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In spite of numerous extant studies on IELTS test-taking techniques, insufficient research has examined the effect of such techniques on reading performance among IELTS test-takers across proficiency levels. Therefore, this study, adopting an explanatory mixed-methods design, investigated the potential effect of test-taking techniques on IELTS reading scores gained by B1 and B2 level learners. The sample comprised 62 B1-level and 63 B2-level learners. The participants were placed into four groups consisting of two experimental and two control groups. In the two experimental groups, 17 reading test-taking techniques were explicitly taught and practiced. The four groups took reading pretest and posttest before and after the treatment. Ultimately, 15 participants from each experimental group partook in semi-structured interviews. The quantitative analysis showed the significant effect of teaching test-taking techniques on both B1 and B2-level learners' reading performance scores with the B1-level learners outperforming their B2-level counterparts. As for the qualitative data analysis, the results yielded eight themes for B1-level learners and seven themes for B2-level learners. Also, the results indicated that B1-level learners earned a notably higher number theme instances than B2-level learners. The results are discussed and implications for language learning, teaching, and testing are provided.

With the advent of advanced technology, a substantial proportion of reading takes place online. Reading engagement is an important factor which makes considerable contributions to reading comprehension. However, there is no valid and reliable measure for assessing learners' online reading engagement. Accordingly, this study constructed and validated a scale to gauge LORE. Initially, 20 EFL learners and 20 teachers were interviewed and based on the results of thematic analysis and extant components in the literature, an initial draft of the LORE was prepared. This draft became subject to expert opinion in a panel of three PhD holders in TEFL. Afterwards, the scale was distributed to 335 learners. The results of exploratory factor analysis (EFA) and Cronbach's Alpha yielded satisfactory psychometric properties for the 21-item scale consisting of six factors including affective, behavioral, cognitive, linguistic, agentic, and social dimensions. The analysis of aggregate means revealed that learners were highly engaged in behavioral and affective aspects, moderately engaged in the cognitive and agentic facets, but they had low levels of engagement in linguistic and social dimensions. Based on the results, the scale can be safely used to measure EFL learners' online reading engagement. Moreover, it is recommended that EFL teachers take measures to foster learners' linguistic and social engagement.

In recent decades, language educators have taken advantage of technological advancements in the language classroom, and L2 learners have voiced their interests, concerns, and preferences about those technological advancements. The current investigation was designed to find out the attitudes of Iranian intermediate IELTS candidates towards using digital multimodal composing (DMC) and massive online open courses (MOOC) in their speaking classes. To achieve this aim, a sample of 60 male and female EFL learners at the intermediate level were selected based on volunteer sampling procedures. Subsequently, the participants were assigned to the two conditions of DMC and MOOC. The two groups were exposed to the same instructional materials, with the difference being that in DMC, the learners had to produce videos during the course and post them on the Flip platform for their peers and teacher to review and comment. They then could use the feedback to make corrections/revisions; in the MOOC condition, the learners signed up for an IELTS course on futurelearn.com and received video presentations, pdf articles, and quizzes, and they were asked to leave comments or react to each other's' comments during the course. Each group received a researcher-made attitude questionnaire at the end of the course and expressed their opinions about the treatment they were exposed to. Not surprisingly, both groups welcomed the use of DMC and MOOC and had positive attitudes towards incorporating such techniques into speaking courses. Based on these findings, this study presents a discussion of certain pedagogical implications.

This essay explores the psychological tension between the Symbolic and Imaginary orders in J.D. Salinger’s The Catcher in the Rye, examining how these tensions relate to trauma through the theories of Jacques Lacan and Cathy Caruth. By analyzing Holden Caulfield's fantasies, rejection of adult "phoniness," and fragmented identity, the study reveals how trauma disrupts the subject’s relation to the Symbolic and manifests in obsessive retreats into fantasy. Drawing on Lacan’s concepts of the Real, Symbolic, and Imaginary orders and Caruth’s theory of trauma as an unassimilated experience, alongside recent critical studies, this essay offers a psychoanalytic reading of Holden’s alienation, illustrating how his attempts to resist symbolic structures ultimately reinforce his trauma. Through an analysis of Holden’s relationships, internal conflict, and interactions with adults, the essay argues that his rejection of the adult world is driven by a fear of corruption, insincerity, and the inevitability of change. Holden's critique of adult society, exemplified through his cynicism toward institutions and adults around him, is contrasted with his idealization of childhood innocence, represented by his fantasies of being "the catcher in the rye." By examining the symbolic significance of Holden’s red hunting hat and his relationships with characters like Phoebe and Jane, the essay highlights his internal struggle and ultimate inability to reconcile the innocence of youth with the complexities of adulthood. The analysis concludes by addressing Holden's self-destructive path, revealing the broader themes of alienation, disillusionment, and the tension between childhood purity and the pressures of growing up in.

Given the transformative potential of technology-enhanced methods in language education, this study investigated the effect of AI-scaffolded learning-oriented assessment (LOA) on Iranian EFL learners' vocabulary acquisition. A quasi-experimental design was employed, with 40 male intermediate-level learners non-randomly assigned to an experimental group (AI-supported Nearpod platform with adaptive scaffolding) and a control group. The Oxford Placement Test ensured homogeneity, while the Vocabulary Knowledge Scale measured vocabulary gains. The experimental group received AI-driven scaffolding, including real-time adaptive feedback, tiered support, and interactive peer-review tasks aligned with LOA principles. Statistical analysis revealed a significant difference in post-VKS scores (M = 130.05) for the experimental group compared to the control group (M = 99.85), with a large effect size (t = 39.38, p < .001, d = 1.96). These results demonstrate that AI-scaffolding, when integrated with LOA, substantially enhances vocabulary learning by personalizing feedback and promoting active engagement. The study highlights the efficacy of AI tools like Nearpod in EFL contexts while underscoring the importance of pedagogical design, such as balancing automation with teacher guidance, to maximize learning outcomes. These findings advocate for the strategic adoption of AI-scaffolded LOA in language curricula, though challenges like digital literacy and equitable access warrant further exploration.

This quasi-experimental study investigated the comparative effects of two instructional approaches – cooperative learning and a hybrid model integrating cooperative and competitive elements – on English as a Foreign Language (EFL) learners' writing proficiency. Participants (n = 23) were female EFL learners aged 16 to 45 (Mage = 30.5) selected through convenience sampling and homogenized based on their Preliminary English Test scores. Participants were randomly assigned to one of two experimental groups. Both groups received pre- and post-tests. The experimental groups received instruction using either a cooperative learning approach or a hybrid approach incorporating both cooperative and competitive elements. Repeated Measures ANOVA was employed to analyze the data. Results indicated that the hybrid approach significantly outperformed the cooperative learning approach in enhancing learners' writing complexity, accuracy, and fluency. These findings suggest that integrating competitive elements within a cooperative framework can significantly improve EFL learners' writing proficiency, offering valuable pedagogical implications for educators and materials developers.

Reading comprehension is a fundamental skill for language learners, yet EFL students often encounter obstacles in developing this ability. Grounded in the sociocultural theory, the current study explored the impact of teacher interactional scaffolding and peer collaborative scaffolding on the reading comprehension of Iranian EFL learners in a blended learning context. A mixed-methods approach was employed, incorporating quantitative analysis of pre-and post-reading comprehension tests as well as qualitative examination of semi-structured interviews. The findings revealed that both teacher interactional scaffolding and peer collaborative scaffolding significantly enhanced learners' reading comprehension. However, no statistically significant difference was found between the two scaffolding approaches. Qualitative data analysis uncovered EFL learners' positive attitudes toward both forms of scaffolding, citing the dynamic support, collaborative problem-solving, and development of metacognitive skills as key benefits. The study underscores the pivotal role of scaffolding in facilitating EFL reading comprehension, with teacher interactional and peer collaborative scaffolding serving as complementary pedagogical strategies. Implications of this research include the need for EFL instructors to incorporate a judicious blend of teacher-led and peer-mediated scaffolding techniques to optimize learners' reading comprehension development. Additionally, the study highlights the adaptability of scaffolding approaches to blended learning environments, where the interactions between teachers, peers, and learners may necessitate innovative scaffolding implementations. This research contributes to the growing body of literature on the efficacy of sociocultural learning principles in enhancing EFL reading comprehension.