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This study aimed to examine the predictive role of hope and emotion regulation in perceived discrimination among adults with physical disabilities. The study employed a correlational descriptive design with a sample of 390 adults with physical disabilities, selected based on the Morgan and Krejcie table. Participants completed validated measures assessing perceived discrimination, hope, and emotion regulation, including the Perceived Discrimination Scale, the Adult Hope Scale, and the Emotion Regulation Questionnaire. Data analysis was conducted using Pearson correlation to examine associations between variables and multiple linear regression to determine the predictive effect of hope and emotion regulation on perceived discrimination. Statistical analyses were performed using SPSS-27, with significance set at p < 0.01. The results indicated a significant negative correlation between hope and perceived discrimination (r = -0.45, p < 0.01) and between cognitive reappraisal and perceived discrimination (r = -0.38, p < 0.01), while expressive suppression was positively correlated with perceived discrimination (r = 0.41, p < 0.01). The regression model was statistically significant (F(2, 387) = 53.04, p < 0.01) with an R² value of 0.27, indicating that hope and emotion regulation explained 27% of the variance in perceived discrimination. Hope (B = -0.39, p < 0.01) and cognitive reappraisal (B = -0.28, p < 0.01) negatively predicted perceived discrimination, whereas expressive suppression (B = 0.31, p < 0.01) was a positive predictor. The findings suggest that hope and adaptive emotion regulation strategies, particularly cognitive reappraisal, serve as protective factors against perceived discrimination, whereas expressive suppression exacerbates discriminatory perceptions. These results highlight the importance of psychological interventions aimed at fostering hope and teaching adaptive emotion regulation strategies to mitigate the impact of discrimination in individuals with physical disabilities.

Internationalization and globalization have gained popularity during the past 20 years in a variety of educational settings. English-Medium Instruction (EMI) has been one of the primary strategies for addressing these developments. Iraqi secondary schools appear to be falling behind in the face of these worldwide trends. Secondary schools are using Arabic as their practically universal language of teaching. Still, only a few numbers of studies have investigated the possible use of EMI and instructors' perspectives regarding its usage. This study adopted a mixed-methods approach to examine the current state of EMI in the Iraqi setting, providing more insight into the rising application of EMI. To learn more about the attitudes of 150 teachers concerning EMI, pertinent questionnaires and semi-structured interviews were used to gather the required data. The quantitative results demonstrated that educators' opinions of EMI were overwhelmingly favorable. Most instructors supported both bilingual education and EMI, despite being aware of the detrimental effects of EMI on common official languages and the opposition to its implementation. The participants' views about and preferences for EMI were significantly influenced by their educational background, English ability, and their academic degree. The qualitative analysis's findings showed that although EMI classes provided participants with many benefits, they also faced significant difficulties, the primary reason of which was their poor English ability. The findings also indicated that most of participants blamed administrators for the difficulties in the EMI courses..

Writing proficiency is a key factor in the development of language skills and there are different approaches to writing development. This study sought to investigate the effect of flipped classroom, interactive classroom, and the integration of two approaches on Iranian advanced English as a Foreign Language (EFL) learners’ writing performance. Eighty-five Iranian learners enrolled in EFL programs at the Sokhan English Institution in Guilan, Iran, participated in this quasi-experimental research. There were both male and females. After homogenizing them with the Oxford Placemen, they were divided into three experimental groups: the flipped classroom, the interactive classroom, and the integration of two approaches. Three instruments were used to collect data: the Oxford placement test, the pretest, and the posttest of writing. They had 13 sessions of treatment. Data analysis by ANCOVA revealed that both flipped classroom, and interactive classroom positively impacted the writing skills of EFL learners. However, the group receiving the integration of flipped and interactive approaches treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, material developers, language institutions, educators, and students in creating a more effective environment for learning foreign languages and enhancing writing skills.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

This study examines the employment of self-praise in online celebrity culture, particularly the self-presentation strategies adopted by male and female English and Iraqi celebrities on social media. Drawing on the theoretical frameworks of self-presentation, politeness theory, and self-praise, the study examines how male and female celebrities employ self-praise to negotiate their public images, engage with audiences, and enhance their market value. By examining posts on Instagram, Twitter, and Weibo, this study identifies prevalent self-praise strategies, such as explicit self-praise, adapted self-praise, and implicit self-praise, and draws attention to the affordances of platforms like hashtags, character limits, and multimodal content that influence these strategies. Further, this study investigates the degree to which cultural norms, primarily of individualism and collectivism, inform male and female celebrities' practice and perception of self-praise in different cultural settings. The findings suggest that as a global platform for celebrity branding and social validation, self-praise is grounded in the cultural expectations and affordances of given platforms. This study adds to the knowledge of self-presentation in the digital era and offers insights into the intersection of self-praise, gender, celebrity culture, and social media.

The study aims to investigate the influence of image-based and text-based concept maps on the reading comprehension abilities of Iranian Intermediate EFL learners. A total of 90 learners participated in the study, consisting of 55 females and 35 males, all between the ages of 18 and 32. Participants were selected from intact classes at three English language schools in Sabzevar, Iran. This research was organized as a quasi-experimental study, in which the participants were segmented into two experimental groups and one control group. The intervention lasted for five weeks, with two sessions each week, each session running for one hour and thirty minutes. The outcomes from the assessments were analyzed using an independent sample t-test and ANOVA test, revealing that the image-based concept map instructional approach improved learners' reading comprehension. In terms of cognitive understanding and creativity, students who utilized image-based concept mapping outperformed their peers in the text-based mapping group. Additionally, the findings indicated that the image-based concept map teaching strategy could assist students in obtaining a more profound understanding of reading materials. Teachers might consider integrating visual mapping techniques to encourage deeper comprehension and facilitate more meaningful learning experiences, which could ultimately lead to better academic performance in language learning contexts.

This paper discusses the use of figures of speech and communicative intentions behind such stylistic choices in British political interviews. By using a qualitative stylistic framework based on the models of Simpson (2004) and Leech and Short (2007), this research investigates the usage of metaphors, similes, and analogies by British politicians between 2009 and 2024. This study has found that such rhetorical devices are strategically utilized to reduce intricacy, create emotional appeals, and command authority. Key findings underline the fact that key metaphors constitute the framing of policies in an accessible and positive light, reinforcement of political positionality through similes, and projection of competence and trust through analogies. This is a very significant lacuna in literature, as almost all previous studies have focused on rhetorical devices in American political speeches rather than British interviews. It tries to show the purposes of such stylistic strategies and allow a bigger understanding of political communication in British contexts to linguists, political strategists, and media analysts. The findings point up the centrality of language in the engendering of public perception and offer insight into the persuasive functions of rhetorical devices in contemporary political discourse.

based on the peculiarities of developing AI technology, learning English among EFL learners has become easier and the significance of studying the way English skills interact with AI technology such as Chat-GPT, and EFL learners’ internal and social factors have become highly important. Social factors include may greatly affect the problem-solving skills of the students. It might also lead to a decline in students' writing skills as they rely on the model to generate content rather than developing their own communication abilities. Social factors might include issues related to job or individual growth. Adopting a transformative learning ground, the present study attempted to use a qualitative-method approach to investigate how EFL learners experience AI, on one hand, and how they perceive Chat-GPT in this process through understanding changes in their job, attitudes toward themselves and etc, on the other hand. This study is based on a detailed investigation of the learning experiences of 46 Iranian EFL learners (intermediate and upper intermediate level) from Qom and Tehran provinces; selected based on convenience sampling procedure. Semi-structured interviews were used as the primary data collection method. Thematic analysis was used to analyze the recorded and transcribed data and theme extraction, which combined with an abductive approach helped derive broader meaning. The results indicated an overall positive perception of Chat-GPT among the participants

The current inquiry aimed at examining the effect of first language by Iranian learners as Foreign Language (EFL) in task preparation on their speaking accuracy, fluency and complexity. For this purpose, 40 Iranian EFL learners with intermediate level were selected based on a placement test, and divided into two equal groups. Then, the speaking fluency, accuracy, and complexity test was administered as the pretest. The treatment lasted for five sessions of 60 minutes. In these sessions, the learners did oral opinion tasks. In the first group, participants were supposed to spend 10 minutes to cooperate with a partner to read a proposed problem, discuss their solutions, and jot down by in a planning sheet. Within 10 minutes, they prepared for the task using only their L1 (Persian) for improving both speaking and writing skills. Following that, the participants were separated in various rooms, and were given two minutes to plan the task in English prior to doing the task. In contrast, the second group completed the planning sheet and prepared the task in English as their second/foreign language. The instruction lasted five sessions. At the final session, the speaking fluency, accuracy, and complexity posttest was conducted. The effects of the task planning conditions were analyzed and compared during and after the task performance. The data were analyzed via ANCOVA. The findings indicated that using L1 by Iranian EFL learners in task preparation significantly affected speaking accuracy, fluency and complexity. Finally, the pedagogical and theoretical implications of the study are provided.

In this paper, the researcher intends to show the Fantasy world, like the real world, suffers from racial issues and cultural diversities as well. Moreover, the main claim of this article is to depict that the tensions and battles that exist in the selected novels are the result of diaspora, dislocation, and cultural diversities as the subjects attempt to adjust or fail to adapt themselves. In this research, Hall’s theory is used as the main framework. In the selected works Lord of the Rings and The Hobbit, the idea of dislocation is the dominant notion among the characters of the story. The characters might not belong to a specific region while they live there and they would not be accepted by the other character. Consequently, they become confused about their own identity and regard themselves as hybrid subjects. This means that the notion of hybrid identity is dominant among several characters in the series. Consequently, the characters have different features that might be contradictory. ecocriticism has other disciplines such as environmental justice and deep ecology that remain open to trace them in the selected novels. In addition, applying other approaches, such as psychoanalysis, to the novels could also be beneficial, since when searching for the purpose of this study, many interesting issues on the novels and discussions can be read.