Journal of Foreign Language Teaching and Translation Studies

Investigating gender stereotypes and biases is a well-grounded area of research in language education. The present study analyzes the English as a Foreign Language (EFL) textbook series Vision and Prospect, which are used in two different cycles of the official education system in Iran. It examines the representation of gender in both the text and images within these textbooks. Using content analysis, the study found various instances of gender inequality within both series. Notably, male characters were overrepresented in categories such as visibility, firstness, character action, occupation, and thematic dominance. While Vision presents a slightly less gender-biased portrayal of women compared to Prospect, men remain predominantly represented in thematic contexts in both series. The results suggest that gender stereotypes continue to persist regardless of proficiency levels in local textbooks, reflecting a socio-cultural environment in Iran that reinforces these stereotypes. These findings can be valuable for textbook authors, curriculum designers, policy-makers and other agencies involved in language education, including students and teachers.

This study compares the effectiveness of artificial intelligence (AI)-generated feedback (specifically using ChatGPT) and human feedback in improving the writing performance of B2-level IELTS candidates. A mixed-methods approach was employed, combining quantitative and qualitative data to evaluate the impact of both types of feedback. A total of 100 B2-level English learners from various cities of Iran were selected through convenience sampling and then randomly assigned to two groups. Pre- and post-test assessments, using mock IELTS exams, provided quantitative data, while qualitative data were gathered through participant questionnaires. These findings reinforce the superiority of human feedback in enhancing higher-order writing skills; however, this study extends prior research by examining the effectiveness of AI-generated and human feedback within the specific context of Iranian IELTS candidates. Given the traditionally grammar-focused writing instruction in Iran, the results highlight the need for integrated feedback approaches that address coherence, cohesion, and argument development. The study also offers practical implications for IELTS preparation programs in non-native English-speaking countries, advocating for a structured combination of AI and human feedback to maximize writing proficiency. Learners valued the personalized guidance of human feedback, which fostered motivation and engagement. Conversely, AI-generated feedback excelled in correcting surface-level errors, such as grammar and vocabulary, offering immediacy and consistency. Nonetheless, AI's lack of interpretive depth limited its ability to address complex writing issues like argumentative development and cohesive flow. This study underscores the potential benefits of integrating AI and human feedback to enhance writing instruction for standardized assessments. Future research should investigate strategies to refine AI tools for better support of advanced writing skills. 

This study aimed to explore the challenges faced by pre-service teachers in Iran in noticing and responding to student thought processes during English language instruction, as well as the strategies they employed to engage with student thinking. Utilizing grounded theory and qualitative analysis, the research sought to provide a deeper understanding of these challenges and strategies to inform teacher education practices. The findings revealed significant difficulties in recognizing diverse student thinking and managing classroom dynamics. To address these challenges, pre-service teachers adopted strategies such as open-ended questions and group discussions, which fostered deeper understanding, clarified students' ideas, and promoted a more interactive learning environment. The results highlighted the urgent need for teacher education programs in Iran to develop skills that enhance the ability to respond to students' thinking. Specifically, programs should focus on competencies such as pedagogical competence, cognitive skills, interpersonal communication, reflective practice, technological proficiency, and entrepreneurial competencies. By strengthening these competencies, pre-service teachers can improve their English instruction and effectiveness. Educational programs could benefit from integrating practical experiences like micro-teaching sessions and workshops on effective questioning techniques. This approach will better prepare future educators to navigate student engagement, leading to more effective teaching practices in Iran’s educational landscape.

This study investigated the relationship between EFL learners’ motivational profile and their home cultural attachment. For this purpose, two questionnaires, Papi and Abdollahzadeh (2011) The Student Motivational State Questionnaire and Pishghadam, Hashemi and Bazri (2013) Cultural Attachment Scale, designed for the context of Iran, were distributed among two hundred EFL learners studying English in language institutes all over Iran. Various statistical analyses were conducted to examine the associations between the variables. The ideal self was strongly related to Western and artistic attachments; the ought self-demonstrated a strong relationship with Western attachment; and the linguistic self-confidence showed minimal correlation with cultural attachment. The results revealed significant gender differences in motivational profiles, with girls showing stronger alignment with ideal and ought-to selves, as well as higher levels of linguistic self-confidence and more positive attitudes toward learning English. Boys, on the other hand, exhibited slightly higher attachment to Western cultural influences, while girls showed stronger attachments to traditional, Iranian, and artistic dimensions. The results underscore the intricate relationship between cultural identity, motivational dynamics, and emotional reactions in language learning. These findings carry important implications for tailoring language teaching strategies to address gender-specific motivational drivers and cultural affinities, while also offering applications in designing more inclusive and personalized educational approaches that enhance engagement and outcomes for both boys and girls.

Since the emergence of Communicative Language Teaching (CLT), textbooks in Second Language Acquisition (SLA) have sought to align with its principles in order to gain wider acceptance and credibility. On the other hand, enhancing speaking skills within the school context in Iran has become a pressing demand. A critical component in facilitating the attainment of this ambitious objective is the effective development and utilization of appropriate instructional materials. This study seeks to critically evaluate the efficacy of Vision 1, a domestically developed coursebook implemented in Iranian high schools, in comparison to the international standard exemplified by Solutions Elementary (E.). To this end, four evaluative criteria were utilized: the communicative nature of speaking tasks, alignment with the Weak or Strong version of CLT, the type of prompts used for eliciting speaking, and the frequency of speaking activities.  Methodologically, content analysis was conducted, and the degree of inter-coder agreement was quantified using Cohen’s Kappa. Subsequently, the obtained data underwent statistical scrutiny, encompassing both descriptive and inferential statistical analyses. Non-parametric Chi-square goodness-of-fit tests were employed to discern statistically significant disparities between the two textbooks concerning the specified criteria. Outcomes indicated significant differences in all the four criteria used. Overall, Solutions E. exhibited superiority over Vision 1 in terms of both quantity and diversity of speaking activities. The activities in Solutions E. are more communicatively oriented, fostering willingness to communicate in the target learners. Recommendations were posited to ameliorate Vision 1, particularly in the sphere of speaking skill development in Iranian context.

Although teacher-related factors have been regarded as significant elements in shaping the educational system, there is a scarcity of research regarding the relationship between teachers’ online knowledge sharing, commitment, and teachers’ self-efficacy. In this study, a quantitative correlational methodology and structural equation modeling were employed to address the research hypotheses. To achieve this, 113 English as a Foreign Language (EFL) teachers were selected through convenience sampling. Three questionnaires—namely, online knowledge sharing behavior, teaching commitment, and teachers' self-efficacy—were utilized to collect the data. The findings showed that knowledge sharing had a significant effect on teachers' commitment. Additionally, knowledge sharing had a significant effect on self-efficacy, which acted as a mediating variable. Furthermore, self-efficacy affected teachers' teaching commitment. Self-efficacy as a mediating variable strengthens the effect of knowledge sharing on teaching commitment. Overall, the findings supported the proposed hypothetical model of the variables. These results carry significance both theoretically and practically and provide valuable insights.