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JOURNAL OF ENGLISH LANGUAGE TEACHING AND LEARNING




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ARTICLES IN PRESS



CURRENT ISSUE



VOLUME 16 (2024)


Issue 33

VOLUME 15 (2023)




VOLUME 14 (2022)




VOLUME 13 (2021)




VOLUME 12 (2020)




VOLUME 11 (2019)




VOLUME 10 (2018)




VOLUME 9 (2017)




VOLUME 8 (2016)




VOLUME 7 (2015)




VOLUME 6 (2014)




VOLUME 5 (2013)




VOLUME 4 (2012)




VOLUME 3 (2011)




VOLUME 2 (2010)




VOLUME 1 (2009)




Number of Volumes 16 Number of Issues 30 Number of Articles 327 Number of
Contributors 569 Article View 268,863 PDF Download 310,944 View Per Article
822.21 PDF Download Per Article 950.9 -----------------------------------------
Number of Submissions 1,715 Rejected Submissions 1,287 Reject Rate 75 Accepted
Submissions 275 Acceptance Rate 16 Time to Accept (Days) 136 Number of Indexing
Databases 16 Number of Reviewers 35

The Journal of English Language Teaching and Learning (JELTL) is a peer-reviewed
open-access international semiannual journal in English devoted to the fields of
the English language teaching and learning, published by the University of
Tabriz and is scientifically sponsored by the Teaching English Language and
Literature Society of Iran (TELLSI). The Journal of English Language Teaching
and Learning (JELTL) publishes both conceptual and research-based articles
within the fields of teaching English as a second or foreign language, English
language teaching and learning, and English language teachers' training and
education. The primary audiences are language program administrators, teachers
and professors, and postgraduate students pursuing master's or doctoral degrees
in applied linguistics or the teaching of English as a second/foreign language.
Additional possible readers are educational administrators and those working in
language education in primary or secondary schools. It is an interdisciplinary
journal devoted to the publication of original articles, review articles, etc.,
considering the research ethics and academic rules and regulations. The journal
aims to publish research and review papers on the most recent issues and
developments in the field. All papers are subject to a double-blind reviewing
process.

****************************************************************

About the Journal:

Journal Title: Journal of English Language Teaching and Learning

Country of Publication: Iran, Tabriz.

Publisher: University of Tabriz

Scientific Sponsorship Society: Teaching English Language and Literature Society
of Iran (TELLSI)

Director-in-Charge: Professor Ali Akbar Ansarin

Editor-in-Chief: Professor Farahman Farrokhi

Scientific & Executive Manager: Dr. Mohammad Zohrabi

Subject Area: English language teaching and learning

Format: Print and Online

Print    ISSN: 2251-7995

Online ISSN: 2676-6876

Frequency: Semiannual

Language: English

Open Access: Yes, free access to articles

Article types: Research and review papers

Primary Review: 10 days, approximately

Peer Review Policy: Double-blind peer-review

Average refereeing time: 24 weeks

Acceptance percentage: 20%

Article Processing Charges:  Yes. The publication fee is 5000000 Rials, after
the final approval and before the issuance of the acceptance certificate.

Citation Style: The APA referencing style

Website: https://elt.tabrizu.ac.ir

E-mail: elt@tabrizu.ac.ir    

Tel: +98 (0) 4133392131 | The Response time: Saturday to Wednesday from 8:00 to
14.30. 

Indexing & Abstracting: EBSCO, EBSCOhost, ERIH PLUS (European Reference Index
for the Humanities or ERIH), ROAD-ISSN, Islamic World Science Citation Center
(ISC), Scientific Information Database (SID), Noormags, Magiran, Iran Journals,
Google Scholar, Academia, LinkedIn, etc.

COPE: The Journal of English Language Teaching and Learning (JELTL) follows the
policies and guidelines of the Committee on Publication Ethics (COPE) and abides
by its Code of Conduct in dealing with potential cases of misconduct.

Copyright: Authors retain unrestricted copyrights and publishing rights.

Plagiarism detection software: iThenticate

Publication type: Scientific (This Journal has been licensed by the Ministry of
Science, Research and Technology)

The last Assessment's Rank of the Islamic World Science Citation Database (ISC):
Q1

The last Assessment's Rank of the Ministry of Science Research and Technology: A

Type of License: Creative Commons — Attribution-NonCommercial 4.0 International
(CC BY-NC 4.0)

Address: The office of the Journal of English Language Teaching and Learning
(JELTL), Faculty of Persian Literature and Foreign Languages, University of
Tabriz, Tabriz, Iran.

Required files to be uploaded: Five essential files must be submitted through
the manuscript submission system: 1. The main file of the manuscript (without
the names of the authors); the manuscript should be prepared based on the
template. 2. Title page in the mentioned format, 3. Authorship form (must
include the title of the article and the name and surname of all authors and be
signed by all authors), 4. Conflicts of Interest form (must be signed by the
Corresponding Author and uploaded with the article file), and 5. Cover letter.

Format of journal articles: The authors are encouraged to use this
format/template. Otherwise, the order will not be effective.

**********************************************

This journal reserves the right to reject or accept, edit, publish, and
reproduce articles. 

***********************************************

 * Current Issue
 * Articles in Press
 * Most Visited Articles

English language learning

THE RELATIONSHIPS BETWEEN EFL STUDENTS’ CULTURAL INTELLIGENCE, EMO-SENSORY
INTELLIGENCE, LANGUAGE LEARNING STRATEGIES, AND ENGLISH LANGUAGE ACHIEVEMENT

Hassan Hadi Abd Alsajjad Albalawee; Reza Pishghadam; Shaghayegh Shayesteh

Volume 16, Issue 33 , June 2024, Pages 1-22

https://doi.org/10.22034/elt.2023.58599.2569

ABSTRACT

  The present research was targeted toward examining the relationship between
cultural intelligence (CQ), emo-sensory intelligence (ESQ), language learning
strategies (LLS), and students’ language achievement (LA). A number of 300 EFL
Iraqi students studying at the English Language Department of ...  Read More The
present research was targeted toward examining the relationship between cultural
intelligence (CQ), emo-sensory intelligence (ESQ), language learning strategies
(LLS), and students’ language achievement (LA). A number of 300 EFL Iraqi
students studying at the English Language Department of AL-Qadisiyah University,
Iraq was selected through convenience sampling. The participants filled out the
cultural intelligence questionnaire, emo-sensory intelligence scale, and the
language learning strategy inventory. Students’ final scores were used as a
means through which their language achievement could be gauged. The data were
analyzed using Pearson Product-Moment Correlation and Structural Equation
Modeling (SEM) analysis. The findings indicated a significant relationship
between ESQ, CQ, learning strategies, and students’ language achievement. In
addition, it was found that CQ and language learners’ strategy could directly
predict the language achievement of Iraqi EFL learners. ESQ, could only predict
language learners’ achievement through the mediation of language learning
strategies.

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English language teaching

GLOBAL CITIZENSHIP EDUCATION (GCE): A STUDY ON THE PHILOSOPHICAL FOUNDATIONS AND
EDUCATIONAL NORMS OF THE IRANIAN NATIONAL AND EDUCATIONAL DOCUMENTS WITH RESPECT
TO THE PROMOTION OF THE GCE GOALS IN FORMAL ENGLISH LANGUAGE EDUCATION

Leily Afsar; Gholam-Reza Kiyani

Volume 16, Issue 33 , June 2024, Pages 23-45

https://doi.org/10.22034/elt.2024.60741.2616

ABSTRACT

  As a controversial subject, globalization has affected various aspects of our
lives. Today, the intertwined world is run through complicated relationships and
the education of competent human capitals has gained more significance than
before. Recently, there has been a movement, known as Global Citizenship ... 
Read More As a controversial subject, globalization has affected various aspects
of our lives. Today, the intertwined world is run through complicated
relationships and the education of competent human capitals has gained more
significance than before. Recently, there has been a movement, known as Global
Citizenship Education (GCE), toward a pervasive orientation to education in
which issues such as Quality Education are the critical goals. The main aim of
this study was to explore the extent to which The Iranian National Curriculum,
The Doctrine of General Formal Education System and The Fundamental Reform
Document of Education promote the GCE goals in formal English language
education. Using a multi-concept model based on the GCE goals, the documents
were the subject of scrutiny through document analysis. A survey questionnaire
and a semi-structured interview were also utilized. Among 198 participants, 12
individuals accepted to be interviewed. The results of the document analysis and
the questionnaire approved the documents’ theoretical promotion of the GCE
goals. However, they were criticized for being idealistic and incoherent in the
interviews and literature review. Also, their appropriate implementation,
practical efficiency and convincing educational achievement were disapproved.
The study emphasizes global-oriented approaches in the country’s formal
education. 

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English language learning

THE EFFECT OF WEB 2.0 TECHNOLOGY ON LANGUAGE ACHIEVEMENT AND SELF-REGULATED
LEARNING OF EFL LEARNERS: A CASE OF WHATSAPP

Mohammad Ahmadnejad; Naseh Rahimi; Rozhin Ghaslani

Volume 16, Issue 33 , June 2024, Pages 46-73

https://doi.org/10.22034/elt.2024.60600.2613

ABSTRACT

  This study scrutinized the impact of Web 2.0 on the language achievement and
self-regulated learning of Iranian EFL learners in online language courses. A
mixed-methods approach was employed to leverage the Learning Management System
(LMS) alongside WhatsApp as a supplementary tool in the experimental ...  Read
More This study scrutinized the impact of Web 2.0 on the language achievement
and self-regulated learning of Iranian EFL learners in online language courses.
A mixed-methods approach was employed to leverage the Learning Management System
(LMS) alongside WhatsApp as a supplementary tool in the experimental group. In
the quantitative segment conducted over a three-month semester, an experimental
design was implemented involving 24 Iranian male and female students from the
Iran Language Institute (ILI). These participants were divided into two
coeducational online classes: LMS and WhatsApp were utilized in the experimental
group (n=12), while the control group (n=12) solely employed LMS. Quantitative
data were gathered using the Oxford Placement Test (OPT), the Language Learning
Self-Regulated Scale, and pre-test and post-test assessments. Concurrently, the
qualitative phase entailed interviews with 8 participants, aimed at capturing
nuanced insights into the advantages and disadvantages of utilizing WhatsApp
alongside LMS for online learning. The quantitative outcomes revealed a notable
impact on language achievement and self-regulated learning among EFL learners in
the experimental group, emphasizing WhatsApp's supplementary role. Furthermore,
qualitative findings shed light on the multifaceted aspects of employing
WhatsApp in conjunction with LMS, unveiling both its merits and drawbacks. The
implications for online EFL classes are substantial, offering valuable insights
into optimizing digital platforms for enhanced language learning experiences.

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English language teaching

A COMPARATIVE STUDY OF THE TEACHING CHALLENGES FACED BY NEWLY-HIRED AND
EXPERIENCED TEACHERS TEACHING AT DIFFERENT AGE LEVELS

Anis Askarpour; Mansour Ganji; Sahar Hayatolain

Volume 16, Issue 33 , June 2024, Pages 74-96

https://doi.org/10.22034/elt.2024.60793.2617

ABSTRACT

  Iran Language Institute (ILI) plays a crucial role in teaching English in Iran
and offers a comprehensive Teacher Training Course (TTC) for the teachers before
their being employed. Still, these teachers encounter difficulties in different
areas, but there are few studies investigating the teaching challenges ...  Read
More Iran Language Institute (ILI) plays a crucial role in teaching English in
Iran and offers a comprehensive Teacher Training Course (TTC) for the teachers
before their being employed. Still, these teachers encounter difficulties in
different areas, but there are few studies investigating the teaching challenges
of EFL teachers teaching at ILI. Thus, this study investigated the teaching
challenges of newly-hired and experienced teachers, teaching at different age
levels. The data were gathered data through 100 classroom observation forms
belonging to 18 kids’ teachers, 47 young-adults’ teachers, and 35 adults’
teachers (69 experienced and 31 newly-hired). We also interviewed with 5 kids’
teachers, 5 young-adults’ teachers, and 6 adults’ teachers. It was revealed that
young-adults’ teachers faced fewer challenges than kids’ and adults’ teachers.
Besides, experienced teachers encountered fewer problems than newly-hired
teachers. The results of the observation forms were different from the
interviews. However, time management was the only problem which was mentioned in
the interviews, observation forms, and different age levels. According to the
teachers, the reason behind these challenges was the intensive syllabus, old
books and videos, and teachers’ having to follow a series of fixed teaching
steps.

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English language teaching

SYNTACTIC COMPLEXITY AND LEXICAL DIVERSITY IN L1/L2 WRITING OF EFL LEARNERS

Fazel Alaei; Shiva Kaivanpanah; Maedeh Mohammadi

Volume 16, Issue 33 , June 2024, Pages 97-115

https://doi.org/10.22034/elt.2024.59438.2590

ABSTRACT

  lexical diversity of argumentative and narrative writings of L2 learners, and
the contribution of syntactic complexity and lexical diversity to the writing
quality in the L2 argumentative and narrative writings of EFL learners. To this
end, 46 pre-intermediate and intermediate Iranian EFL learners from ...  Read
More lexical diversity of argumentative and narrative writings of L2 learners,
and the contribution of syntactic complexity and lexical diversity to the
writing quality in the L2 argumentative and narrative writings of EFL learners.
To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four
intact classes wrote one argumentative and one narrative essay in L2, and one
argumentative and one narrative essay in L1 on different topics. Paired-samples
t-tests revealed that lexical diversity surfaced more in the L1 writing of the
learners. Multiple linear regressions indicated that among five measures of
syntactic complexity, mean length of T-unit and clauses per T-unit better
predict the quality of argumentative writing. In addition, complex nominals per
clause are better predictors of narrative writing quality. Simple linear
regressions showed that lexical diversity is a significant predictor of L2
writing in both genres. Based on the findings, writing instructors are advised
to provide L2 learners with explicit instruction on the use of diverse
vocabulary and different syntactic structures in order to help them improve the
quality of their writing.

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 * PDF 998.25 K

English language teaching

ADAPTING ENGLISH LANGUAGE EDUCATION TO THE EIL FRAMEWORK: A CASE STUDY OF
EXPANDING CIRCLE COUNTRIES

Mohammad Reza Anani Sarab; َAbbas Monfared

Volume 16, Issue 33 , June 2024, Pages 116-134

https://doi.org/10.22034/elt.2024.61582.2643

ABSTRACT

  The pluricentricity of English language has led to the appearance of new
trends in English language education. This is especially important in Expanding
Circle (EC) countries to develop intercultural communication among learners. The
current study attempted to investigate the views of Iranian Englishteachers ... 
Read More The pluricentricity of English language has led to the appearance of
new trends in English language education. This is especially important in
Expanding Circle (EC) countries to develop intercultural communication among
learners. The current study attempted to investigate the views of Iranian
Englishteachers towards the relevancy of English as an international language
(EIL) to their practice of English language teaching and the influence of
teacher education on shaping their attitudes. To this end, a mixed method
sequential research design was used to collect data, sing a questionnaire
delivered to115 EC teachers who, at the time, were taking an online teacher
education workshop held in a Language Institute in Tehran regarding EIL and
varieties of English. Subsequently, semi-structured interviews were carried out
with 34 teachers who had expressed their agreement to be interviewed. The
analysis of the data showed that although the EC teachers had mostly expressed
positive perceptions about EIL and varieties of English, their perceptions
misaligned with their practices in ELT classes. The mismatch between teachers’
conception of EIL and its relevance to their context of teaching seemed to have
undermined their self-confidence in applying this concept to practice. They
seemed to have taken it for granted that American English is the sole variety to
be practiced in Iran, as it is considered the most desirable target language
variety. Implications of the results for educators and policy-makers on bridging
the gap between theory and practice in ELT classes are presented.

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 * PDF 951.02 K

English language learning

GAMIFICATION AND THE DUALITY OF EXTRINSIC AND INTRINSIC MOTIVATION

Elham Daliranfirouz; Mohammad Amiryousefi; Renata Geld; Daryoush Nejad Ansari

Volume 16, Issue 33 , June 2024, Pages 135-150

https://doi.org/10.22034/elt.2024.60736.2615

ABSTRACT

  This study aimed to investigate the influence of a gamification-enhanced
language classroom within the context of Moodle in promoting extrinsic and
intrinsic motivational attributes of language learners. A total of 220 language
learners from different universities in Iran were recruited as the participants
...  Read More This study aimed to investigate the influence of a
gamification-enhanced language classroom within the context of Moodle in
promoting extrinsic and intrinsic motivational attributes of language learners.
A total of 220 language learners from different universities in Iran were
recruited as the participants and randomly assigned to the gamification-enhanced
(n= 114) and control groups (n= 106). Over the eight weeks of treatment, the
experimental group members were taught using various gamified tasks and
activities through the gamified Moodle LMS. A motivational orientation scale was
administered before and after the intervention. The results of ANCOVAs
demonstrated a significant boost in the extrinsic motivation of language
learners, including external, introjected, and identified regulation.
Furthermore, the study confirmed that the integration of gamification has
resulted in a higher level of intrinsic motivation for the participants in the
areas of knowledge, accomplishment, and stimulation. The relevant pedagogical
implications and directions for future studies are discussed.

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 * PDF 666.14 K

English language learning

CONTRIBUTIONS OF THE KEYWORD METHOD, THEMATIC CLUSTERING AND DEVELOPING
MORPHOLOGICAL AWARENESS TO THE IRANIAN EFL LEARNERS’ MASTERY OF LOW FREQUENCY
ENGLISH WORDS

Farahman Farrokhi; Fatemeh Gholami

Volume 16, Issue 33 , June 2024, Pages 151-171

https://doi.org/10.22034/elt.2024.60180.2607

ABSTRACT

  This study investigated the effects of three vocabulary development strategies
of keyword method, thematic clustering and developing morphological awareness on
the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental
design, sixty high-intermediate to advanced Iranian EFL ...  Read More This
study investigated the effects of three vocabulary development strategies of
keyword method, thematic clustering and developing morphological awareness on
the Iranian EFL learners’ vocabulary repertoire. Adopting a quasi-experimental
design, sixty high-intermediate to advanced Iranian EFL learners were randomly
assigned to three experimental groups and partook six online sessions of
vocabulary instruction during a week. Using a pre-test and three post-tests, the
vocabulary repertoire of the subjects was measured. The pre-test was
administered a week before the commencement of the treatment sessions; the first
post-test was administered immediately after each treatment; the second
post-test was held 24 hours after each treatment and the third post-test was
held one week after the end of the treatment sessions. Paribakht and Wesche
(1993) model of measuring vocabulary enhancement was used to quantify the
vocabulary repertoire of the subjects. Split-plot ANOVA test revealed that the
subjects in the keyword group outperformed the subjects in the other two groups
in all the three post-tests. Moreover, it was revealed that the thematic
clustering group outperformed the developing morphological awareness group. The
findings of this research may have pedagogical implications for English
teachers, learners and material developers.

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 * PDF 984.72 K

English language teaching

TEACHER CORRECTIVE FEEDBACK ON LEARNERS’ PRAGMATIC FAILURE: TYPES OF FEEDBACK IN
ONLINE PRAGMATICS INSTRUCTION

Sama Ghadiri; Zia Tajeddin; Minoo Alemi

Volume 16, Issue 33 , June 2024, Pages 172-193

https://doi.org/10.22034/elt.2024.60989.2624

ABSTRACT

  Objective: Research on corrective feedback (CF) in L2 pragmatics instruction,
especially in online teaching, is still in its infancy. To address this gap,
this study sought to examine the types of CF provided by EFL teachers in online
classes in response to the learners’ pragmalinguistically and ...  Read More
Objective: Research on corrective feedback (CF) in L2 pragmatics instruction,
especially in online teaching, is still in its infancy. To address this gap,
this study sought to examine the types of CF provided by EFL teachers in online
classes in response to the learners’ pragmalinguistically and sociopragmatically
inappropriate production of the binary speech acts of request and
refusal.Methods: Eighteen hours of online classroom interaction data were
analyzed using conversation analysis and a taxonomy that classifies feedback
into implicit and explicit input-providing and output-prompting CF.Results: The
findings of the study showed that explicit output prompts were largely applied
by teachers as the most frequent type of CF. The teachers tended to use
prompting questions and metapragmatic clues to help learners better understand
request and refusal speech acts, rather than directly offering input or
reformulation. In addition, because of the face-threatening nature of speech
acts of refusal and request, the teachers applied explicit output prompts as
corrective feedback to reinforce the accuracy of learners’
production.Conclusions: It can be concluded that the online mode of instruction
can impact the explicitness of pragmatic CF. This research is of great value for
teachers to employ both implicit and explicit types of CF to develop learners’
competency in pragmatics in online instruction.

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 * PDF 979.68 K

English language teaching

EVALUATION OF ENGLISH LANGUAGE TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS IN AN
EFL CONTEXT: A MIXED METHOD STUDY

Saja Ghasem Tahimash; Reza Khani; Leila Shoja

Volume 16, Issue 33 , June 2024, Pages 194-213

https://doi.org/10.22034/elt.2024.58933.2578

ABSTRACT

  This study intended to assess how ELT teachers evaluate the quality of Pre and
In-service TPD Programs in an EFL context. Data for this study came from a
survey and follow-up interviews with 300 high school EFL teachers. The findings
suggest that the ELT teachers recommend professional development programs ... 
Read More This study intended to assess how ELT teachers evaluate the quality of
Pre and In-service TPD Programs in an EFL context. Data for this study came from
a survey and follow-up interviews with 300 high school EFL teachers. The
findings suggest that the ELT teachers recommend professional development
programs that prioritize continuous learning, knowledge and skills updates,
subject matter expertise, and technology integration in teaching practices. The
study reveals challenges faced by the ELT teachers in participating in TPD
programs, such as the need for innovative and updated programs, practical
application focus, budget constraints, and high-quality facilitation. The
characteristics of a good TPD program from the perspective of ELT teachers were
also discussed, emphasizing the importance of addressing immediate needs,
incorporating the latest trends and innovations, aligning with international
standards, and providing support systems and collaboration opportunities. In
addition, the study highlighted the motivation of the ELT teachers for
professional development and the need for targeted programs to support their
specific needs. Finally, suggestions were made and implications were discussed.

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English language learning

OVERREPRESENTATION AND UNDERREPRESENTATION OF COHESIVE DEVICES IN EFL LEARNERS’
TRANSLATED AND FREE NARRATIVE WRITINGS

Jabal Hassan; Manijeh Youhanaee; Zargham Ghabanchi

Volume 16, Issue 33 , June 2024, Pages 214-227

https://doi.org/10.22034/elt.2024.60104.2603

ABSTRACT

  This study aimed at investigating the L2 rhetorical organization of
translation and free writing tasks in terms of cohesive devices used by Iraqi
intermediate EFL learners in the narrative genre. To do so, 30 Iraqi
intermediate EFL learners at Kufa university took part in the study. The
participants ...  Read More This study aimed at investigating the L2 rhetorical
organization of translation and free writing tasks in terms of cohesive devices
used by Iraqi intermediate EFL learners in the narrative genre. To do so, 30
Iraqi intermediate EFL learners at Kufa university took part in the study. The
participants were asked to translate three narrative texts from Arabic to
English and write three narratives related to the general topics given to them
as prompts. The narratives were coded and rated by two experts based on Halliday
and Hasan’s (1976) framework. The data obtained from translation narratives were
compared with a standard translation for each text. Results of the one-sample
t-test performed on the scores of translation narratives indicated that Iraqi
leaners produce shorter passages in the target language than in the source
language; however, they used significantly more times than expected for certain
types of cohesive devices. Moreover, comparisons between translated narratives
and free narratives indicated no significant difference between the translated
and composed narratives. It is argued that patterns of cohesive devices used in
English output of the Iraqi EFL learners are compatible with properties of their
first language. The findings also show that, unlike English grammatical
properties, cohesive devices are not a problematic area and would not lead to
fossilized errors in the performance of Iraqi EFL learners.

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 * PDF 920.73 K

English language teaching

EXAMINING THE ROLES OF SAPIOEMOTIONALITY-ANGLOEMOTIONALITY AND SENSORY
MOTIVATION IN ENGLISH LANGUAGE ACHIEVEMENT

Ahmad Fawad Kakar; Reza Pishghadam; Elham Naji Meidani

Volume 16, Issue 33 , June 2024, Pages 228-242

https://doi.org/10.22034/elt.2024.60831.2619

ABSTRACT

  Emphasizing the significance of students' attitudes and emotions in the
learning process, this study utilized Structural Equation Modeling (SEM) to
investigate the roles of sapio-emotionality, angloemotionality, and sensory
motivation in learners' academic accomplishments. The key aim was to devise a
...  Read More Emphasizing the significance of students' attitudes and emotions
in the learning process, this study utilized Structural Equation Modeling (SEM)
to investigate the roles of sapio-emotionality, angloemotionality, and sensory
motivation in learners' academic accomplishments. The key aim was to devise a
scale for measuring students' anglo-emotionality (a blend of native speakers'
characteristics and emotionality) using SEM, while also scrutinizing the
relationships between sapio-emotionality (intelligence entwined with
emotionality), angloemotionality, and sensory motivation. Data was collected
from 292 EFL students (156 males and 136 females) across both social and
non-social sciences fields who filled in three questionnaires, namely
sapio-emotionality, anglo-emotionality, and sensory motivation scales. The SEM
analysis indicated that the anglo-emotionality scale has robust psychometric
properties. Furthermore, it facilitated the revelation that sapio-emotionality
is positively correlated with sensory motivation. However, no significant
statistical correlations were discerned between anglo-emotionality and sensory
motivation via SEM. Intriguingly, when mediated by angloemotionality, SEM
revealed that sapio-emotionality cannot predict sensory motivation and English
Language Acquisition (ELA). Also, none of the dependent variables emerged as
predictors of ELA. The study concludes with a discussion of the results and
their implications for future research, underscoring the utility of SEM in
elucidating these intricate relationships.

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English language teaching

COGNITIVE AMPLIFICATION: EXPLORING THE IMPACT OF MULTIMODAL INPUT ENHANCEMENT ON
WORKING MEMORY AND COLLOCATION ACQUISITION IN IRANIAN EFL LEARNERS ACROSS AGE
GROUPS

Katayoun Mansouri; Jaleh Hassaskhah; Esmaeel Ali Salimi

Volume 16, Issue 33 , June 2024, Pages 243-259

https://doi.org/10.22034/elt.2024.61548.2642

ABSTRACT

  Acknowledging the critical role of working memory in language acquisition,
this study examines the effects of multimodal input enhancement on working
memory capacity (WMC) and collocation learning in adolescent and adult EFL
learners. A cohort of 117 participants was randomly assigned to either
experimental ...  Read More Acknowledging the critical role of working memory in
language acquisition, this study examines the effects of multimodal input
enhancement on working memory capacity (WMC) and collocation learning in
adolescent and adult EFL learners. A cohort of 117 participants was randomly
assigned to either experimental groups, receiving enhanced textual and auditory
inputs, or control groups, experiencing standard inputs. Assessments included
the Preliminary English Test, n-back test, and immediate and delayed collocation
posttests. The results indicated that multimodal input significantly improved
WMC and the recall and retention of collocations for all learners. Adolescents,
in particular, excelled in both immediate and delayed tests and adapted their
WMC more effectively in a multimodal context than adults. Additionally, an
interaction between age and WMC was noted, affecting collocation recall and
retention. These findings affirm the benefits of multimodal materials in
enhancing cognitive functions and memory resources, thus improving language
learning. The study offers practical insights for educational practices,
advocating for the use of varied modalities in teaching materials to cater to
different learning styles and cognitive needs. It also highlights the
significance of designing age-appropriate materials and managing cognitive load
in curriculum development, providing a tailored approach to language education
for diverse learner populations.

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English language learning

THE IMPACT OF USING MULTIMEDIA GLOSSES ON VOCABULARY ACQUISITION: THE CASE OF
IRANIAN INTERMEDIATE EFL LEARNERS

Ahmadreza Nikbakht; Golnar Mazdayasna

Volume 16, Issue 33 , June 2024, Pages 260-277

https://doi.org/10.22034/elt.2023.56220.2534

ABSTRACT

  This study aimed to explore the effect of multimedia glosses on the vocabulary
acquisition of Iranian intermediate EFL learners. The program employed in this
study provided the learners with glosses for words in the form of sounds and
videos. The participants were 40 intermediate EFL learners studying ...  Read
More This study aimed to explore the effect of multimedia glosses on the
vocabulary acquisition of Iranian intermediate EFL learners. The program
employed in this study provided the learners with glosses for words in the form
of sounds and videos. The participants were 40 intermediate EFL learners
studying English at a private institute in Esfahan. The participants were
assigned to experimental and control groups. Participants were given the exact
reading context from a software called "Tell Me More." The experimental group
had access to multimedia glosses for unknown words. The learners were granted
access to the glosses by clicking on the highlighted words. The control group,
regarding the clarification of the unknown word lexis, received help from the
researcher through the conventional method and had access to a dictionary. After
10 sessions, a vocabulary test was given to experimental and control groups. The
application of an independent t-test indicated that the performance of the
participants exposed to multimedia glosses was significantly superior to that of
the control group. The present study offers valuable insights for CALL material
designers in selecting the optimal combination of modalities to facilitate L2
vocabulary acquisition.

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English language teaching

THE UTILITY OF LEXICAL BUNDLE TEACHING FOR IMPROVING ESP LEARNERS’ WRITING
ABILITY ON IELTS

Maryam Rafieyan; Farzad Salahshour; Hanieh Davatgari Asl

Volume 16, Issue 33 , June 2024, Pages 278-297

https://doi.org/10.22034/elt.2024.59447.2588

ABSTRACT

  Objective: The effectiveness of Lexical Bundle (LBs) instruction for
facilitating writing skill development has been a controversial issue in
language teaching. This study examined the impact of LBs instruction on English
for Specific Purposes (ESP) learners’ performance on IELTS writing task 2.
Methods: ...  Read More Objective: The effectiveness of Lexical Bundle (LBs)
instruction for facilitating writing skill development has been a controversial
issue in language teaching. This study examined the impact of LBs instruction on
English for Specific Purposes (ESP) learners’ performance on IELTS writing task
2. Methods: To this end, first, 60 male and female ESP learners were randomly
selected from among 150 ESP learners of Tabriz University of Medical Sciences as
participants. Second, these participants were assigned to the experimental group
and the control group, each with 30 learners. Both groups were then administered
IELTS writing task 2 as a pretest. The experimental group was provided with ten
sessions of IELTS-Task 2-related LB instruction.  The control group, however,
did not receive this kind of instruction. Finally, the researchers administered
IELTS writing task 2 to both of the groups anew as a posttest. Results: The
results suggest that teaching the relevant bundles had significant positive
impacts on ESP learners’ general performance of the relevant writing tasks, task
achievement grammatical range and accuracy, vocabulary knowledge, as well as
observing cohesive ties and coherence in their writing. Conclusions: The results
may provide some useful insights regarding the instruction of LBs in IELTS
preparation courses for the ESP learners.

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English language teaching

IRANIAN EFL ACADEMICS’ AND PHD CANDIDATES’ PERCEPTIONS TOWARD THE INFUSION OF
CRITICAL THINKING INTO EFL CURRICULUM

Maryam Soleimani; Zahra Aghazadeh

Volume 16, Issue 33 , June 2024, Pages 298-315

https://doi.org/10.22034/elt.2024.60236.2608

ABSTRACT

  Critical thinking (CT) abilities have failed to receive the necessary
consideration in applied linguistics. Thus, this study was intended to explore
English as a Foreign Language (EFL) academics and Doctor of Philosophy (PhD)
candidates’ perceptions of embedding CT into the EFL curricula in Iran. ... 
Read More Critical thinking (CT) abilities have failed to receive the necessary
consideration in applied linguistics. Thus, this study was intended to explore
English as a Foreign Language (EFL) academics and Doctor of Philosophy (PhD)
candidates’ perceptions of embedding CT into the EFL curricula in Iran.
Moreover, it aimed to identify the primary obstacles teachers may have while
employing CT skills, and suggest some necessary strategies to strengthen
students' CT abilities. To do so, a total of 50 male and female EFL academics as
well as 50 male and female PhD candidates specializing in Applied Linguistics,
Linguistics and Literature, as well as Translation at different universities in
Iran participated in this study. The present investigation employed a
mixed-methods design. To this end, an adapted version of Stapleton's (2011) CT
questionnaire was used. Moreover, semi-structured interviews were undertaken
with a cohort of 5 EFL academics and 5 PhD candidates. The outcomes underscore
the need for educational policymakers and curriculum developers to recognize the
significance of CT in language learning and to infuse more systematic and
explicit approaches to teaching CT in Iranian EFL context. The pedagogical
implications of the study were accordingly discussed. 

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English language teaching

A SYSTEMATIC REVIEW OF INSTAGRAM AS A MOBILE ASSISTED LANGUAGE LEARNING TOOL IN
ENGLISH AS A SECOND/FOREIGN LANGUAGE

Farshid Tayari Ashtiani; Manouchehr Jafarigohar; Hoda Divsar; Maryam Farnia

Volume 16, Issue 33 , June 2024, Pages 316-340

https://doi.org/10.22034/elt.2024.59650.2593

ABSTRACT

  In recent years, Instagram has gained considerable attention in scientific
research because of its popularity among English language learners. This study
aimed to conduct a systematic review of empirical studies that investigated the
use of Instagram as a mobile-assisted language learning (MALL) tool ...  Read
More In recent years, Instagram has gained considerable attention in scientific
research because of its popularity among English language learners. This study
aimed to conduct a systematic review of empirical studies that investigated the
use of Instagram as a mobile-assisted language learning (MALL) tool in ESL/EFL
and attempted to perform a scientific mapping of the literature. To this end, a
corpus of studies since 2010 was retrieved in January 2023 from six academic
databases and reviewed through the stages of Preferred Reporting Items for
Systematic Reviews and Meta-analysis (PRISMA). A critical appraisal of 48
experimental studies included in this review was carried out and a meta-analysis
of 11 eligible studies was conducted. The results of the meta-analysis confirmed
the significant effect size of the use of Instagram in ESL/EFL. The bibliometric
analysis revealed that the research productivity is up and found writing and
vocabulary skills as the main focus in most of the studies. This study could
have implications for teachers and researchers to gain a broad overview of the
integration of Instagram in English language teaching and to know the current
research trends in the field for future research.

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English language teaching

IMPLEMENTING GROUP DYNAMIC ASSESSMENT TO ENHANCE IRANIAN HIGH SCHOOL STUDENTS’
GRAMMAR ABILITY

Nouroddin Yousefi; Sajjad Velayati; Saman Ebadi

Volume 16, Issue 33 , June 2024, Pages 341-358

https://doi.org/10.22034/elt.2024.59652.2592

ABSTRACT

  Theoretically drawing on Vygotsky’s sociocultural theory of mind (SCT) and
following a sequential exploratory mixed method design, this study probed into
the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian
high school students’ grammar ability. Also, a focus group ...  Read More
Theoretically drawing on Vygotsky’s sociocultural theory of mind (SCT) and
following a sequential exploratory mixed method design, this study probed into
the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian
high school students’ grammar ability. Also, a focus group interview was
conducted to explore students’ attitudes toward concurrent GDA. This study used
a convenient sample of 42 Iranian third-grade students in a private high school
who prepared to participate in the Iranian University Entrance Exam (IUEE). The
students of the two groups (i.e., GDA and Non-GDA) followed the same procedure
(i.e., DIALANG test, pre-test, three conventional teaching sessions and one
enrichment session, focus group interview (for GDA group), post-test and
transcendence test). Quantitative findings using three independent sample
t-tests and two repeated measure ANOVAs revealed that the GDA group
significantly outperformed the non-GDA group regarding grammar ability and could
apply them in more demanding circumstances. Besides, the thematic analysis of
qualitative data showed that the concurrent GDA assisted students to improve
their grammar ability. The study's findings highlight the importance of applying
GDA as a mediational procedure that assists students in developing their grammar
ability in L2 contexts. The findings of the study may assist L2 teachers to
apply GDA procedure in their classrooms to save time for teaching and assessing
grammatical structures.

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English language teaching

A STUDY OF QUALITY AND QUANTITY OF NOMINAL GROUPS IN THE VISION AND INTERCHANGE
SERIES

Reza Abdi; Vali Mohammadi; Maryam Amani

Volume 16, Issue 33 , June 2024, Pages 359-372

https://doi.org/10.22034/elt.2024.59975.2598

ABSTRACT

  Materials evaluation plays an important role in language teaching as it helps
practitioners to develop an awareness of the coverage and quality of the
existing materials and as such, guides most instruction and revision decisions.
Therefore, we sought to evaluate three English Vision textbooks exclusively ... 
Read More Materials evaluation plays an important role in language teaching as
it helps practitioners to develop an awareness of the coverage and quality of
the existing materials and as such, guides most instruction and revision
decisions. Therefore, we sought to evaluate three English Vision textbooks
exclusively written for Iranian secondary high school students through a
comparison to the identical Interchange book series, the fifth edition.
Following a model of nominal groups outlined here, the evaluation targeted the
quantity and quality of the groups appearing in the two series as they are
assumed to be an important part of authentic language. For the quantitative
part, the results indicated a significantly higher use of nominal groups in the
Interchange series. Similarly, in the qualitative analyses, we found higher
quality nominal groups appearing in the Interchange books. The findings revealed
inadequate inclusion of nominal groups' potentially useful structures in the
Vision textbooks, supposed to help teachers to raise an awareness so as to come
up with appropriate instructional policies, and the textbook developers to
consider the findings when any revision is due.

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English language teaching

ON THE EFFECTIVENESS OF INVOLVEMENT LOAD COMPONENTS ON L2 VOCABULARY LEARNING

Zahra Memarnia; Abbas Ali Zarei

Volume 16, Issue 33 , June 2024, Pages 373-390

https://doi.org/10.22034/elt.2024.59756.2594

ABSTRACT

  Objective: The involvement load hypothesis posits that the higher the
involvement load of a task, the more effective it will be in improving students’
lexical learning. It does not differentiate between the different components of
involvement load (need, search, and evaluation). Nor does it assume ...  Read
More Objective: The involvement load hypothesis posits that the higher the
involvement load of a task, the more effective it will be in improving students’
lexical learning. It does not differentiate between the different components of
involvement load (need, search, and evaluation). Nor does it assume that the
type of words to be learnt has any role in the effectiveness of tasks with
different involvement load indices. This study compared the effect of the
components of task involvement load on the comprehension, production, and
retention of concrete and abstract words. Methods: Sixty upper-intermediate
students were assigned to two groups. One group received a task in which the
search component was dominant, the other group received a task (with the same
overall involvement index) in which search was not present, and the evaluation
component was the determining factor of task difficulty. A pretest, posttest,
control group design (quasi-experimental method of research) was used to address
the research questions. Results: One-way MANOVA results on the immediate
posttest were in line with ILH predictions, showing no significant differences
between tasks with equal involvement indices. On the other hand, the delayed
posttest results showed that in case of receptive knowledge, there was a
meaningful difference between abstract and concrete vocabulary, and the search
group outperformed the evaluation group. However, the results of the productive
posttest showed that the evaluation group outperformed the search group in
abstract words. Conclusions: The findings can have significant implications for
language learners, teachers, materials designers, and researchers.

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English language learning

THE RELATIONSHIP BETWEEN EFL LEARNERS’ SELF-EFFICACY, STRATEGY USE AND THEIR
PERFORMANCE ON A GRAMMAR TEST: IS THERE ANY DIFFERENCE BETWEEN HIGH AND LOW
SELF-EFFICACIOUS LEARNERS?

Arezoo Nasimi; Mansour Tavakoli; Mohsen Rezazadeh

Volume 16, Issue 33 , June 2024, Pages 391-414

https://doi.org/10.22034/elt.2024.61444.2644

ABSTRACT

  Since the emphasis of the studies has shifted from a teacher-centered approach
to a learner-centered one, researchers have discovered the significance of
variables originating inside learners during the learning process. The present
study was an attempt to focus on self-efficacy and strategy use as two ...  Read
More Since the emphasis of the studies has shifted from a teacher-centered
approach to a learner-centered one, researchers have discovered the significance
of variables originating inside learners during the learning process. The
present study was an attempt to focus on self-efficacy and strategy use as two
learners’ variables. The purpose of this study was to investigate whether there
is any relationship between EFL learners’ self-efficacy, strategy use, and
grammar performance. In addition, it aimed to find out whether there is any
difference between high self-efficacious learners and low self-efficacious
learners in strategy use and grammar performance. To conduct the study, a
non-experimental correlational design was used and thirty-five participants
consisting of males and females studying English language teaching were selected
randomly out of all the sophomores. Two questionnaires and a test were the main
instruments in gathering data. Based on the results of the questionnaire, they
were divided into two groups of high and low by using a normal distribution
curve. As a result of running several data analysis tests, the findings of the
present study revealed a significant relationship between EFL learners’
self-efficacy, strategy use, and their performance on a grammar test.
Furthermore, it was illustrated that high self-efficacious learners performed
better than low self-efficacious ones on the grammar test and grammar strategy
use questionnaire.

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CONTENTS OF NO. 33

Volume 16, Issue 33 , June 2024



ABSTRACT

    Read More

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 * Editorial
 * PDF 345.38 K

THE INFLUENCE OF COLLABORATION ON INDIVIDUAL WRITING QUALITY: THE CASE OF
IRANIAN VS. MALAYSIAN COLLEGE STUDENTS

Parviz Ajideh; Gerhard Leitner; Seyed Yasin Yazdi-Amirkhiz

Volume 8, Issue 17 , July 2016, , Pages 1-24



ABSTRACT

  This study purported to comparatively investigate the influence of
collaborative writing on the quality of individual writing of four female
Iranian and four female Malaysian students. The first semester students at a
private university in Malaysia, who were comparable in terms of age, gender,
study ...  Read More This study purported to comparatively investigate the
influence of collaborative writing on the quality of individual writing of four
female Iranian and four female Malaysian students. The first semester students
at a private university in Malaysia, who were comparable in terms of age,
gender, study discipline, and language proficiency, were divided into two
Iranian and two Malaysian dyads. The dyads performed collaborative writing tasks
for 15 sessions; after three consecutive collaborative writing sessions, each
participant was asked to individually attempt a writing task. Both collaborative
and individual writing tasks comprised isomorphic graphic prompts (IELTS
Academic Module task 1). Writing quality of the five individually-produced texts
during the study was rated in terms of task achievement (TA), cohesion/coherence
(C/C), grammatical range/accuracy (GR/A), and lexical resources (LR). The
findings indicated a hierarchy of development in TA and C/C among all the
students, while LR showed minor improvement only among three of Malaysian
students, and GR/A barely exhibited any progress among everyone. Intermittent
progressions and regressions were also discerned in the trajectory of their
writing development. The findings are discussed in the light of the
socio-cultural and emergentist perspectives, the typology of tasks used as well
as the role of the participants’ level of language proficiency.

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THE EFFECT OF TOPIC BIAS ON THE WRITING PROFICIENCY OF EXTROVERT/INTROVERT EFL
LEARNERS

Elaheh Sotoudehnama; Fatemeh Moini

Volume 5, Issue 11 , November 2013, , Pages 145-171



ABSTRACT

  This study was intended to find out any possible effect of topic bias on the
writing proficiency of Iranian extrovert/introvert EFL learners at high/low
writing proficiency levels. One hundred participants chosen from among 150 adult
language learners on the basis of their personality type (extrovert/introvert)
...  Read More This study was intended to find out any possible effect of topic
bias on the writing proficiency of Iranian extrovert/introvert EFL learners at
high/low writing proficiency levels. One hundred participants chosen from among
150 adult language learners on the basis of their personality type
(extrovert/introvert) and writing proficiency (high/low) took part in this
study. They were arranged into four groups according to their writing
proficiency and personality type. They were asked to write on three different
topics (one unbiased, one extroversion-biased, and one introversion-biased) and
fill out Eysenck Personality Questionnaire for adults (EPQ, Eysenck & Eysenck,
1975). The writings were scored by two raters according to Bailey and Brown's
(1984) composition grading scale. The data gathered was analyzed using two-way
ANOVA. The final results of the analysis revealed the significant difference
between the scores of different groups of participants on all topics – unbiased
or biased toward either of the two personality types in favor of introverts but
one.

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A PRAGMATIC ANALYSIS OF PERSONAL METADISCOURSE AND POLITENESS PRINCIPLE ACROSS
GENRES: FROM RELEVANCE TO ADAPTATION

Omid Allaf-Akbary; Rajab Esfandiari; Abbas Ali Zarei

Volume 12, Issue 25 , June 2020, , Pages 1-31

https://doi.org/10.22034/elt.2020.10674

ABSTRACT

  This study investigated personal metadiscourse units across genres. Based on
Ädel’s (2006) taxonomy of the discourse functions of personal metadiscourse and
Leech’s (2014) grand strategy of politeness, three spoken genres were compared
in terms of the use of personal metadiscourse functions ...  Read More This
study investigated personal metadiscourse units across genres. Based on Ädel’s
(2006) taxonomy of the discourse functions of personal metadiscourse and Leech’s
(2014) grand strategy of politeness, three spoken genres were compared in terms
of the use of personal metadiscourse functions and politeness maxims. To that
end, a 3,034,025-word corpus consisting of Panel discussion in politics,
Interviews with actors, and Comedies genres, which included 30 audio and video
transcriptions, was developed. Explicitness, world of discourse, current
discourse, speaker qua speaker and listener qua listener were used to identify
metadiscourse units. We examined the total frequencies of all personal
metadiscourse units used in the corpus. The results of corpus analysis showed
that 19.6% of metadiscourse units occurred in comedies, which was the highest
among the three genres. The most commonly used metadiscourse units appeared in
speaker-oriented metadiscourse with 10.2% in interviews. The results also
revealed that in panel discussion the speakers focused more on their own ideas
than the listeners or participants. Results of chi-square analysis showed that
English speakers used speaker-oriented, participant-oriented, and
listener-oriented metadiscourse types statistically significantly differently. A
statistically significant difference between speaker-, participant-, and
listener-oriented units was found. Results also revealed that speakers in
different genres are willing to use such maxims as opinion reticence and modesty
more frequently than other maxims. The paper concludes with proposing a new
model for analyzing metadiscourse.

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INVESTIGATING EFFECTS OF DIGITAL GAMIFICATION-BASED LANGUAGE LEARNING: A
SYSTEMATIC REVIEW

Hossein Dehganzadeh; Hojjat Dehganzadeh

Volume 12, Issue 25 , June 2020, , Pages 53-93

https://doi.org/10.22034/elt.2020.10676

ABSTRACT

  The purpose of this study is to investigate and synthesize the trends and key
findings of the studies related to gamification as a new method in the field of
learning a Foreign language (LFL) over the past 11 years. Databases including
Web of Science, ERIC, and Scopus were searched for this purpose, ...  Read More
The purpose of this study is to investigate and synthesize the trends and key
findings of the studies related to gamification as a new method in the field of
learning a Foreign language (LFL) over the past 11 years. Databases including
Web of Science, ERIC, and Scopus were searched for this purpose, analyzing a
total of 28 articles. The research methodology of this study was a systematic
review. A content analysis method was used for analyzing the selected articles.
Our findings found that after 2015, the use of gamification in LFL became
popular among researchers, and the number of field studies increased rapidly
over the past two years (2017–2018). Additionally, quantitative methods were
found to be the most frequently used research methods regarding gamification in
LFL studies. In the analyzed studies, vocabulary and grammar abilities were the
most commonly investigated basic language skills. In addition, English language,
Duolingo, high school, and feedback were the most commonly investigated Foreign
language, gamified platform, education level, and gamification element for
learning a new language in the reviewed articles. More analysis disclosed
challenges, as well as advantages associated with using gamification in LFL.
Furthermore, in studies examined concerning the effectiveness of using
gamification in LFL, the results mainly pointed to the benefits of gamification
based learning. The systematic review also provides valuable recommendations for
future researches and practitioners.

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THE USE OF LEXICAL BUNDLES IN NATIVE AND NON-NATIVE POST-GRADUATE WRITING: THE
CASE OF APPLIED LINGUISTICS MA THESES

Zahra Amirian; Somayeh Ketabi; Hamed Eshaghi

Volume 5, Issue 11 , November 2013, , Pages 1-29



ABSTRACT

  Connor et al. (2008) mention “specifying textual requirements of genres”
(p.12) as one of the reasons which have motivated researchers in the analysis of
writing. Members of each genre should be able to produce and retrieve these
textual requirements appropriately to be considered communicatively ...  Read
More Connor et al. (2008) mention “specifying textual requirements of genres”
(p.12) as one of the reasons which have motivated researchers in the analysis of
writing. Members of each genre should be able to produce and retrieve these
textual requirements appropriately to be considered communicatively proficient.
One of the textual requirements of genres is regularities of specific forms and
content. Lexical bundles are one of the features which play significant role in
building genres’ regularities. Many researchers have tried to define academic
writing with resort to the lexical bundles employed in it. Advanced and high
intermediate L2 students’ pieces of writing and also post-graduate writing have
been analyzed in different aspects. However, the important element in the
analysis of post-graduate writing has always been the differences between genres
across disciplines. In other words, in investigating lexical bundles in
different genres, researchers have not focused on the issue of “nativity of the
writer. To be exact, they consider native and non-native writing to share the
same features. By considering this gap in lexical bundles studies, the present
paper is an attempt to explore the nature of lexical bundles in native and
non-native post-graduate students’ writing. In order to do so, a corpus of about
one-million words from Iranian students’ applied linguistics theses is compared
with a corpus of the same size from native English students’ applied linguistics
theses. The results show significant differences in the frequency of lexical
bundles used by native and Iranian students and also in structural and
functional patterns used.

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English language teaching

EFL LEARNERS’ PERCEPTIONS OF INTERACTION-BASED LEARNING AND THEIR ‎WILLINGNESS
TO COMMUNICATE

Sura Mohamed Kamkam; Mahmoud Afrouz; ضرغام قبانچی; Manijeh Youhanaee

Articles in Press, Accepted Manuscript, Available Online from 20 August 2023

https://doi.org/10.22034/elt.2023.56325.2536

ABSTRACT

  Studies on teaching asecond/foreign language present evidence that affirms the
significance of interaction in language learning and its function in
facilitating learners' attempts to gain competency in an L2. They also consider
learners’ affective states and their perceptions of classroom ...  Read More
Studies on teaching asecond/foreign language present evidence that affirms the
significance of interaction in language learning and its function in
facilitating learners' attempts to gain competency in an L2. They also consider
learners’ affective states and their perceptions of classroom interaction to be
as significant as instruction. On the other hand, the notion of willingness to
communicate (WTC) in an L2 has attracted interest in L2 research and how to
accelerate L2 learners’ WTC is gaining importance day by day. Considering the
significance of these two constructs in L2 learning, this article reports on an
investigation into EFL learners’ perceptions of class interactions in English
language and how these perceptions are related to their WTC. Applying
quantitative methods, the study aims to examine how Iraqi EFL learners’
perceptions of interaction inside the class are correlated to their L2 WTC. The
data obtained from 112learners were utilized for analysis. The findings
indicated different kinds of learners’ perceptions of class interactions in
English, including perceptions of interaction with the teacher, perceptions of
interaction with group members, perceptions of interaction in pairs, and
perceptions of classroom interaction between others, are positively related
toWTC.

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English language teaching

PRAGMATIC INSTRUCTION AND SPEAKING ABILITY OF EFL LEARNERS IN VIRTUAL VS.
FACE-TO-FACE CLASSROOM CONTEXTS: EXPRESSIVE, DECLARATIVE, AND DIRECTIVE SPEECH
ACTS IN FOCUS

Hussein Al Khafaji; Zahra Amirian; Mohammad Amiryousefi; Abbas Sultan

Articles in Press, Accepted Manuscript, Available Online from 08 November 2023

https://doi.org/10.22034/elt.2023.58594.2568

ABSTRACT

  This study was an attempt to see whether the instruction of pragmatic markers
in virtual vs. real classroom settings and in universities vs. private
institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL
learners of English Translation and English teaching passing conversation ... 
Read More This study was an attempt to see whether the instruction of pragmatic
markers in virtual vs. real classroom settings and in universities vs. private
institutes had any effect on EFL learners’ speaking ability. A group of 224 EFL
learners of English Translation and English teaching passing conversation
courses were selected and randomly divided into four groups. The two
experimental groups (both in university and language institute settings)
received instruction on pragmatic markers in online vs. real conversation
classrooms while the two control groups (in university and language institute
settings) did not receive instruction on pragmatic markers in online vs. real
conversation classrooms. The results indicated that generally those who received
pragmatic instruction outperformed those who did not receive such kind of
instruction and the participants in real classrooms outperformed their virtual
counterparts in terms of speaking ability. The study also examined the
intervening effects of some social and personal factors including age, gender,
social class and level of language proficiency.

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English language learning

“KEY WORDS FOR FLUENCY” OR “1100”? A MIXED-METHODS STUDY TO PROBE INTO THE STATE
OF LANGUAGE PROGRESS, WILLINGNESS TO COMMUNICATE, AND ACADEMIC ENGAGEMENT FROM
THE VOICES OF EFL LEARNERS

Ehsan Namaziandost; Hossein Kargar Behbahani; Goodarz Shakibaei

Articles in Press, Accepted Manuscript, Available Online from 16 April 2024

https://doi.org/10.22034/elt.2024.60805.2618

ABSTRACT

  This investigation aimed to inform instructional practices that foster
linguistic development and enhance the overall language learning experience by
unraveling the nuanced dynamics at play. To this end, the researchers explored
the influence of two distinct vocabulary books, "Keyword for Fluency" ...  Read
More This investigation aimed to inform instructional practices that foster
linguistic development and enhance the overall language learning experience by
unraveling the nuanced dynamics at play. To this end, the researchers explored
the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100
Words You Need to Know," on language growth, willingness to communicate (WTC),
and academic engagement within the upper-intermediate learner demographic. With
40 participants in the experimental group (EG) exposed to "Keyword for Fluency"
and 40 participants in the control group (CG) using "1100 Words You Need to
Know", all demonstrating upper-intermediate language proficiency, a concurrent
mixed-methods research design was employed. A comprehensive teacher-made test
was designed and administered to gauge language growth. The EG received targeted
instruction based on "Keyword for Fluency," while the CG adhered to conventional
language teaching methods centered on "1100." Our findings showcased substantial
language growth, increased WTC, and enhanced academic engagement among
participants in the EG as opposed to the CG. This study offers valuable insights
for educators, curriculum designers, and researchers seeking to optimize
vocabulary instruction strategies for upper-intermediate learners.

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English language learning

ASSESSING THE EFFECTS OF FUNDS OF IDENTITY ON L2 LEARNERS’ WILLINGNESS TO READ
E-BOOKS

Afsar Rouhi; Afsaneh Saeedakhtar; Behrooz seifi; Reza Abdi

Articles in Press, Accepted Manuscript, Available Online from 03 May 2024

https://doi.org/10.22034/elt.2024.61003.2626

ABSTRACT

  Objective: This study explores the effect of recruiting topics valued by
students along with the interest-igniting mode of reading texts, collectively
framed as funds of identity, on willingness to read. Methods: To this end, three
groups of students were recruited. Over a 17-session experiment, all ...  Read
More Objective: This study explores the effect of recruiting topics valued by
students along with the interest-igniting mode of reading texts, collectively
framed as funds of identity, on willingness to read. Methods: To this end, three
groups of students were recruited. Over a 17-session experiment, all the three
groups received books in and out of tune with their FoI, elicited through an
initial-semester researcher-made questionnaire. One group (n = 20) received
e-books with few interactive features, the second group (n = 20) received
e-books with no interactive features, and the third group (n = 20) received
print books. WTR and attitude changes toward e-books were assessed using
initial- and final-semester questionnaires. Students were also required to send
summaries of their readings and keep journals throughout the experiment. They
finally gave a post-treatment interview. Results: Qualitative sets of data in
juxtaposition with quantitative ones lent support to the positive influence FoI
and e-books exercised on WTR and attitude change toward e-books. Conclusions:
FoI operationalized through e-books increased learners' WTR. In light of the
patterns of changes observed, FoI of students are suggested to be taken into
consideration for obtaining better educational results.

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English language learning

ONLINE AND FACE-TO-FACE INSTRUCTIONS INTERPLAY AND LANGUAGE LEARNING:
INSTRUCTORS’ AND LEARNERS' PERSPECTIVE

parisa Abazari; Abbas Ali Rezaee; Nasrin Bahrainy

Articles in Press, Accepted Manuscript, Available Online from 16 June 2024

https://doi.org/10.22034/elt.2024.60241.2609

ABSTRACT

  Abstract The use of blended learning (BL) in foreign language teaching is
becoming increasingly popular among language teachers worldwide. Since there is
a dearth of studies dealing with BL in the context of Iran, conducting this
study is significant to clarify learners' and instructors' perceptions ...  Read
More Abstract The use of blended learning (BL) in foreign language teaching is
becoming increasingly popular among language teachers worldwide. Since there is
a dearth of studies dealing with BL in the context of Iran, conducting this
study is significant to clarify learners' and instructors' perceptions towards
blended, online, and face-to-face (F2F) instructions to gain a better
understanding of how language learning can be enhanced through each
instructional module. In this study, a mixed-methods design was used to
investigate how Iranian EFL university instructors and learners perceive
blended, online, and F2F instructions and their interplay with each other to
facilitate more effective instruction. To this end, researchers at the English
Department, Karaj Islamic Azad University, conducted a survey of 410 students
studying English Translation using a Likert-scale questionnaire and an
open-ended one developed by the researchers. In addition, 46 University
instructors answered the open-ended questionnaire and 10 of them were also
interviewed. The results showed that both instructors and learners held that by
using F2F and online modules together and combining the positive aspects of each
module, more effective English language learning can be achieved.

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English language learning

THE ROLE OF PERSIAN L1 AND ENGLISH L2 ON THE ACQUISITION OF GERMAN L3 INDEFINITE
FREQUENCY ADVERBS

Emad Khosravani; Ali Akbar Jabbari; Ali Mohammad Fazilatfar; Mohammad Javad
Rezai

Articles in Press, Accepted Manuscript, Available Online from 02 July 2024

https://doi.org/10.22034/elt.2024.60320.2611

ABSTRACT

  This study aims to identify the role of transfer in the L3 acquisition of
indefinite frequency adverbs, be it L1, L2 or both; to determine whether CLI
occurs on a feature-by-feature basis or as a wholesale phenomenon; to
investigate the influence of the learners' L2 proficiency on the L3 acquisition
...  Read More This study aims to identify the role of transfer in the L3
acquisition of indefinite frequency adverbs, be it L1, L2 or both; to determine
whether CLI occurs on a feature-by-feature basis or as a wholesale phenomenon;
to investigate the influence of the learners' L2 proficiency on the L3
acquisition of indefinite frequency adverbs; and to examine the effect of
different task modalities on the facilitative/detrimental role of background
languages in the transfer of indefinite frequency adverbs in the early stages of
German learning. To this end, we studied 30 Persian-speaking L3 German learners
with previous L2 knowledge of English. We collected data from a grammaticality
judgement task to account for learners' receptive knowledge and an element
rearrangement task to measure learners' production. The data were analyzed using
multivariate tests and paired samples t-tests, which allowed us to estimate the
effects of background languages, learners' L2 proficiency, and task type on the
acquisition of indefinite frequency adverbs. The results contradicted the
wholesale CLI and supported the CEM and LPM, which claim that transfer occurs
property by property. The results also refuted the role of learners' L2
proficiency and task type.

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English language teaching

THE ROLE OF CONSTRUCT VALIDITY IN DESIGNING ENGLISH LANGUAGE ASSESSMENT TASKS

Seyedeh Elham Elhambakhsh

Articles in Press, Accepted Manuscript, Available Online from 15 July 2024

https://doi.org/10.22034/elt.2024.61423.2638

ABSTRACT

  The field of language assessment, commemorating its 40th anniversary since the
launch of language testing, has evolved significantly over the years. This study
aimed to investigate the key findings and insights from exploring the role of
construct validity in shaping the design of English Language Assessment ... 
Read More The field of language assessment, commemorating its 40th anniversary
since the launch of language testing, has evolved significantly over the years.
This study aimed to investigate the key findings and insights from exploring the
role of construct validity in shaping the design of English Language Assessment
(ELA) tasks. Additionally, it delved into the challenges encountered in
construct validity research studies and the strategies suggested by experts to
enhance it. The research team utilized a mixed-method research design for the
current study. A total sample size of 37 participants was deployed. Descriptive
statistics was used to summarize survey responses using quantitative analysis
software (e.g., SPSS). Qualitative data was coded and organized using
qualitative analysis software (e.g., NVIVO). Based on the research findings,
experts in the current study have proposed strategies, and recommendations for
enhancing construct validity. These strategies encompassed the incorporation of
contextual factors into assessment design, the promotion of continuous
validation research, the diversification of task types, and the active
involvement of test-takers in the assessment development process. The findings
of this study may render implications for EFL teachers, teacher trainers, and
assessment administrators.

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English language teaching

ENHANCING EFL STUDENTS' ESSAY WRITING PROFICIENCY THROUGH INPUT FLOODING
STRATEGIES FOR PARALLEL STRUCTURE: AN EXAMINATION OF FLIPPED ONLINE VERSUS
FLIPPED FACE-TO-FACE INSTRUCTIONAL MODELS

mehri farzaneh; farzaneh khodabndeh; Ehsan Rezvani

Articles in Press, Accepted Manuscript, Available Online from 19 July 2024

https://doi.org/10.22034/elt.2024.62166.2665

ABSTRACT

  This study investigates the impact of input flooding techniques on the
utilization of parallel structures in essay writing among EFL learners,
comparing two instructional settings: flipped online and flipped face-to-face. A
total of 73 participants were randomly assigned to three groups: the flipped
...  Read More This study investigates the impact of input flooding techniques
on the utilization of parallel structures in essay writing among EFL learners,
comparing two instructional settings: flipped online and flipped face-to-face. A
total of 73 participants were randomly assigned to three groups: the flipped
online group , the flipped face-to-face group , and a control group . In the
flipped online approach, the participants were exposed to input flooding through
pre-recorded videos and received online feedback on their essays, allowing for
extensive exposure to parallel structures. In the flipped face-to-face approach,
the participants received the same instructional materials emphasizing relevant
structures and engaged in activities to promote the use of parallel structures.
The control group followed their regular instructional method without any
specific intervention. Following the treatment sessions, all participants
underwent a post-test essay assessment to evaluate their proficiency in
utilizing parallel structures. The results indicate that the flipped online
group demonstrated the highest level of proficiency, highlighting the
effectiveness of input flooding techniques in promoting the use of parallel
structures in essay writing.

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English language teaching

THE EFFECT OF FEEDBACK SCOPE THROUGH DIGITAL MODALITY (SYNCHRONOUS VS.
ASYNCHRONOUS) ON COMPLEXITY, ACCURACY AND FLUENCY OF IRANIAN EFL LEARNERS’
WRITTEN PRODUCTIONS

Reihane Shoghi; Mansoor Tavakoli; Zahra Amirian

Articles in Press, Accepted Manuscript, Available Online from 01 September 2024

https://doi.org/10.22034/elt.2024.62306.2668

ABSTRACT

  This study investigated the effectiveness of two different scopes of
corrective feedback on enhancing the complexity, accuracy, and fluency of L2
written productions among 150 intermediate EFL learners participating in intact
online courses. The corrective feedback scope includes highly focused and
comprehensive ...  Read More This study investigated the effectiveness of two
different scopes of corrective feedback on enhancing the complexity, accuracy,
and fluency of L2 written productions among 150 intermediate EFL learners
participating in intact online courses. The corrective feedback scope includes
highly focused and comprehensive feedback delivered via digital platforms in
synchronous and asynchronous formats. Participants were divided into five
groups: synchronous highly focused feedback, synchronous comprehensive feedback,
asynchronous highly focused feedback, asynchronous comprehensive feedback, and a
control group receiving corrective feedback via traditional methods,
characterized by the indiscriminate identification and marking of all errors.
Results across the feedback groups regarding their impact on complexity,
accuracy, and fluency in EFL learners' written productions indicated a
significant effect on accuracy, while complexity and fluency showed no
significant differences based on feedback scope and delivery modality. The
results of this study have several important implications for educators,
material developers, and policymakers in the field of language education. For
teachers, adopting synchronous feedback strategies could significantly enhance
the accuracy and complexity of students' written work.

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English language learning

CONSTRUCTING A LOCAL RUBRIC FOR IRANIAN EFL HIGH SCHOOL LEARNERS’ SPEAKING
SKILL: HIGH SCHOOL TEACHERS AND UNIVERSITY PROFESSORS’ VOICES

Ayatollah Razmjoo; Bahman Hasanzade

Articles in Press, Accepted Manuscript, Available Online from 02 September 2024

https://doi.org/10.22034/elt.2024.61421.2637

ABSTRACT

  Reviewing the literature, there is an evident lack of appropriate research on
the potential difficulties of assessing speaking skill and the urgent need of
more rigorous assessment of speaking skill and its intricacies. This study aimed
to develop a collaborative local rubric for assessing Iranian high ...  Read
More Reviewing the literature, there is an evident lack of appropriate research
on the potential difficulties of assessing speaking skill and the urgent need of
more rigorous assessment of speaking skill and its intricacies. This study aimed
to develop a collaborative local rubric for assessing Iranian high school
students’ speaking skill constructed through the school-university members'
collaboration. The participants of this study were 3 high school English
teachers and 3 university instructors with 5 years of experience in English
teaching and having familiarity with rubrics and how to use and develop them.
After coding and analyzing the data collected through semi-structured interview,
it was revealed participants mentioned some similar criteria such as the
importance of pronunciation, grammar, vocabulary, fluency and the use of a 0-4
assessment scale. However, some contradictions arose between the participants
about the scores and the strictness/flexibility of those levels. The
currently-developed speaking rubric, which is a simulation of the IELTS and
TOEFL speaking rubrics, intended to help high school teachers undertake a more
thorough assessment resulting in students’ enhanced learning of speaking. This
study proposed practical implications for teachers and instructors in particular
test constructors and examiners.

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English language learning

INTERPLAY BETWEEN PROFESSIONAL IDENTITY AND EMOTIONAL QUOTIENT OF IRANIAN FEMALE
EFL UNIVERSITY TEACHERS IN THE HABITUAL BURNOUT PHASE

Raziyeh Fallah; Azizeh Chalak; Hossein Heidari Tabrizi

Articles in Press, Accepted Manuscript, Available Online from 27 September 2024

https://doi.org/10.22034/elt.2024.63038.2685

ABSTRACT

  Following an explanatory sequential design, this study explored the possible
association between the Professional Identity (PI) of Iranian female EFL
university teachers in the Habitual Burnout (HB) phase and their Emotional
Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) ... 
Read More Following an explanatory sequential design, this study explored the
possible association between the Professional Identity (PI) of Iranian female
EFL university teachers in the Habitual Burnout (HB) phase and their Emotional
Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) was
developed to investigate the promising relationships. In the subsequent
less-weighted qualitative phase, their comments regarding the associations
determined were analyzed to evaluate the model and seek remedies to help female
EFL university teachers in the HB phase. To collect the required data from 67
conveniently selected Iranian female EFL university teachers in the HB phase,
the Burnout Assessment Tool, Emotional Intelligence Scale, and PI Scale for
Iranian English Teachers were employed. The results showed a significant causal
relationship between the PI and EQ of the participants, and the findings of the
interviews confirmed the causal association, providing some suggestions for
female EFL university teachers to help them handle their severe burnout levels.
The findings may provide implications for university EFL teachers, curriculum
designers of TEFL education, and educational psychologists.

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English language learning

AI-ASSISTED EAP TESTING: A CASE OF ACADEMIC IELTS WRITING BY IRANIAN EFL
LEARNERS

vahid reza mirzaeian; Katayoun Oskoui; Zohreh Nafissi

Articles in Press, Accepted Manuscript, Available Online from 07 October 2024

https://doi.org/10.22034/elt.2024.63345.2691

ABSTRACT

  Objective: A plethora of studies have explored the employment of AI bots in
academic writing. Yet, exploring the strategies employed by Iranian EFL learners
while using an AI bot to complete academic IELTS writing task 2 has been
underestimated. Methods: To address the lacuna, this qualitative study ...  Read
More Objective: A plethora of studies have explored the employment of AI bots in
academic writing. Yet, exploring the strategies employed by Iranian EFL learners
while using an AI bot to complete academic IELTS writing task 2 has been
underestimated. Methods: To address the lacuna, this qualitative study
computer-recorded eleven participants’ interactions with AI bot to identify the
strategies they employed to complete academic IELTS writing task 2. The
researchers intended to clarify the intricacies of the human-AI interactions and
infer the potential contributions of AI bots for academic writing in EFL
settings. Results: The findings revealed that despite the employment of several
strategies by the participants to compose high-quality writing tasks, none of
them fully trusted the AI outputs to use them without post-editing. They
considered the AI bot as a writing assistant, used some revised segments of AI
responses and added their own words respectively. Conclusions: The pedagogical
implications for language teaching in general, and IELTS-oriented practices in
particular to take advantage of the emerging AI technologies for better
educational outcomes are provided. Moreover, avenues for future research on
AI-assisted Language Learning (AILL) are suggested.

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English language teaching

A SYSTEMATIC REVIEW OF TECHNOLOGY-MEDIATED FEEDBACK RESEARCH: INSIGHTS AND
FUTURE DIRECTIONS

Saman Ebadi; Rana Rahimi

Articles in Press, Accepted Manuscript, Available Online from 07 October 2024

https://doi.org/10.22034/elt.2024.63638.2698

ABSTRACT

  This study builds on technology-mediated feedback research up to 2020 to
provide an updated account. It offers an overview of contextual trends, feedback
focus, and the types of technology and software used. The analysis focuses on
peer-reviewed studies examining technology-mediated corrective feedback ... 
Read More This study builds on technology-mediated feedback research up to 2020
to provide an updated account. It offers an overview of contextual trends,
feedback focus, and the types of technology and software used. The analysis
focuses on peer-reviewed studies examining technology-mediated corrective
feedback on writing in EFL or ESL contexts, using quantitative or mixed methods
approaches. Data was coded using an Excel sheet, and frequencies were reported
as percentages. The major findings indicate that technology-mediated feedback is
more prevalent in higher education, emphasizing the importance of leveraging
technology for enhancing feedback practices. Additionally, half of the
publications employed a mixed-methods approach, contributing to a more
comprehensive understanding of the topic. However, some studies lacked
methodological transparency; therefore, the study highlights the need for
stricter reporting guidelines. Furthermore, the findings reveal that teachers
and computers are the primary sources of feedback in technology-mediated
settings, aligning with their significant roles in traditional and online
learning environments. According to findings, educators are encouraged to adopt
technology-mediated feedback in higher education and engage in training and
professional development in this area. Researchers are recommended to continue
conducting mixed-methods studies by following more rigorous transparency
guidelines.

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English language teaching

INTEGRATING POSITIVE PSYCHOLOGY IN LANGUAGE TESTING: FOSTERING GROWTH,
MOTIVATION, AND WELL-BEING IN ASSESSMENT PRACTICES

Seyyed Mohammad Ali Soozandehfar; Mehdi Dehghayedi

Articles in Press, Accepted Manuscript, Available Online from 22 October 2024

https://doi.org/10.22034/elt.2024.63551.2694

ABSTRACT

  This study is an attempt to explore the integration of positive psychology
within language testing, while assessing its effects on learner performance,
self-efficacy, motivation, and test anxiety in EFL contexts. Postulated on a
mixed-method approach, firstly, the study involves in a quasi-experimental ... 
Read More This study is an attempt to explore the integration of positive
psychology within language testing, while assessing its effects on learner
performance, self-efficacy, motivation, and test anxiety in EFL contexts.
Postulated on a mixed-method approach, firstly, the study involves in a
quasi-experimental design, where 100 EFL learners were assigned into control and
experimental groups. The latter group experienced strength-based feedback and
growth-focused assessment practices. The results of the paired t-tests and
ANCOVA revealed significant improvements in the EFL students' language
proficiency, with the anxiety construct reduced by 30%, alongside substantial
increases in the constructs of motivation and self-efficacy. These outcomes can
be taken into account as the highlight of the efficacy of positive psychology
interventions, contrasting with traditional deficit-focused models of
assessment. Afterwards, in the qualitative phase, the research advocates for a
paradigm shift in language testing, while emphasizing EFL learners' emotional
well-being, cognitive engagement, and learner autonomy. Furthermore, this study
contributes to the broader discourse, representing implications on rethinking
pedagogical approaches to language assessment, proposing more humanistic and
learner-centered frameworks.

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English language teaching

RESEARCH INTO IRANIAN EFL TEACHERS’ KNOWLEDGE OF EDUCATIONAL ETHICAL CODES:
DEVELOPMENT OF A SYNERGISTIC MODEL

Mahnaz Mostafaei Alaei; Tayebehsadat Hosseini; Hamid Allami

Articles in Press, Accepted Manuscript, Available Online from 27 October 2024

https://doi.org/10.22034/elt.2024.61455.2649

ABSTRACT

  The study aimed to investigate the Iranian EFL teachers’ knowledge of
educational ethical codes in academic settings through the employment of a
newly-designed questionnaire, developed by the researchers. To this end, six
university professors as experts were invited to participate in an unstructured
...  Read More The study aimed to investigate the Iranian EFL teachers’
knowledge of educational ethical codes in academic settings through the
employment of a newly-designed questionnaire, developed by the researchers. To
this end, six university professors as experts were invited to participate in an
unstructured interview. The preliminary themes were extracted from the relevant
literature and the experts’ opinions through qualitative analysis. Next, the
initial questionnaire items were generated and approved by three experts. The
reliability of the constructed questionnaire was calculated using Cronbach's
alpha. Afterwards, the 40-item questionnaire was administered to 400 EFL
teachers resulting in the elimination of eleven items through exploratory factor
analysis. Five factors were drawn from the responses of teachers through EFA
representing their knowledge of educational ethical codes. Additionally, the
confirmatory factor analysis revealed that the five extracted components of the
newly developed questionnaire including educational, affective, socio-cultural,
behavioral, and professional ethics factors were all acceptably loaded on their
constructs at an acceptable level, and the scale can successfully determine EFL
teachers’ knowledge of ethical codes in educational settings. The findings of
the study have valuable implications for teachers, students, teacher trainers,
educational policymakers and administrators.

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English language learning

INVESTIGATING THE RELATIONSHIPS BETWEEN REGULATORY FOCI, L2 GRIT, AND L2 WRITING
ENJOYMENT AMONG IRANIAN EFL LEARNERS

Davood Khedmatkar Arani; Mohammad Amiryousefi; Saeed Ketabi

Articles in Press, Accepted Manuscript, Available Online from 27 October 2024

https://doi.org/10.22034/elt.2024.61915.2657

ABSTRACT

  Objective: Despite the renewed interest in individual differences in second
language acquisition (SLA), there is still limited research on the
interconnections among regulatory focus (promotion and prevention), L2 grit
(Consisting of perseverance of effort and consistency of interests), and
emotions. Methods: ...  Read More Objective: Despite the renewed interest in
individual differences in second language acquisition (SLA), there is still
limited research on the interconnections among regulatory focus (promotion and
prevention), L2 grit (Consisting of perseverance of effort and consistency of
interests), and emotions. Methods: A total of 85 undergraduate English majors
(54 women, mean age = 20 years) from two comprehensive universities in Iran took
part in the research. Three questionnaires were used to assess the participants'
promotion and prevention focuses, L2 grit, and English writing enjoyment. The
data collected was analyzed using IBM SPSS (26.0) software. Results: The
correlational analysis revealed that regulatory focus, L2 grit, and L2 writing
enjoyment are interconnected. Specifically, promotion focus positively
correlated with L2 writing enjoyment and L2 grit. Additionally, L2 grit
(Perseverance of Effort) connected meaningfully with L2 writing enjoyment. On
the other hand, prevention focus demonstrated significant negative correlations
with L2 writing enjoyment and L2 grit. Lastly, no significant relationship was
found between L2 Grit (consistency of interest) and L2 Writing Enjoyment.
Conclusions: The study's results demonstrate the crucial findings regarding the
interplay between different dimensions of grit, emotion, and personal best
goals.

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English language teaching

THE EFFECT OF FLIPPED CLASSROOM INTEGRATED WITH MOOCS ON INTERMEDIATE EFL
LEARNERS’ USE OF SELF-REGULATED LEARNING STRATEGIES IN WRITING

Parisa Etemadfar; HOSSEIN BARATI; Azizollah Dabbaghi

Articles in Press, Accepted Manuscript, Available Online from 28 October 2024

https://doi.org/10.22034/elt.2024.63311.2689

ABSTRACT

  This study aimed to examine the effect of flipped classroom integrated with
Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated
learning (SRL) strategies in writing. To this end, 60 intermediate college
students, who were homogenized by a placement test, were selected and ...  Read
More This study aimed to examine the effect of flipped classroom integrated with
Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated
learning (SRL) strategies in writing. To this end, 60 intermediate college
students, who were homogenized by a placement test, were selected and randomly
divided into experimental and control groups. The treatment for the experimental
group (flipped classroom integrated with MOOCs), took place in three phases,
namely before class, in class, and after class. Before class, the materials and
sources were delivered via Moodle application, a MOOC-based educational program.
In class, the students participated in group discussions and an interactive
feedback session. After class, they received online support. Prior to the
treatment, an SRL strategies questionnaire was administered to all the
participants. The same questionnaire was again administered to them at the end
of the treatment. The results of ANOVA revealed that flipped classroom
integrated with MOOCs had a statistically significant positive effect on the
experimental group’s overall use of SRL strategies. Similarly, the method,
performance, and social environment SRL dimensions improved significantly in the
experimental group. The implications of the study have been discussed.

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English language teaching

YOUNG LEARNERS OF ENGLISH (YLE) TEACHERS’ VISION OF AN IDEAL CLASSROOM
ENVIRONMENT: FACTORS AND VARIABLES

Mohammad Hadi Mahmoodi; Mohammad Ahmadisafa; Narges Zareian

Articles in Press, Accepted Manuscript, Available Online from 05 November 2024

https://doi.org/10.22034/elt.2024.63020.2686

ABSTRACT

  What we know about vision of an ideal Young Learners of English (YLE)
classroom environment is limited to some small-scale qualitative studies that
have explored the development of teachers’ vision throughout their careers. This
gap prompted the researchers of this study to pursue the development ...  Read
More What we know about vision of an ideal Young Learners of English (YLE)
classroom environment is limited to some small-scale qualitative studies that
have explored the development of teachers’ vision throughout their careers. This
gap prompted the researchers of this study to pursue the development of a
psychometrically valid measure of the factors involved in teachers’ vision of an
ideal YLE classroom environment. To this end, an item pool was developed based
on an extensive literature review, expert opinion, and interviews with 60 YLE
teachers. Next, the first version of the questionnaire was administered to 366
YLE teachers from different cities of Iran. Confirmatory factor analyses through
structural equation modeling procedures were applied to the data obtained to
test the validity of the hypothetical model. Rounds of statistical analyses and
the follow-up remodeling led to a final measurement model of a questionnaire
with 23 items tapping into five factors of learner characteristics, attitudes
toward the course, teacher characteristics, classroom environment, and
organizational impact. The results of this study empirically support the
multidimensionality of YLE teachers’ vision of an ideal classroom environment
and yield a relatively concrete measure of the construct.

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English language teaching

DIFFERENTIAL EFFECTS OF NON-LINGUISTIC FEEDBACK TYPES ON COMPLEXITY, ACCURACY
AND FLUENCY OF EFL LEARNERS’ SPEAKING PERFORMANCE IN ONLINE EDUCATION

Marzieh Mehri

Articles in Press, Accepted Manuscript, Available Online from 05 November 2024

https://doi.org/10.22034/elt.2024.63744.2700

ABSTRACT

  Abstract This study examined the impacts of providing regulatory focus
feedback (RFF) in the forms of prevention and promotion as well as reference of
comparison feedback (RCF) in the forms of normative and self-referential on EFL
learners’ speaking complexity, accuracy, and fluency (CAF) in online ...  Read
More Abstract This study examined the impacts of providing regulatory focus
feedback (RFF) in the forms of prevention and promotion as well as reference of
comparison feedback (RCF) in the forms of normative and self-referential on EFL
learners’ speaking complexity, accuracy, and fluency (CAF) in online speaking
courses. For this purpose, 100 intermediate EFL learners in a language institute
were randomly assigned into four experimental groups and one control group
(N=20). Language learners were required to respond to two speaking tasks from
the IELTS exam before and after receiving 16 sessions of the intervention. The
data were subjected to ANCOVA analysis and paired samples comparisons. The
results showed that the participants’ speaking performance was better in all
four experimental groups compared to the control group. Moreover, the
superiority of self-referential feedback in improving the participants’ oral
production ability over normative feedback was demonstrated. Prevention-focused
feedback was shown to be influential in improving accuracy. Finally, practical
implications for how EFL teachers can enhance language learners’ oral production
ability are discussed.

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English language teaching

THE IMPACT OF CRITICAL THINKING SKILLS IN TBSIR APPROACH ON THE COMPUTER-BASED
ENGLISH EXPOSITORY ESSAY WRITING OF IRANIAN UNIVERSITY STUDENTS

Akram Bahrami; Anise Rahmani

Articles in Press, Accepted Manuscript, Available Online from 06 November 2024

https://doi.org/10.22034/elt.2024.53848.2516

ABSTRACT

  Due to the vital role of critical thinking skills in students' educational and
non-educational success, the present research attempted to examine the impact of
critical thinking skills in TBSIR approach on the computer-based English
expository essay writing of Iranian university students. Participants ...  Read
More Due to the vital role of critical thinking skills in students' educational
and non-educational success, the present research attempted to examine the
impact of critical thinking skills in TBSIR approach on the computer-based
English expository essay writing of Iranian university students. Participants of
this study included 30 students at Gonbad-e-Kavous and Hazrat-e-Masoume
universities in Iran. They answered to the Watson-Glaser critical thinking
skills test (1980), then after two weeks of reviewing TSR structure, they wrote
a computer-based English expository essay as pre-test. After four weeks of
learning TBSIR structure, they wrote another computer-based English expository
essay as post-test. The paired samples t-test and Pearson correlation were run
and the results revealed the impact of critical thinking skills in the TBSIR
approach on the computer-based English expository essay writing of Iranian
university students. Also, the results indicate the positive and significant
correlation between critical thinking skills especially analysis and
interpretation on the computer-based English expository essay writing of Iranian
university students, which helps the students to promote their educational and
social lives. Also, teachers, teacher trainers, syllabus designers and materials
developers can benefit from the results of this study.

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Publisher:
University of Tabriz

Director-in-Charge:
Ali Akbar Ansarin

Editor-in-Chief:
Farahman Farrokhi

Scientific & Executive Manager:
Mohammad Zohrabi

International Editorial Board:
Ken Hyland Brian John Tomlinson Jane Ekstam Claire Jeanne Kramsch Hitomi
Masuhara Parila MohammadShah Vahid Nimehchisalem

Editorial Board:
Parviz Ajideh Seyed Mohammad Alavi Karim Sadeghi Hooshang Khoshsima Reza Abdi
Hossein Sabouri Seyyed Ayatollah Razmjoo Rajab Esfandiari Davood Amini Ali Akbar
Ansarin

Page Designer:
Roghayyeh Sohrab Navi

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Frequency: Semiannual

Print ISSN: 2251-7995

Online ISSN: 2676-6876

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TELLSI: TEACHING ENGLISH LANGUAGE AND LITERATURE SOCIETY OF IRAN

TELLSI aims to develop and promote TEFL learners' knowledge base, improving the
quality of experts’ practice and advancing teaching and research.

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KEYWORDS CLOUD

EFL learnersaccuracyfluencymotivationEFL teachersgenderPragmaticsCritical
ThinkingwritingEFL ContextELTEmotional Intelligenceresearch articlesL2
writingmetadiscourseProfessional IdentityAutonomyacademic
writingVocabularyEnglish Language teachingself-regulationAssessment
LiteracycultureWriting qualityevaluationgenre
analysisTeachingIranE-learningIRFEFLSpeaking Abilityspeech actsAttitudeLearner
autonomyCALLRetentionlearningGamificationESPbilingualsMultiple
IntelligencesCognitive ComplexityrequestIELTStask typeTeacher CognitionEFL
teacherTOEFL
iBTperceptionscurriculumglobalizationinstructionMALLIdeologyVisionEnglishEAPSyntaxFacilitationcollaborative
taskTEFL graduate studentsnarrativeonline annotationsIELTS instructors

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