PrePages and Content
Volume 13, Issue 2 , October 2025
Abstract
Please download the attached file to see the front materials and table of contents of Volume 13, Issue 2.
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Please download the attached file to see the front materials and table of contents of Volume 13, Issue 2.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Mohammad Zohrabi; Nava Nourdad; Aysan Bolandnazar
Abstract
Vocabulary is a powerful carrier of meaning in a language, and developing vocabulary knowledge is an essential task in the process of enhancing a foreign language. The current study explores vocabulary knowledge as a multi-component construct by analyzing various vocabulary components’ relationships ...
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Vocabulary is a powerful carrier of meaning in a language, and developing vocabulary knowledge is an essential task in the process of enhancing a foreign language. The current study explores vocabulary knowledge as a multi-component construct by analyzing various vocabulary components’ relationships and acquisition order in an Iranian EFL context. Moreover, this study aims to provide a better conceptualization of EFL vocabulary knowledge. A total of 170 Iranian EFL learners were evaluated using eight vocabulary tests that assessed recall and recognition knowledge of derivatives, form-meaning link, multiple meanings, and collocations, following Nation’s (2022) framework. First, correlational analyses indicated that all measured word knowledge components were interrelated. Moreover, the Implicational Scaling analysis uncovered a uniform trend in vocabulary acquisition for these components, suggesting that recognition knowledge is obtained before recalling knowledge across all aspects. Therefore, the hierarchy pattern indicated that the participants with knowledge of higher aspects are highly likely to know the lower aspects. Furthermore, Confirmatory Factor Analysis indicated that word knowledge in this context can be conceptualized as a unidimensional construct. A comprehensive understanding of the nature of vocabulary knowledge and the interrelationships among its components can provide critical insights into the role of vocabulary acquisition in EFL contexts.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Hossein Navidinia; Fateme Mohseni; Fateme Chahkandi; Mahmood Sangari
Abstract
Plagiarism is a significant concern in academic settings worldwide, with implications for educational integrity and student development. In English as a Foreign Language (EFL) educational contexts, understanding plagiarism can be particularly challenging due to linguistic and cultural differences. This ...
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Plagiarism is a significant concern in academic settings worldwide, with implications for educational integrity and student development. In English as a Foreign Language (EFL) educational contexts, understanding plagiarism can be particularly challenging due to linguistic and cultural differences. This study sought to probe Iranian EFL students' perceptions of plagiarism, their knowledge of and attitudes toward it, as well as the reasons for the acts of plagiarism. In so doing, 200 graduate EFL students answered a questionnaire. Descriptive statistics were employed to present the results. The findings demonstrated that the participants lacked awareness and understanding of what constitutes plagiarism. Many students were found to have a low level of knowledge about plagiarism, and they did not recognize certain acts as plagiarism. The results also provided insights into the reasons for plagiarism. Specifically, most of them believed that they might commit plagiarism as a result of the difficulty of some assignments and a poor understanding of plagiarism. The findings suggest a need for comprehensive education and awareness programs to harness students' understanding of academic integrity. This study adds to the literature on academic integrity in diverse educational contexts and highlights the importance of culturally sensitive approaches to teaching ethical academic practices.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Supiani Supiani; Nur Mukminatien; Suharyadi Suharyadi; Siti Muniroh; Lailatul Kodriyah
Abstract
Previous studies have examined students’ engagement with various forms of teacher-written feedback, particularly in relation to improving writing performance. However, little attention has been paid to how students respond emotionally, cognitively, and behaviorally to the use of a combination of ...
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Previous studies have examined students’ engagement with various forms of teacher-written feedback, particularly in relation to improving writing performance. However, little attention has been paid to how students respond emotionally, cognitively, and behaviorally to the use of a combination of written text-based and audio-visual feedback in an EFL writing class. To fill this gap, this classroom case study investigates Indonesian undergraduate students’ responses to various types of multimodal feedback, aiming to promote substantive revision and improvement in their writing. This multimodal feedback provides a more comprehensive and engaging approach to guiding and supporting student learning in writing development compared to using written text-based feedback alone. Data were collected through students’ written drafts, instructor feedback, student-instructor conferences, and follow-up interviews with students enrolled in an essay writing course. The findings revealed that while many students initially experienced confusion, frustration, or discouragement, particularly with indirect written corrective feedback, continued instructor support and the use of audio-visual feedback enhanced clarity, engagement, and understanding through its conversational tone and visual cues. Students became more reflective and utilized diverse resources, although they struggled with higher-level revisions due to limited feedback literacy and writing proficiency, or a lack of language proficiency. To overcome challenges, they relied on peer collaboration, instructor guidance, and digital tools. Face-to-face conferences also helped them clarify issues and improve the quality of their drafts.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Rajab Esfandiari; Omid Allaf-Akbary
Abstract
This study sought to explore how personality traits (extroverts and introverts) affect EFL learners' utilization of interactional metadiscourse markers (IMMs) in expository writing when they use two AI chatbots, Gemini and Microsoft Copilot. Additionally, the study analyzed learners' experiences and ...
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This study sought to explore how personality traits (extroverts and introverts) affect EFL learners' utilization of interactional metadiscourse markers (IMMs) in expository writing when they use two AI chatbots, Gemini and Microsoft Copilot. Additionally, the study analyzed learners' experiences and preferences when the learners interact with these chatbots to understand their perceptions and overall satisfaction. The participants consisted of 150 advanced language learners randomly assigned to four experimental groups: Gemini extroverted learners, Gemini introverted learners, Microsoft Copilot extroverted learners, Microsoft Copilot introverted learners, and a control group. Throughout eight sessions, the participants in the Gemini group utilized the Gemini AI platform on their computer monitors to investigate IMMs, while the Microsoft Copilot groups were exposed to IMMs through Microsoft Copilot AI companion. The control group was taught using traditional methods, which involved reading the designated instructional materials. The results of a one-way analysis of covariance (ANCOVA) procedure revealed that the introverted advanced participants in the Gemini group surpassed the other groups in the posttest focused on recognizing and identifying IMMs, with statistically significant differences among the groups. In the posttest, there was also an improvement in both Microsoft Copilot advanced introverted and extroverted learners in realizing IMMs in expository writing. The Gemini advanced extroverted group and the control group performed poorly compared to the other groups. Semi-structured interview results analyzed through MAXQDA (version 2022) suggested that Microsoft Copilot adeptly supports both advanced extroverted and introverted learners in refining their expository writing skills by facilitating metadiscourse development.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Hezha Bakhtiyar Abdalla; Abdorreza Tahriri; Seyyed Ayatollah Razmjoo; Masoud Khalili Sabet
Abstract
Critical Pedagogy (CP) has gained increasing recognition as an educational approach that fosters critical thinking, social awareness, and transformative learning. However, its integration into English language teaching (ELT) in the Iraqi Kurdistan context remains underexplored, where traditional pedagogical ...
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Critical Pedagogy (CP) has gained increasing recognition as an educational approach that fosters critical thinking, social awareness, and transformative learning. However, its integration into English language teaching (ELT) in the Iraqi Kurdistan context remains underexplored, where traditional pedagogical methods dominate. This study examines the awareness of CP among EFL teachers in Iraqi Kurdistan, investigating whether academic degree, teaching setting, and gender influence CP awareness levels. Using a cross-sectional survey design, data were collected from 397 EFL teachers employed in high schools, secondary schools, and universities across the region. A newly developed Critical Pedagogy Questionnaire (CPQ) was administered, and the responses were analyzed using multivariate analysis of variance (MANOVA). The results revealed significant differences in CP awareness across academic degrees and teaching settings, with BA holders and high school teachers exhibiting the highest awareness levels. Gender-based differences were also observed, with female teachers displaying greater awareness in co-construction of knowledge and adapted content, while male teachers showed higher awareness in agency and praxis. These findings underscore the need for practice-based teacher training programs and institutional support to facilitate CP’s practical implementation in ELT.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Hamed Badpa; Ali Beikian
Abstract
Textbooks play a crucial role in language learning and the development of intercultural communicative competence (ICC). However, few studies have compared local and international English writing textbooks in terms of overall quality and ICC integration. In response, this study evaluates Effective Academic ...
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Textbooks play a crucial role in language learning and the development of intercultural communicative competence (ICC). However, few studies have compared local and international English writing textbooks in terms of overall quality and ICC integration. In response, this study evaluates Effective Academic Writing 2 (EAW2), an international textbook, and Essay Writing (EW), an Iranian one, in terms of overall quality, ICC attributes, and potential areas for improvement. Using a convergent parallel mixed-methods design, data were collected from 27 purposively selected Iranian university teachers. Specifically, a 61-item Textbook Evaluation Checklist was administered, employing a five-point Likert scale (5 = Strongly Agree, 1 = Strongly Disagree), and analyzed by calculating means and standard deviations for both EAW2 and EW. Additionally, responses to five open-ended questions were collected and examined through thematic content analysis to identify qualitative themes. Findings show EAW2 excels in practicality (M = 4.0) and ICC attributes (M = 3.6), promoting global cultural exposure, but lacks local relevance (M = 3.1). Conversely, EW aligns with local contexts (M = 3.7) but neglects global perspectives (M = 2.9). Both textbooks exhibit weak multimedia integration and fail to provide interactive platforms to support writing instruction (M = 3.0). The small sample size limits generalizability, necessitating caution in broader application. In light of the findings, authors and designers of English writing textbooks should create materials that balance local cultural contexts with global perspectives to foster both linguistic proficiency and ICC in diverse English Language Teaching (ELT) settings. Furthermore, they should integrate innovative multimedia tools, interactive platforms, and AI-driven tools to enhance cultural exposure, engagement, and dynamic interaction.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ghafouri; Jaleh Hassaskhah; Amir Mahdavi Zafarghandi; Masoud Khalili Sabet
Abstract
Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics ...
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Psycho-emotional studies in second language (L2) contexts often focus on a bivariate view of well-being, separating positivity and negativity. However, Existential Positive Psychology (EPP) posits that well-being inherently involves navigating suffering and hardships. Addressing a gap in applied linguistics regarding EPP-informed perspectives on teacher well-being, this study explores the resilient mindset of Iranian L2 teachers using a sequential explanatory mixed-methods design. Quantitatively, 157 English teachers completed an EPP-driven resilience scale measuring existential facets of the concept, including toughness, responsibility, appreciation, mindfulness, meaning, and belief. Qualitatively, interviews with 17 teachers were analyzed using the SPARK model, which renders one’s resilience in disturbing moments through processing situations, perceptions, affects, reactions, and knowledge. Findings from multivariate analysis of variance and thematic analysis revealed that the teachers involved in the study exhibited moderate levels of existential resilience, with qualitative themes highlighting salient factors that contribute to shaping teachers’ resilience. These insights reflected the importance of an EPP framework in understanding teacher resilience and offered insights for subsequent practical endeavors for L2 teacher education focused on resilience promotion.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Farshad Naseri; Ali Roohani; Azizullah Mirzaei
Abstract
While second/foreign language (L2) speaking fluency is essential for effective communication, fostering it in distance online education settings continues to pose substantial challenges. This study sought to examine the effectiveness of two motivation-based instructional frameworks/models, namely the ...
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While second/foreign language (L2) speaking fluency is essential for effective communication, fostering it in distance online education settings continues to pose substantial challenges. This study sought to examine the effectiveness of two motivation-based instructional frameworks/models, namely the ARCS-based and L2MSS vision-inspired models, in promoting L2 speaking fluency in an online learning context. In doing so, 61 upper-intermediate L2 (English) learners in three intact classes, chosen based on convenience sampling, were divided into two experimental groups and one control group. The experimental groups received instruction based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) and L2MSS (Second Language Motivational Self System) frameworks, while the control group received conventional teaching. The three groups were pretested and posttested through structured interviews, with the resulting data imported into PRAAT software. The non-parametric test results revealed significant differences, with the ARCS and L2MSS groups outperforming the control group on speaking fluency measures such as the number of silent pauses and articulation rate. The findings underscore the importance of motivation-oriented interventions in the development of speaking fluency in distance learning.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Nandyan Ayu Nooryastuti; Yazid Basthomi; Siti Muniroh; Niamika El Khoiri4; Zuliati Rohmah
Abstract
As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains ...
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As 21st-century learning skills become increasingly essential in preparing students for global challenges, it is crucial to assess how these competencies are manifested in English language teaching materials. However, existing research on the representation of these skills in widely used textbooks remains limited, highlighting the need for a systematic evaluation. This study investigates the representation of 21st-century learning skills in English language teaching materials through a content analysis of Cutting Edge – Pre-Intermediate by Pearson. Findings reveal an uneven emphasis on these skills—Communication emerges as the most prominent, underscoring its role in fostering interaction and expression. Collaboration follows, highlighting its significance in teamwork and problem-solving. However, Critical Thinking and Creativity receive moderate representation, while Citizenship and Character Education are significantly underrepresented. The disparities suggest the need for a more balanced integration of 21st-century skills to foster holistic student development.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Omid Mallahi
Abstract
In the existing literature, feedback is often viewed as a one-way transfer of information from teachers to learners, thereby treating the learners as passive recipients. Nevertheless, the introduction of the concept of feedback-seeking behavior (FSB) into L2 writing has changed the learners’ role ...
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In the existing literature, feedback is often viewed as a one-way transfer of information from teachers to learners, thereby treating the learners as passive recipients. Nevertheless, the introduction of the concept of feedback-seeking behavior (FSB) into L2 writing has changed the learners’ role to proactive feedback seekers who solicit personally relevant information to improve their writing performance. Accordingly, the present study explored the status of feedback-seeking behavior, growth mindset and L2 writing selves among 40 BA Iranian students of TEFL. The necessary data were collected through a series of questionnaires related to the main variables and by conducting focus-group interviews. The collected data were analyzed using statistical procedures such as correlation, multiple regression and t-test and the qualitative data were analyzed through thematic analysis. The results indicated statistically significant correlations between the learners' FSB and their growth mindset and L2 writing selves. The results of multiple regression also pointed to the superiority of the ought-to L2 writing self in predicting the FSB of the participants. In addition, the independent samples t-test showed statistically significant differences between more- and less-experienced student writers in their tendency towards seeking feedback from their instructors. Furthermore, the focus-group interview data analysis revealed the significant role of the nature and complexity of writing tasks, learners' personal characteristics such as their stress and confusion during the writing process and the nature of teacher-student relationship in influencing their feedback-seeking behavior.
Research Article
4. Dynamics between Applied Studies on Language and Literature
Fatemeh Ghaderi-Baftti; Hamid Marashi; Mania Nosratinia
Abstract
In the context of the 21st century’s rapidly advancing global and technological landscape, the importance of inclusive universal education has perhaps never been greater. This is especially relevant most disenfranchised groups – learners with special needs. The latter includes individuals ...
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In the context of the 21st century’s rapidly advancing global and technological landscape, the importance of inclusive universal education has perhaps never been greater. This is especially relevant most disenfranchised groups – learners with special needs. The latter includes individuals with autism spectrum disorder (ASD) who often require alternative teaching methods, as traditional educational approaches typically fail to engage them effectively. Despite the relative abundance of studies on general education for learners with ASD, a review of the English as a foreign language (EFL) literature shows a noteworthy in this regard. Accordingly, this study aimed to examine the vocabulary and reading skills of EFL learners with ASD by applying techniques combined with music therapy and poetry therapy. For this purpose, 20 male adolescents from three ASD-specialized schools in Tehran (whom the researchers managed to have access to) were selected for the study through nonrandom convenience sampling. They were subsequently divided into two groups, each receiving a 10-session intervention: one group engaged in sociodrama with music therapy, while the other participated in sociodrama with poetry therapy. The results indicated promising improvements in both groups, suggesting that the combination of sociodrama with music and poetry therapy may be an effective approach to enhancing the vocabulary and reading skill of EFL learners with ASD. This study may serve as a small step towards expanding the existing dearth of knowledge concerning teaching EFL to individuals with ASD in line with the goal of inclusivity in education.
Research Article
4. Dynamics between Applied Studies on Language and Literature
Yunes Azizian; Mohammad Yousefvand
Abstract
This study employs a mixed-method, corpus-based approach to investigate the distinct argument structure constructions in Mark Twain’s The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer through the lens of Adele Goldberg’s (1995) Construction Grammar (CxG). A 10,000-word corpus ...
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This study employs a mixed-method, corpus-based approach to investigate the distinct argument structure constructions in Mark Twain’s The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer through the lens of Adele Goldberg’s (1995) Construction Grammar (CxG). A 10,000-word corpus from each novel was systematically analyzed using quantitative methods—including frequency counts and log-likelihood ratio tests—and qualitative interpretive techniques to identify and contextualize key constructions such as negative concord, resultative, caused-motion, and ditransitive. The findings reveal that Huckleberry Finn is characterized by a higher prevalence of non-standard, innovative constructions that mirror Huck’s vernacular speech and his experiential, marginal identity. In contrast, Tom Sawyer consistently employs more conventional, formulaic constructions, reflecting its structured, culturally mediated narrative style. These differences underscore the cognitive mechanisms of entrenchment, schema formation, and usage-based learning, which underlie the distinct narrative voices in Twain’s work. By integrating cognitive linguistics with literary analysis, this study not only highlights how constructional choices shape character identity and thematic depth but also provides a replicable framework for future interdisciplinary research. Overall, the results advance our understanding of Twain’s stylistic innovation and demonstrate the utility of CxG in elucidating the complex interplay between language form and literary meaning.
Book Review
Husain Abdulhay
Abstract
Materials Development in Language Teaching moots the emerging issues in the domain of materials development for language teaching raised mostly at MATSDA. The book seeks to uplift knowledge, ideas and awareness of the readers and developers and spur them to transpose and extrapolate the initial thinking ...
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Materials Development in Language Teaching moots the emerging issues in the domain of materials development for language teaching raised mostly at MATSDA. The book seeks to uplift knowledge, ideas and awareness of the readers and developers and spur them to transpose and extrapolate the initial thinking and research emerged so far to the practical context of developing and harnessing classroom materials. It, likewise, zeros in on providing the stimulus, in a way, for further experimentation and innovation to redound to sustaining of the development of quality materials. As courses in applied linguistics and teacher development are enjoying the innovation in teaching and learning foreign languages to all walks of people in the globe, materials needs to be developed au courant with any inauguration of the ELT methodological and technological materials. Materials Development in Language Teaching provides this facility, leeway and opportunity for researchers, teachers, writers and publishers to share their insightful perspectives and implication to the ardent readers who endeavor to obtain and refine their approaches and practices for writing and application of foreign language materials.
Persian Abstracts
Volume 13, Issue 2 , October 2025, Pages 311-322
Abstract
Please download the attached file to see the Persian abstracts of Volume 13, Issue 2.
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Please download the attached file to see the Persian abstracts of Volume 13, Issue 2.
