مطالب

This study investigated the discourse features of requestive speech acts in 10 textbooks from the Top Notch and Summit series to assess their potential for developing learners' pragmatic competence. Requests were analyzed in terms of directness strategies, head acts, and supportive discourse moves, drawing on the frameworks of Blum-Kulka et al. (1989) and Farch and Kasper (1989). The findings revealed a bias towards direct request strategies in both series, likely influenced by their utilitarian discourse structure. While Top Notch provided a wider range of directness levels, Summit, designed for advanced learners, offered limited exposure to diverse request strategies. Internal supportive moves, particularly the use of questions, were more prevalent than external moves in both series. These findings suggest that while the series contribute to language learning, they may not fully equip learners with the pragmatic competence necessary for effective intercultural communication. Further research is needed to explore the impact of explicit instruction and implicit learning on the acquisition of request strategies.

This study aimed to explore Iranian teachers’ cognition of L1 use in L2 teaching as a component of classroom management, in EFL classes at private language schools in Iran. The study comprised 12 in-service teachers, and the sample size was decided based upon data saturation. The instrument employed in this research was a semi-structured interview, designed to elicit the participating teachers’ cognition. The interviews were audio-recorded and were subsequently transcribed. Thematic analysis of the data demonstrated that the teachers believed the extent and frequency of L1 use should be balanced based on the objectives of L2 lessons, so that classes could be smoothly managed and learners could be sufficiently exposed to L2. Besides, the participants held that for effective classroom management, teachers should use L1 judiciously and selectively. In addition, they accentuated the significance of attention to learners’ English language proficiency level, psychological factors, and educational needs in this respect. Moreover, they were aware of the potential role of L1 use with regard to classroom management strategies, such as establishing rapport, maintaining discipline, and managing time. Overall, the participants were cognizant of using L1 in L2 teaching as a classroom management component. This inquiry provides implications for supervisors of language schools, language teachers, and language teacher educators.

The convergence of digital transformation and artificial intelligence (AI) is reshaping sports globally, yet para-sport organizations face uniquely complex challenges, from precision in classification to equitable access to technology. Despite growing interest, research remains fragmented, lacking an integrated framework linking technological capability, ethical governance, and inclusivity imperatives. This narrative review critically synthesizes contemporary evidence (2005–2025) to illuminate how AI and digital systems can reconfigure para-sport governance, performance optimization, and athlete empowerment. Literature was sourced from major scholarly databases, analyzed thematically, and integrated into a foresight-oriented conceptual model. Findings reveal five strategic domains: organizational digital readiness; AI applications for adaptive training and decision-making; governance frameworks for ethical and transparent implementation; mitigation of algorithmic bias; and future scenario planning for resilient, inclusive systems. Opportunities include enhancing classification accuracy, personalizing performance strategies, and democratizing digital resources. However, risks such as entrenched bias, data governance failures, and regulatory fragmentation remain critical threats. This review advocates for urgent, coordinated action to integrate ethics, accessibility, and co-creation into AI development. Policy recommendations include stakeholder-driven algorithm design, routine bias audits, capacity-building initiatives, and harmonized global regulatory standards. Ultimately, para-sport stands at a pivotal inflection point: without intentional, equity-focused strategies, technological advances risk reinforcing structural disparities.

AI-assisted translation has gained increasing attention in recent years, yet its effectiveness remains underexplored. The present study sought to shed light on the role of AI (ChatGPT) in mediating translation. To this end, 46 postgraduate ESP students majoring in three sub-disciplines of politics (across three classes) were selected through convenience sampling. No outliers were identified in these classes, and each was assigned to one experimental group (AI-assisted group, N = 16; AI–Human Revised group, N = 16; Human-only Scaffolded group, N = 14). A posttest-only control group design was adopted, and each group was mediated according to its respective intervention protocol. AI was instructed to follow a graduated mediation protocol developed for the purposes of this study. The final translations were evaluated both qualitatively and quantitatively. Findings revealed that the end product of the AI-assisted group, compared with the human-involved groups, exhibited major translation deficiencies ranging from the lexico-semantic level to syntax, the syntax–semantic interface, and rhetorical patterns. Additional procedural deficiencies were also observed and reported. Furthermore, participants’ translations were assessed using a rubric, and quantitative analysis showed that both human-involved groups significantly outperformed the AI-only group.

The present study surveyed the potential role of podcasting and blogging in improving Iraqi intermediate EFL learners’ motivation. To this aim, 45 learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling. The participants were then randomly assigned to one of the three groups (podcasting vlogging, and control). Successive to administering the motivation scale as pretest, the researchers initiated the intervention, which lasted for 14 sessions and seven weeks, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. They were asked to provide their opinions on how podcasting and vlogging can improve their motivation. The data collected for the quantitative phase were analyzed using one-way ANOVA and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups exhibited higher degrees of motivation in comparison to the control group following the treatments. Moreover, the findings suggested that there was no statistically significant difference between the groups that engaged in podcasting and vlogging. The qualitative analysis indicated that the participants had positive attitudes about using podcasting and vlogging to improve their motivation. The findings are thought to have fruitful implications for teachers, learners and other educational stakeholders at the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.

Reflective practice is widely recognized as a cornerstone of teacher professional growth and effective classroom teaching. This study investigated its impact on Iranian EFL teachers’ development and their students’ learning outcomes, specifically focusing on engagement and academic achievement. A nine-month longitudinal mixed-methods study was conducted with 30 Iranian EFL teachers (aged 24–50) selected based on snow ball sampling technique and 300 students (mixed gender, aged 12–18, intermediate proficiency) taught by those teachers from Safir Language Academy in Tehran. Teachers engaged in structured reflective activities, including journaling, peer discussions, and guided reflection sessions. Data were collected through reflective journals, semi-structured interviews, and student performance assessments, and were analyzed using thematic analysis and paired samples t -tests. The findings revealed that reflective practice enhanced teachers’ self-awareness and adaptability in instructional strategies, while students of reflective teachers demonstrated higher engagement and improved academic achievement. Barriers such as time constraints and limited institutional support were also identified. Overall, the study highlights the transformative potential of reflective practice in advancing teacher professional development and promoting more effective EFL classrooms in the Iranian context.

Numerous experts have underscored the need of fairness in National Entrance Examination items. This study examines whether examinees' performance on items of the National University Entrance Exam for Foreign Languages (NUEEFL), known as “Konkour,” varies based on background, specifically gender, school type, and ethnicity, rather than language proficiency, as the detection of differential item functioning (DIF) may enhance the fairness of high-stakes tests. The research employed a quantitative non-experimental, cross-sectional design. The participants included 200 male and female students, who were chosen randomly from students studying at Islamic Azad University, Science and Research branch in Tehran, Iran. The instruments consisted of a mock NUEEFL test and a researcher-made questionnaire. Upon taking the participants’ consent, the researcher took the mock version of NUEEFL. Next, the participants were asked to answer the questionnaire about their demographic information, including their gender, school type, and ethnicity. A three-phase DIF analysis was conducted to explore examinees' performance across these demographic variables. The results indicated that school type exhibited the most significant DIF, particularly in grammar and cloze assessments, whereas gender DIF was mostly seen in grammar and language function. Moreover, ethnically differential item functioning was significant in vocabulary and cloze assessments. Furthermore, reading comprehension was mostly impartial, with the exception of school type. The results underscore the need for test developers to consider demographic factors to ensure fairness and validity in high-stakes testing contexts.