mohammad amiryousefi

This mixed-methods study investigated the impact of critical reading strategies (CRSs) instruction on 176 Iraqi EFL university students’ literary analysis skills over one academic year. Participants were divided into an experimental group (E.G.) receiving explicit strategy modeling and a control group (C.G.) with traditional instruction. Quantitative data from multiple researcher-designed tests indicated statistically significant enhancements across strategies, with outlining/summarizing, questioning, comparing and contrasting, contextualizing, and evaluating being the most beneficial. The qualitative data collected from the open-ended questions in the pre-and post-tests, as well as interviews, further supported these advancements by highlighting improved evaluation of perspectives and the establishment of meaning. In addition, the E.G. showed significant improvement in using ideational metafunctions in comparison to the C.G. Nevertheless, these difficulties in implementing specific metafunctions on their own suggested a need for more practice. The results, supported by the enhancement in ideational metafunctions, ensure the important role of critical reading in enabling students to analyze texts in literature courses. The study suggests that even with challenges such as vocabulary deficiencies and the limitations of online learning (among many), providing specific reading strategies could help students critically assess literary texts, necessitating additional research to enhance implementation across various curricula.

This study was an attempt to see whether the instruction of pragmatic markers in virtual vs. face-to-face classroom settings had any effect on Iraqi EFL learners’ speaking ability. It also attempted to examine the intervening effects of some factors including age (teenagers in the language institute vs. adults in the university), gender, social class, and the learners’ English language proficiency levels.  To achieve these purposes, a group of 224 Iraqi EFL learners at a university and a private language institute in Kufa, Iraq 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. face-to-face conversation classrooms while the two control groups (in university and language institute settings) did not receive instruction on pragmatic markers in online vs. face-to-face conversation classrooms. An English language speaking test was given to the learners to assess their oral performance before and after the treatment. The test was randomly selected from IELTS speaking tests. For the teenagers in the language institute, a simplified speaking task was designed based on IELTS criteria for assessing speaking performance. The results indicated that generally those who received pragmatic instruction outperformed those who did not receive such kind of instruction and the participants in face-to-face 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. Based on the findings of this study, the male participants and the students from higher proficiency levels outperformed females and their lower proficiency counterparts in terms of speaking ability. However, they did not show any differences with regard to age and social class. This study offers important implications for EFL teachers, learners and material designers, with regard to the promising effect of face-to-face instruction of different pragmatic features of language through speech acts on learners’ speaking skill.

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.

Community of Inquiry is a term that identifies the elements that are essential for the delivery of effective instruction (i.e., teaching presence, cognitive presence, and social presence). While it has been the subject of many studies in face-to-face settings, less attention has been accorded to it in online classes. This study was an attempt to investigate the relationship between Iraqi English as a foreign language (EFL) learners' community of inquiry and their attention to and engagement in online classes. To this end, 311 undergraduate students were selected from Basrah province in southern Iraq. The Google Form link for the community of inquiry scale as well as the online student engagement scale and sustained attention scale were shared among the participants via telegram and WhatsApp groups. The results of the Pearson correlation revealed that there was a significant relationship among the variables. A linear multiple regression analysis was conducted to identify the best predictor of the components of the community of inquiry for students' online engagement in and their attention to online classes. The results showed that social presence contributed more to the changes in learners' engagement in and attention to online classes. The findings of the study can encourage Iraqi EFL teachers to focus on specific aspects of community of inquiry to promote students' engagement and attendance in online classes.

This study was an attempt to examine the intercultural experience of Iranian university students studying abroad and explore variables influencing their success or failure in intercultural interactions. A qualitative method involving semi-structured interviews and retrospective narratives were employed in order to achieve an in-depth understanding of intercultural competence of the international university students which came to light from their reflections and interactions. The findings provided insights into three major components of intercultural communicative competence, i.e. attitude, knowledge and skill featured vigorously on students’ reflections. Most significantly, investigation of the data-set revealed several facilitating and debilitating factors contributing to intercultural encounters.

The present study examined the comparative effects of Etherpad-based writing instruction and face-to-face writing instruction on EFL learners' writing quality and writing self-efficacy. It also aimed at finding the learners' attitude towards the influence of Etherpad and their reason for success/ failure in this writing course. To this end, ninety students were selected through convenience sampling and randomly assigned to one of the two instruction groups. In addition to an IELTS writing task, Self-efficacy in Writing Scale (SWS) was administered. During the course, the students received instruction on writing an argumentative essay. After the treatment, the SWS and another IELTS writing task were given. Subsequently, a semi-structured interview was conducted with twenty Etherpad-based learners to find their attitudes towards the reason for their success/ failure and the effectiveness of Etherpad. The results revealed that the Etherpad-based group significantly outperformed the face-to-face group in the writing posttest and demonstrated a higher level of writing self-efficacy. The interview data showed that the students attributed their success to both internal and external factors. Whereas, they ascribed their failure to internal factors rather than external ones. It was also revealed that the students found Etherpad as a predictor of their success in writing performance.

The present study investigated the comparative effects of input vs. output-based instruction on vocabulary acquisition and retention of young Iranian EFL (English as a foreign language) learners. To this end, 45 Iranian EFL learners aged 6–7 were divided into three groups; control group, input-based group, and output-based group. The students in the input-based instruction were not required to use the target vocabulary items. The target vocabulary items were only presented to them via input-based tasks. In contrast, in the output-based group, the students were required to use the vocabulary items by doing output-based tasks. After four weeks of instruction, the two groups took two types of vocabulary tests (listening comprehension and production tests) as post- and delayed tests. The findings revealed that both input-based and output-based instruction helped the participants to gain both receptive and productive vocabulary knowledge. In general, the results of the present study can support the idea put forth by scholars such as Long (2015) that adhering to a single method is not beneficial, and language instructors should use a variety of methods based on their language learners’ characteristics and needs.

Language teacher immunity has recently attracted the attention of the scholars interested in teacher psychology. Following the previous line of research in teacher psychology, the present study explored the immunity types among 260 Iranian EFL teachers working in schools and language institutes. Drawing on Hiver’s (2017) categorization, this study found that the participants were classified into productively and maladaptively immunized teachers through cluster analysis. It was also found that gender played a significant role, and female participants were more productively immunized than men. Regarding the role of teaching experience, it was found that EFL teachers’ immunity fluctuated in the late stages of their practice to a more fossilized, negative one. Regarding age differences, the results also suggested different immunity types among the participants of different age groups. The results implied that teacher education programs should enhance EFL teachers’ understanding of language teacher immunity as an important factor in their effectiveness and well-being as well as students’ achievement.

This study sought to investigate the effects of Explicit ‎Instruction in combination with Input ‎Enhancement (EI+IE), Input Flood (IF), and Gap-fill (GF) tasks on receptive and productive ‎knowledge of English formulaic sequences (FS) ‎by Iranian intermediate EFL learners. Assigned ‎to three experimental groups‎, the 110 participants took the receptive and productive knowledge ‎pretests, posttests, and delayed posttests. Findings of within-group (repeated-‎measures ‎ANOVAs) and between-group (ANCOVAs) tests showed that while IF could not promote ‎learners' performance, both the EI+IE and the GF could ‎improve learners’ receptive and ‎productive knowledge of target ‎FSs from pretests to posttests and ‎retained the effects until the ‎delayed posttests. Additionally, both EI+IE and GF groups ‎significantly outperformed the IF ‎group at the immediate posttests. That is, the results from EI+IE did not differ significantly from ‎those of GF. Plausible accounts for the obtained results are provided and the implications are ‎discussed.‎

Although the existing research has advanced our understating of sociological issues such as translators’ prefaces, a paucity of studies into languages of limited diffusion, including Persian is strongly felt. To partly fill this gap, this study aims to explore Iranian fiction translators’ (in)visibility from the perspective of paratexts. Paratextual elements, especially prefaces, are among the most privileged translators' commentaries that provide opportunities for translators to have a direct contact with readers and foreground their presence and status in their profession. Drawing on a convenience sampling technique, the corpus of the study comprised the prefaces of 300 Persian translated works of fiction from English. The corpus under investigation encompassed a wide spectrum of English writers and Persian translators. The prefaces of the translations were analyzed in accordance with the “thematic analysis” procedure, where the prefaces were examined multiple times, and meaningful patterns were extracted and grouped under several headings sharing the same content. The results showed that a large proportion of the extracted themes from translators’ prefaces elaborated on introducing the original authors and their source texts. Consequently, these commentaries, even under the translators' name, did not significantly contribute to highlighting the visibility of translators within their work. This study may provide implications for novice translators regarding their stance and voice in their translations. Keywords: Preface, Paratext, Theme, Translators, (In)visibility.

Important role of willingness to communicate (WTC) in learning a second language has made scholars to look for the variables that can enhance WTC among language learners. This study was an effort to examine the interrelationships between WTC, self-concept, ideal L2 self, and teacher credibility among Persian learners experimentally. That is, the effects of two personal variables (self-concept, ideal L2 self,) and a social variable (teacher credibility) on WTC were measured. To this end, 136 Persian learners participated in the study. They were asked to complete WTC (Khatib & Nourzadeh, 2014), ideal L2 self (Papi, 2010), self-concept (Erten, 2015), and teacher credibility (McCroskey & Teven, 1999) questionnaires. Descriptive statistics and regression analyses showed that teacher credibility, self-concept, and ideal L2 self could predict the participants’ WTC. Finally, some measures were suggested for the improvement of WTC.  </strong> Extended Abstract</strong> Important role of willingness to communicate (WTC) in learning a second language has made scholars look for the variables that can influence its level among language learners. This study was an effort to examine the interrelationships between WTC, ideal L2 self, self-concept, and teacher credibility among Persian learners. WTC refers to the tendency of language learners to start communication when they are given a choice not to do so. However, language learners are different from one another in terms of WTC; some of them prefer to be silent while others prefer to take part in communicative tasks and activities. MacIntyre et al. (1998), in their exploratory model, argue that WTC is not a constant variable, and its level is influenced by several personal and situational variables.Self-concept (Erten& Burden, 2014) and ideal L2 self (Dörnyei, 2005) are among the motivational variables, which have recently received considerable attention from scholars. Self-concept refers to language learners’ perceptions of their language learning abilities. Ideal L2 self, on the other hand, refers to the goals that language learners want to achieve and the person they want to become by learning L2. It can be argued that if language learners have positive perceptions about their language learning abilities and set higher goals for themselves to achieve by learning L2, their motivation to take part in classroom tasks and activities and hence their level of WTC increase too. Teacher credibility (Trad et al., 2014) is another situational variable, which can influence language learners’ engagement with tasks and activities. Teacher credibility refers to language learners’ perceptions of their teacher’s knowledge and skills, and how well s/he can teach. It can be stated that if language learners have positive beliefs about their teachers’ abilities, their engagement with language learning tasks and activities can increase. However, the interrelationship between language learners’ WTC, self-concept, and ideal L2 self and teacher credibility is yet to be examined, especially in Persian learning contexts.The sample of this study included 136 Persian language learners from different countries such as Germany, Switzerland, Japan, Iraq, Lebanon, and Syria. The participants were asked to respond to self-concept, ideal L2 self, teacher credibility, and WTC scales. Participation in this study was voluntary, and those learners who agreed to participate were instructed how to respond to the questionnaires. Pearson correlation coefficient tests and standard multiple regression were performed to analyze the data. The results revealed that there was a positive correlation between WTC, ideal L2 self, self-concept, and teacher credibility. Additionally, standard multiple regression showed that academic self-concept, ideal L2 self, and teacher credibility could predict the participants’ WTC. The results of the present study can suggest that to increase Persian learners’ WTC, which can significantly contribute to their Persian development, efforts should be made to increase their level of motivational variables such as self-concept and ideal L2 self. If Persian learners consider themselves as successful language learners and have higher goals for their Persian learning, their motivation to take part in classroom activities and to engage with language learning materials and tasks improves and hence their WTC. Moreover, teachers can increase their Persian learners’ WTC by using appropriate interpersonal and teaching behaviors and supporting their students in their language learning process.

The purpose of this study was to investigate the procedures adopted by Iranian translation students in the translation of hedges. To this end, participants were asked to translate an academic article in the field of medical sciences from English into Persian. Pisanski Peterlin and Zlatnar Moe’s (2016) approach was utilized for data collection and analysis so as to examine Iranian students’ general approach in hedging translation. The results indicated that, in spite of their importance in academic writing, almost forty percent of hedges were altered or deleted in different ways. Additionally, semi-structured discourse-based interviews were conducted to further examine the reasons behind students’ decisions regarding hedging translation. Finally, the findings were discussed within the risk management framework in translation. The analysis suggested that Anthony Pym’s (2015) risk management framework could provide a real help to translators in translating hedging devices.

This study aims to examine the cross-cultural similarities and differences in the use of rapport management strategies (rapport enhancement, rapport maintenance, rapport neglect, and rapport challenge) in the complaints during service encounters based on Spencer Oatey’s (2008) model. To this end, 90 participants (30 Persian native speakers, 30 Iranian EFL (English as a foreign language) learners, and 30 English speakers) were asked to complete a role-play Discourse Completion Task in four different situations. The study argues that: (1) the use of rapport management strategies is universal; all the groups used all kinds of rapport management strategies; (2) the use of rapport management strategies is culture-specific; the participants in each group differently used the intended strategies; and (3) the socio-pragmatic competence of EFL learners is sometimes different from that of the native speakers of English; it goes through developmental stages and is influenced by L1 norms. The study concludes that teachers should condition the communicative tasks used inside the class with factors such as the relationship among the interlocutors to help EFL learners develop a pragmatic competence comparable to that of the native speakers. Teachers can also resort to modern technologies to provide EFL learners with the opportunity to communicate with native speakers and receive feedback with regard to the cultural appropriacy of the forms produced.

This study examined the effects of cognitive task complexity increase on the complexity, accuracy, and fluency (CAF) as well as the temporal distribution of the cognitive and metacognitive processes involved in computer-mediated L2 written production. To this end, the study employed a between-subjects experimental design with 85 EFL learners from a language learning institute in Iran. Participants were assigned to one of 3 groups: low-, medium-, and high-complexity groups. Each group performed one of the 3 computer-mediated letter writing tasks of varying levels of complexity, from the lowest level (low-complexity) to the highest level (high-complexity) of cognitive demand. Participants were also asked to complete L2 writing Cognitive Processes Scale (CPS) and Metacognitive Processes Scale (MPS) to measure the differentials in time and attention allocated to these processes by the participants in each group. Results revealed that the increases of task complexity (1) affected the fluency positively and the accuracy negatively, with no significant effects on the complexity; (2) directed the participants’ attention more toward the processes such as task formulation and generation of new ideas, which could help them manage the conceptual pressure imposed; and (3) contrary to the assumptions, directed the participants’ attention away from the processes such as thinking about language aspects, which could direct their attention to the linguistic aspects of the tasks. Implications are discussed and avenues for future research are outlined.

With the developments of new technologies appearing very quickly, the attention has been focused more on technology than learning. English centers and institutes have mostly been busy accommodating new programs and technologies and hence have not spent enough time to evaluate the CALL programs and technologies employed to find their affordances and limitations. The present study was an attempt to study the perceptions and evaluation of the Iranian EFL learners and teachers about CALL. To this end, 240 students and teachers of two big institutes in Iran where CALL is used in their English learning program participated in the study. The required data were collected through a mixed-method design. The results of data analysis showed that CALL can enhance language learning and English listening, reading, and writing skills. It can also increase student's motivation and interest in learning and their exposure to language. However, it cannot improve speaking skill well. It also causes technology addiction, lacks good standards and an interactive nature necessary for the development of communicative proficiency, and may give the confidence to the teachers that everything is prepared by CALL courseware designers and hence they may come unprepared. The present study argues that the mere focus on technological support is not adequate, and a pedagogical understanding of language teachers’ and learners’ new roles and identities in CALL environment should be developed.

This study aimed at investigating the influence of confirmatory vs. corrective feedback on English as a foreign language (EFL) learners'' academic self-concept, attributions, second language (L2) speaking, class performance, and English achievement. To this end, two intact classes of female elementary EFL learners from a language learning institution in Isfahan, Iran were selected. They were asked to complete Myself-As-a-Learner Scale (MALS) and Attributions Scale (AS) to measure their self-concept and attributions prior to receiving any treatments. Then one of the classes received corrective feedback on their errors and the other one received confirmatory feedback on their correct use of English. At the end of the study, they were given the institute''s achievement test, which was composed of 100 multiple choice items on listening, grammar, vocabulary, and reading. They were also asked to self-rate their L2 speaking as well as to complete MALS and AS again. Results revealed that teachers'' corrective discourses have the potential to influence EFL learners'' academic self-concept, attributions, and language attainment. Implications are discussed, and avenues for future research are outlined.

The main purpose of the study reported in this paper was to examine the interrelationships between L2 risk-taking, English learning motivation, L2 speaking anxiety, linguistic confidence, and low-proficiency English as a foreign language (EFL) learners’ speaking complexity, accuracy, and fluency (CAF). A secondary purpose was to test whether task repetition can influence the level of the mentioned affective variables as well as to study its effects on the development of CAF in L2 oral production. To this end, a questionnaire designed to measure the affective variables was given to 142 Iranian female pre-intermediate EFL learners. Then, they were randomly assigned to one of two groups: task repetition or control. The participants in the task repetition group were required to do an interactive story telling task on five occasions, each one week apart. Meanwhile, the participants in the control group were required to perform the task only on occasions one and five at an interval of three weeks. The questionnaire was given to them at the end of the study too. The findings suggest that: (1) learner variables influence the development of L2 proficiency components (CAF) and (2) task repetition can help EFL learners work on their language problems in a familiar setting and hence help them develop their interlanguage.

Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL learners took part in a semi-structured interview first. Then, based on their responses to the interview questions and a comprehensive review of the literature, a questionnaire was developed and validated to investigate EFL learners’ and teachers’ perspectives on different aspects of English homework. The questionnaire was finally completed by 283 EFL learners and 46 English teachers from two famous English institutions in Iran. Results revealed that English homework can help EFL learners with their language learning apart from enabling them to improve their reading, writing, vocabulary, and grammar. However, the homework assignments that are currently being used are not very interesting and do not help EFL learners improve all their English skills. The majority of EFL learners usually finish their homework in a hurry just before class begins; others do not spend the time that their teachers require them to spend on doing homework. English teachers should, therefore, design homework based on their students’ needs and interests as well as resort to employing modern opportunities such as online resources and self-access centers.

Vocabulary learning is considered to be the most comprehensive and the most difficult part of language learning for all the students especially for ESP students. These students complain that vocabulary items are too many and are easily forgotten after they are learned. Mnemonic devices، a group of mental strategies، are developed to facilitate vocabulary learning and retention for such students. These students، however، have varied needs and interests and if vocabulary teaching and learning are planned to be effective and enjoyable، various methods and strategies must be employed. To this end، the multiple-mnemonic method was developed and studied. Two intact groups of ESP students participated in this study. In the experimental group the multiple-mnemonic method was used while in the control group the vocabulary items were just taught and reviewed. The results of the study showed that the multiplemnemonic method group significantly performed better than the control group in terms of vocabulary development and retention. EVKS was also further evaluated and used in this study as a measure of vocabulary size and vocabulary depth.