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Although there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research, the researchers performed an investigation to examine the various aspects concerning writing challenges, and requirements to improve it. Semi-structured interviews were conducted with an aim to achieve a thorough understanding of the topic by recruiting 25 male and female experienced EFL teachers along with 25 male and female intermediate EFL learners from language institutes in Tehran as the participants of the study through purposeful sampling technique. Then, 5 distinctive questions were chosen for the teachers and another set of 5 different questions for the learners to elicit their perceptions. After gathering the data and identifying the initial codes, the sub-categories emerged and helped the researcher to form the final model. Among the categories, writing strategies like collaborative and game-based, requirements like background, vocabulary, and grammatical knowledge were found to be essential. Based on the findings, a model was developed which is believed to support EFL learners in improving their writing proficiency.

Self-regulation equips learners with the expertise to continue and improve their studies throughout their life span. The current study investigated the impact of reflective learning using Kolb’s cyclical stages on EFL learners’ self-regulation. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the Reflective (n=30) and Non-reflective (n=31) groups. During an eight-week instruction, the Reflective group experienced reflective practices, and the Non-reflective group was exposed to traditional teaching. The data were collected through Seker’s (2016) Self-Regulated Questionnaire, administered before and after the treatment and participants’ think-aloud protocols. The quantitative data analysis using ANCOVA and MANOVA revealed that the Reflective group significantly outperformed the Non-reflective group in all self-regulated learning components except for external and metacognitive self-regulation subscales. The protocol data analysis substantiated the quantitative findings, indicating that reflective learning significantly improved learners’ self-regulated skills. The results offer significant implications for language instructors and language learners.

One of the most relevant areas in the field of Second Language Acquisition (SLA) that still merits further attention is the individual differences among English as Foreign Language (EFL) learners. With an eye on this issue, this study investigates the interrelations among stress coping strategies, foreign language anxiety (FLA), and language achievement among Iraqi EFL students. Utilizing a correlational research design, the study involved 150 upper-intermediate EFL learners who were randomly selected from EFL learners studying in two universities in Iraq. As for the data collection procedure phase of the study, the participants completed the Foreign Language Classroom Anxiety Scale (FLCAS) and the Coping Inventory for Stressful Situations (CISS) to assess their levels of anxiety and coping strategies. The results indicated that there wsa a significant negative relationship between task-oriented coping strategies and foreign language anxiety, as well as a positive correlation between task-oriented coping and language achievement. The findings highlight the importance of effective coping strategies in mitigating anxiety and enhancing language learning outcomes among EFL learners. Furthermore, the study highlights the need for instructors to foster task-oriented coping strategies to improve language achievement and reduce anxiety, thereby creating a more supportive and effective learning environment.

Since the Corona pandemic, the discussion of virtual education has been widely discussed and has entered all fields, including physical education. In the post-Corona era, this type of education has maintained and even expanded its specific audience, so that we are currently witnessing the growth of virtual sports clubs on social networks. Therefore, in order to understand the target market of this profession, sociological information from this group seems essential. Therefore, the purpose of this study is to study the demographic variables of virtual sports clubs on social networks. The statistical population of this study was the participants of a virtual women's club in one of the social networks, numbering 800 people, of which 233 were selected by simple random sampling method and their demographic information was obtained through an online form and the data received was analyzed using a descriptive-analytical method. This study showed that exercising in the virtual club was satisfactory from the participants' perspective, considering that the vast majority of them achieved their goals. Among the participants in the virtual club, the percentage of married people was much higher than single people, and young people aged 20 to 40 had the largest number of participants. The percentage of unemployed people was significantly higher than employed people. There was no significant difference in the type of online or offline use of sessions, but in a two-dimensional analysis of these variables with the variable of online or offline use of virtual sports, it was found that single people were more interested in the offline method and the flexibility of using class time than married people, people with a master's degree were more interested in other educational levels than other educational levels, and people aged 40 to 60 were more interested in the offline method and the flexibility of using class time than other age groups.