Foreign Language Teaching and Research

Multicultural education is a product of the impact of the globalization on education. Further, a factor with a main role in EFL teaching and learning is teacher effectiveness which has a significant place in the World educational programs. The present study sought to explore Iranian EFL teachers’ perceptions of pluralistic teacher effectiveness. In line with the objective of the present study, the basic interpretive design within a qualitative paradigm. The sample of the study consisted of a total of 40 Iranian (20 males and 20 females) EFL teachers teaching in public high schools in different Iranian provinces. They were conveniently selected from among those teachers who were members of virtual groups and channels. To collect the required data, a semi-structured interview was implemented. Data analysis was done via qualitative thematic analysis. As revealed by the results, the following perceptions were extracted concerning pluralistic teacher effectiveness: Having Verbal and Non-Verbal Communication with Learners; Recognizing Differences among Students’ Learning Strategies; Having Preliminary Knowledge of Different Subjects; Taking Advantage of Different Teaching Methods; Showing Respect and Attention to all Students; Teaching Ruminatively; Having Accountability and Responsibility; Generating a Conducive Class Atmosphere; Using Technology; Using Motivational Strategies; Using Various Evaluation Methods; and Building a Fair Classroom.

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.

Abstract This research covers the differences in some of the interactional competence components, such as topic management, turn management, non-verbal behavior, breakdown repair, and interactive listening, among Iraqi elementary and advanced EFL learners. In relation to both the face-to-face and virtual environments, this article tries to divulge how the said competencies of these learners change with task types—opinion exchange and jigsaw tasks—and educational setting. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts.

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.

This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited. The researcher found different scenes in the novel that show both aspects of nature which include the mentioned concepts. On ‘maternity’, the researcher depicted how nature is considered a source of giving life and existence to the world like women. On 'otherness', the researcher found how nature is marginalized and ignored just like women. In other words, it is shown nature, like women, is ‘other' and secondary in the society. It was shown how nature and culture are related. Besides, it was proved that there is a close relationship between women and nature that one can delve further into. This paper adopted the Eco-feminism approach to explore Shell Shaker, solely filled with Native American settings and issues. So, both nature and the woman of the Native American context were the focus of the study. The researcher showed how the Native American women can be representative of the nature of their ancestral lands and identify with it. The main argument that the researcher intended to study was parallel roles of both women and natural land for Native American. To this purpose, theories and notions of several thinkers were exploited.

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.

This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners. This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners.

The study on second language (L2) argumentative writing has explored various surfaces and dimensions of learner behavior and presentation, although fewer studies have studied effective pedagogical strategies to boost students’ argumentative skills. The current study mentions the gap by exploring the effect of explicit argumentative instruction on the writing abilities of 30 Iranian IELTS candidates, according to CEFR ranging from B1 to B2, in an English Language Institute in Karaj - Iran in both Persian and English, the former their native language and the latter their foreign language . As a set of authentic IELTS Task 2 prompts were used and taken from the language learners, the study analyzed 180 argumentative essays, both in English and Persian, written by the participants prior, while and after instruction. The outcomes had shown noteworthy enhancement in the students’ English argumentative performance, with the recurrent use of argumentation key elements such as ‘claim’, ‘data’, and the ‘counterarguments’. Though, less emphasis was put on advanced argumentative structures such as ‘counterclaims’ and ‘rebuttals’. The results suggest that structured pedagogy in teaching argumentation can positively influence learners’ proficiency in both first language (L1) and second language (L2) writing. The insinuations for teaching argumentative writing in multilingual contexts will be further discussed.

The aim of this research paper is to explore how the rhetorical means employed by the United States of America are produced in cultural, historical, and political contexts. The public speeches will be delivered by the Presidents of the United States and other European leaders during the tenure of 2017-2024. The aim of this paper is to determine the extent to which cultural norms, political institutions, and historical backgrounds mold leadership engagement strategies of leaders from both regions through an analysis of a large corpus of political speeches. Importantly, the results show significant differences in political rhetoric styles, especially regarding individualism, power distance, and uncertainty avoidance. These are represented through the use of the Critical Discourse Analysis framework, Aristotle's Three Appeals, and Hofstede's Cultural Dimensions Theory. Based on the data analysis, it would appear that the United States of America. Generally speaking, presidents have a predisposition to utilize direct and forceful forms of communication, which must be that of American culture concerning individualism and leadership. Whereas in American politics, leaders do follow the straight and often inflexible line, in Europe, politicians are more diplomatic and multilateral, their approach emphasizing collective decision-making and cultural coherence.

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.