مطالب

During the Covid-19 pandemic, Over the Platforms (OTT) such as Netflix and Amazon multiplied their streaming and eased access to foreign content in India. The hybridity and transnational nature of the digital spaces allowed the audience to consume foreign content beyond the geographies of language and culture. This article aims to analyze the reception and perception of Iranian films in India during the Covid-19 pandemic. The study posits that the shift in the reception of Iranian film in India during the Covid-19 pandemic constructed a positive perception of Iran among the Indian audience. By applying the reception analysis and qualitative content analysis theories, the paper interrogates the way in which film acts as an agency to produce the perception of Iran as a nation among the Indian Audience. For the collection of data, the existing literature has been used. Furthermore, a purposive sample survey among Iranian film lovers had been conducted. The paper also carries a content analysis of the posts, comments, and reviews about Iranian films on social media pages. Iranian films have influenced the Indian audience to such a level that 80% of the respondents want to visit Iran once in a lifetime.

The growing number of migrants from Iran to the Western World during the past decades represents opportunities as well as challenges for both migrants and host communities. One of the issues that challenge Iranian migrants who move to Western countries is their unrealistic ideas about their presumed destination. This study aims to measure how accurate were the expectations of Iranians about life in Germany before their migration. We conducted two quantitative surveys among Iranians already living in Germany, as well as Iranians who intended to migrate to Germany. Comparing the results of the two sets of data, the study argued that in most cases (74%) the expectations before migration were over-optimistic. In 17% of the cases, they were realistic, and only in some cases (9%), they were under-optimistic. In addition, we found some correlations that suggest that factors such as gender, level of education, the reason for migration, and the preferred source of information of the participants can impact on the accuracy of the expectation.

This study aimed at designing a problem-based model of writing development for Iranian EFL learners. To this end, a qualitative content analysis method was used. The participants included EFL teachers (N=10) and learners (N=15) with teaching and learning experience in writing courses at different language institutes of Iran. They were selected through purposive sampling. To collect the data, a semi-structured interview was used. More particularly, initially, the respondents in this study were interviewed to find out what their views about PBL is. The researchers began the qualitative data collection procedure and continued until data was saturated. The semi-structured questions administered to the respondents dealt with various aspects of PBL including: searching for answers, collaborative learning, cognitive thinking, learner-centered learning, diminished rule of the teacher, feedback dynamics in PBL, synthesis of data, and application of findings. By using the views of participants with regards to PBL, a new PBL model for the writing skill were designed. The findings can have implications for EFL teachers, learners, and curriculum planners.

Flow, introduced as one of the founding concepts in positive psychology by Csikszentmihalyi (1990), refers to the complete absorption in a challenging mental, emotional, or physical task to the exclusion of attention to any other surrounding thing. Since the Covid-19 pandemic, whole aspects of human life have changed, and language learning is no exception. The present study explored various obstacles in experiencing flow among Iranian EFL learners while completing tasks in three different modalities: face-to-face (F2F), text-based, and audio-based interaction during the Covid-19 pandemic. The data were elicited from 55 upper-intermediate learners divided into three groups completing the tasks in pairs, each through one of the three modalities, as a part of their classroom activity. Immediately following class time, they were interviewed individually or through group chats via WhatsApp. Under the three different modalities, the qualitative content analysis identified obstacles in achieving flow and categorized them into five themes. The results revealed that the main barriers in the face-to-face group were related to contextual or environmental factors as well as to task-induced issues. However, technological, task-based, and teacher-related factors gained higher percentages among text-based and audio-based interaction themes. The findings offer insight into flow perception by second language learners in different task modalities during the Covid-19 pandemic.

Collaborative dialogue (CD) in developing L2 skills known as ‘knowledge-building dialogue’, in spite of its momentum in foreign language acquisition, has rarely been conjoined and empirically investigated with a Task-based approach. To this end, the present research was conducted with a two-fold aim: firstly, investigating the effect of task-based collaborative dialogue on English as a foreign language (EFL) learners’ speaking ability, and secondly, exploring teachers’ and learners’ perceptions of the exercised treatment process. The participants of the study consisted of 100 Iranian B.A. TEFL and Translation Studies students were identified as relatively homogeneous with regard to their language proficiency through administering Oxford Placement Test (OPT) and ten Iranian EFL teachers. The experimental group was exposed to task-based collaborative dialogues, while the control group experienced conventional mainstream teaching the speaking skill. Upon completing the treatment, CD questionnaires were administered to the experimental group of learners and teachers to investigate their perceptions of implementing CDs in speaking classes. Subsequently, the teachers and 12 students from the experimental group attended the semi-structured interview sessions to explore their views regarding the efficiency of task-based CDs. The findings indicated that the experimental group outperformed the control one regarding speaking skill. The results of the questionnaires and the semi-structured interviews complemented each other and indicated that the teachers and the learners adopted positive views toward applying the task-based CD. The findings offer some implications for the stakeholders, including material developers, EFL learners, and teachers, to incorporate task-based collaborative dialogues in second language education.