels of motivation on the reading module as opposed to speaking and listening sections. Finally, although significant differences were identified between the institute and school settings concerning mean motivational values for oral modules, no significant difference was observed among the patterns of motivational fluctuations occurring for institute, high school and university students on reading module. The implications of the findings are discussed throughout the paper.