Iranian Journal of English for Academic Purposes
Volume:13 Issue: 3, Summer 2024

This study examined the impacts of Online Peer Feedback (OPF) and Online Teacher Feedback (OTF) on the writing development and language mindset of Iranian EFL learners. A quasi-experimental design was employed, with 72 EFL learners randomly assigned to two experimental groups and one control group. During the course, the OTF group received online feedback from their teacher while the OPF group received online feedback from their pairs. The findings revealed substantial improvements in the writing development of both OPF and OTF groups in terms of achievement, coherence and cohesion, lexical resources, and grammatical range and accuracy with OPF showing a significantly more positive impact over OTF. In addition, OPF boosted participants' language mindset across all three sub-components of the Language Mindset Inventory (LMI). These results highlight the importance of integrating online feedback mechanisms, particularly peer feedback, which not only enhances language proficiency but also cultivates a mindset conducive to continuous learning and improvement. These insights are crucial for educators and policymakers seeking to optimize language teaching strategies in increasingly digital educational environments.

Despite the evidenced discipline-specificity and significance of lexical bundles (LBs) for academic reading and writing, interventionist research into the development of implicit and explicit knowledge of LBs in applied linguistics research reports, specifically the discussion section, is limited. Employing a quasi-experimental design, this study investigated how exposure to LBs through meaning-focused instruction of discussion sections of applied linguistics’ research articles compared with their explicit instruction in terms of their effect on LBs’ implicit and explicit knowledge. For this purpose, 53 intermediate proficiency MA students of English Language Teaching, comprising 2 intact “academic writing” classes were designated as two experimental groups: explicit instruction group (EIG; N = 27) and meaning-focused instruction group (MFG; N = 26). EIG was explicitly instructed on the structure and function of graphically enhanced LBs contained in the discussion section of 13 research articles. MFG, on the other hand, received meaning-focused instruction on the same texts. A set of pre- and post-tests comprising a timed grammaticality judgment test (GJT) and an oral elicited imitation test for gauging implicit knowledge of LBs, and an untimed GJT and a metalinguistic knowledge test (MKT) for measuring explicit knowledge of them were designed and deployed. One-way ANOVA results indicated EIG’s significant gain over MFG in terms of explicit LBs knowledge for both untimed GJT and MKT; however, no significant difference was detected for implicit knowledge measures between the two groups. The findings underscore the potential of explicit instruction for the development of explicit knowledge of LBs, and have implications for academic English instruction.

The instability and interdisciplinarity of applied linguistics have led to the divergence of themes explored in research articles, resulting in many studies on applied linguistics research themes. However, there are still gaps, including selecting unrepresentative corpora and analyzing research articles published years ago. This diachronic corpus-based study attempted to randomly select 3000 original research articles published from 2012 to 2022 in 20 top-tier journals and analyze them using Glaser and Strauss’ (1967) grounded theory to ensure trustworthiness and rigor. The findings demonstrated that well-established areas within the field, such as Second Language Acquisition (SLA), Language Testing, and sociolinguistics, were predominant, whereas critical- and technological-oriented areas received limited attention. Novel interdisciplinary themes, such as neurolinguistics, also emerged. It was also found that each main theme included various sub-themes; for example, SLA embodied sub-themes such as Learner Identity and Learner Motivation, and these sub-themes themselves included sub-categories. The findings illuminate the need for educational policymakers to widen the scope of applied linguistics research. Likewise, in order to cater for the students’ needs and foster a more inclusive educational environment, teachers and materials developers need to incorporate a wide variety of diverse, critical, and neglected themes in their instructional resources, materials, and lesson plans.

The COVID-19 outbreak in 2019 and the consequent lockdowns have taken language teaching and learning to the next level through a more practical use of technology in education. In this unprecedented situation, both learners and teachers encountered diverse obstacles, yet the pandemic became a catalyst for significant advancements in language education. The utilization of technology emerged as a key tool, offering unique opportunities for growth, while creating a number of challenges related to technological infrastructures, accessibility, and digital literacy. This qualitative study sought to explore the strengths, weaknesses, opportunities, and threats (SWOT) associated with the online EFL course in Iranian junior and senior high schools within the context of COVID-19. Detailed interviews were held with 9 junior and senior high school students and 4 English teachers, and through a thematic analysis, the study identified key themes and sub-themes aligned with the SWOT factors of online EFL courses. The findings revealed an overlap in some sub-themes, which were classified into two SWOT categories, such as materials, interaction, and convenience. The findings unveiled a prevalence of weaknesses and threats, overshadowing the strengths and opportunities in the examined context. The study highlights the necessity for improved digital infrastructure and targeted training programs to better equip both teachers and students for future challenges in online education. These findings are critical for policymakers, educators, and stakeholders aiming to enhance the quality and effectiveness of online language learning environments.

Web-based and AI technologies were primarily designed for entertainment and social interactions, rather than for educational purposes. The TPACK (technological Pedagogical Content Knowledge) framework emphasizes the need for a creative and strategic use of technology, focusing not solely on the technology itself, but on its potential to enhance student learning and develop teachers' skills in using these tools effectively. In pursuit of this objective, the present study concentrated on enhancing the TPACK of English language teachers through the utilization of an AI-mediated system. In the initial phase, the TPACK scale was employed to gauge the proficiency of thirty-two Iranian EFL teachers, with a specific emphasis on the technology component. In the second phase, we implemented a methodical approach comprising training programs, workshops, hands-on experience, mentorship initiatives, feedback mechanisms, and the infusion of AI into lesson plans and assessment strategies for five focal participants. Subsequently, the evaluation of English language teachers' TPACK was conducted through teacher reflective statements, instructional observations, and student feedback. Given the current status of technology as an integral component of teachers' TPACK, this study provided a comprehensive understanding of how AI-assisted language instruction might enhance English teachers’ TPACK. The findings of this study have various theoretical and pedagogical implications for stakeholders in the context of teacher education.

Motivation is among key components in facilitating second language learning. In order to assess the extent of learners’ Second Language (L2) motivation, different models have been proposed throughout the history. In the very recent models of L2 motivation, it has been specified that motivation for learning a new language is not an all-or-nothing construct, but is gradually formed over time and is constantly changing. With reliance on the link between Chaos Complex Theory (CCT) and L2 Motivational Self-Systems (L2MSS), the present study has combined different elements like L2 Imagery, L2 Self-Concept, L2 Possible Selves, and L2 Task Motivation with different timescales. In fact, the extent and nature of motivational dynamicity in a group of L2 learners was studied over longer timescales (monthly) composed of a number of tasks carried out in shorter timescales (weekly). Employing a longitudinal qualitative design, 10 participants were interviewed at the start of, in the middle and while performing tasks, and in the end the course in order to find the interaction among various motivational components. A bottom-up coding strategy was used to analyze qualitative data. The findings revealed momentary fluctuations in L2 motivation over different timescales. In addition, it was shown that motivational elements were not equally effective over the course and while performing the tasks and little by little participants moved away from external elements and towards internal ones. Another important result was the existence of flux, ups and downs, and dynamic interaction among varied motivational components through different timescales. Finally, a number of research implications were driven from the present findings.