Teaching English as a Second Language

The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their perceptions of the use of corrective feedback (CF) in their classrooms. To this end, six teachers (three face-to-face and three online) from two language schools were selected as the participants based on convenience sampling. It’s worth noting that in terms of design, the current investigation qualifies as a case study. In an attempt to triangulate data collection, both observation and interview were used as the instruments for data collection. In so doing, each teacher’s class was observed for two sessions, and the interaction between learners and each teacher was audio-recorded. Furthermore, structured interviews were conducted with the participants following observations. The study was guided by Lyster and Ranta’s (1997) and Sheen’s (2011) framework for CF types. As the findings revealed, recast was the most commonly used CF type in elementary and intermediate levels in both classroom modes, as well as the advanced face-to-face class, with the only exception being the advanced online class in which elicitation featured as the most preferred feedback type. Furthermore, the results of the interview data revealed that all teachers had positive perceptions of using CF in EFL classrooms. The findings offer some fruitful implications for EFL teachers who are engaged with face-to-face or online modes of instruction, particularly as they highlight the importance of offering more explicit CF types to bring about more noticing and uptake.

Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically captures their interrelationship remains in its infancy. The current study explored the interplay between L2 learners’ motivational selves and their sociopragmatic and pragmalinguistic competence using structural equation modeling (SEM). It sought to elucidate the mechanisms within the theoretical framework of the L2 Motivational Self-System that underpin this relationship. A cohort of 260 participants learning English-as-a-foreign-language (EFL) from three public universities in Iran was assessed using an online L2 motivation questionnaire and an oral discourse completion test (ODCT) to evaluate their L2 motivational selves as well as sociopragmatic and pragmalinguistic knowledge. The SEM analysis indicated that the learners’ sociopragmatics and pragmalinguistics were associated with some motivational subcomponents. Specifically, the students’ Ideal L2 Self exhibited significant positive predictive power in relation to their sociopragmatics. Their L2 Learning Experience contributed significantly to their pragmalinguistic knowledge. However, the participants’ Ought-to L2 Self appeared to predict their sociopragmatics negatively. Overall, those students who possessed a more robust Ideal L2 Self and an enriched L2 Learning Experience exhibited greater sensitivity to sociopragmatic and pragmalinguistic aspects and demonstrated better pragmatic production. Conversely, their Ought-to L2 Self which is inundated with obligations had a preventative function. These findings underscore the significance of integrating motivational constructs into L2 language pedagogy to enhance the learners’ Ideal L2 Self and their L2 Learning Experience, thereby optimizing their performance pragmatically.

This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.

Lexical bundles are recurrent multi-word sequences that play a crucial role in academic discourse. This article presents an analysis of lexical bundles in book reviews across the disciplines of human and natural sciences. Drawing from a corpus of 737 book reviews, the study investigates the functional roles and structural patterns of these recurrent linguistic units. The research aims to bridge a gap in the literature by exploring how lexical bundles vary across disciplines. Employing a quantitative-qualitative approach, the study first quantitatively identifies the most common 4-word lexical bundles and compares their distribution between the two disciplines. The researchers then qualitatively analyzed the context in which these bundles are used, observing that they often serve to refer to or evaluate the structure, content, audience, or scope of the book under review. Findings reveal that while both human and natural sciences book reviews share some lexical bundles, they exhibit variations in their distribution, structures, and functions. Notably, natural sciences book reviews employ a greater frequency of lexical bundles signaling an evaluative context, particularly contexts related to the assessment of a book. The study also uncovers differences in the structural preferences of lexical bundles between the two disciplines. This research contributes to a deeper understanding of the genre-specific utilization of lexical bundles and underscores their role in conveying evaluative meaning in scholarly discourse. Furthermore, the study suggests avenues for further exploration, providing a foundation for future investigations into the intricate interplay between linguistic features and disciplinary preferences.

Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural and multicultural awareness on Iranian EFL teachers’ professional development within augmented virtual reality (AVR)-based and conventional teacher education programs. Thus, 28 EFL teachers participated in semi-structured interviews and reflective inquiries following eight-week training courses. Data analysis was done manually via qualitative thematic analysis and by MAXQDA according to Guskey’s (2002) professional development model. Consequently, seven themes for the conventional group (maintaining a culturally responsive environment, enhanced teachers’ behavior, curriculum improvement, creative ideas, enhanced skills, efficient communication, and preparing students for effective communication) and five themes for the AVR group (experiencing authentic material and environment, accessibility features, less interactivity in the classroom, teachers’ passion and confidence improvement, and less cultural boundaries) were extracted. The study highlighted the crucial role of cultural and multicultural immersion and adaptive teaching strategies in creating culturally responsive environments. This approach equipped EFL instructors to address diverse student needs and foster inclusive learning spaces effectively. Moreover, the AVR technology deepened cultural immersion and supported modern teaching approaches, enhancing educators' ability to engage with diverse cultural classrooms. Despite the observed improvements in trainees’ passion and confidence, a need for reconsidering technological aspects in contemporary teacher education was identified. Ultimately, the findings offered pedagogical implications for EFL teacher education and teacher trainers to equip teachers with the necessary skills to address cultural and multicultural challenges in EFL teaching and stimulate their professional growth.

Listening anxiety is the feeling of apprehension that learners might experience when trying to comprehend information from others. This anxiety associated with listening comprehension has been a significant focus of academic research for the past few decades. Foreign language listening anxiety (FLLA) can be triggered by different factors, including affective pressure, cognitive load, or communication disorders. However, there is a lack of appropriate conceptual models to accurately pinpoint the sources of anxiety related to listening. This research introduces a novel model in a non-experimental correlation research design to scrutinize the efficacy of cultural intelligence (CQ) and reflective thinking (RT) in predicting the source of FLLA among EFL learners. To accomplish this, a sample of 250 EFL students was administered the three scales for the constructs under study. In terms of the statistical analysis, structural equation modeling (SEM) was run to examine the fit of the conceptual model. The findings showed that both CQ and RT affect FLLA. However, RT was a stronger predictor of FLLA than CQ. Notably, critical reflection was found to be the strongest predictor of FLLA in the RT. Besides, both cognitive and behavioral dimensions equally influenced FLLA for CQ. Lastly, the results and implications for reducing FLLA are discussed.