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Issues in Language Teaching
ISSN 2322-3715 · Allameh Tabataba'i University Press · 266 artikel di indeks
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Digital Learning, Generative AI, and Second Language Learners’ Self-Regulation: A Meta-Synthesis
Although digital learning (DL) and self-regulated learning (SRL) have been widely examined independently, their interrelationship, moderating influences, and combined effects on second language (L2) learning remain underexplored. This meta-synthesis addressed this lacuna by analyzing 56…
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Proposing an AI-Oriented EFL Teacher Education Model Based on ADDIE
Artificial intelligence (AI) has the potential to transform education by making learning more personalized, interactive, and effective. In the current study, we aimed to propose an AI-oriented English as a Foreign Language (EFL) teacher education model based on the Analyze, Design, Develop…
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Authority and Uncertainty in Language Testing Research Articles: A Diachronic Study of Stance Markers
This study investigated diachronic changes of linguistic markers of stance in language testing journals. To this end, 2100 research articles published from 1985 to 2025 in four top-tier journals were scrutinized. To explore diachronic changes, the time frame was divided into four periods…
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Assessing the Contribution of EFL Learners’ Motivation, Enjoyment, and Self-Regulation to their Aural Vocabulary Knowledge
Vocabulary knowledge is a central component of language competence, yet the aural dimension of vocabulary and its psychological correlates remain underexplored in English as a Foreign Language (EFL) contexts. Addressing this gap, this study examined whether Iranian EFL learners’ second language…
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The Effects of AI-Powered Chatbots vs. Synchronous CMC on Oral Proficiency and Self-Efficacy in Under-Resourced TESOL
Regardless of the current buzz, there is still a great deal to uncover when it comes to the promises of artificial intelligence (AI) in language instruction, especially in under-resourced contexts. The present mixed-methods study compared the effects of AI-powered chatbots and Synchronous…
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Stress and Safety in Virtual Classrooms: A Qualitative Study of Affective Experiences in Online Teaching
Drawing on affective and sociocultural perspectives, this study investigates university language instructors’ psychological stress, emotional safety, and coping strategies in sustained online teaching. Psychological stress is conceptualized as instructors’ perceived emotional and cognitive strain…
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The Comparative Effects of Digitally vs. Print Enhanced Modalities on the Incidental Acquisition of English Prepositions through Extensive Reading
The acquisition of prepositions has been notoriously challenging for those who are learning English as a foreign language (EFL). Meanwhile, it has been suggested that applying extensive reading can be a beneficial approach since such instructional strategy draws learners’ attention to the target…
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Silence as a Discursive Strategy in Educational English Conversations: A Pragmatic Perspective
This study investigates silence as a discursive strategy in educational English conversations from a pragmatic, Conversation Analysis (CA) perspective. Drawing on 15 hours of naturally occurring classroom interaction from fourth-year undergraduate English as a foreign language (EFL) seminars at the…
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The Impact of Reflection-focused Teacher Education Course with and without Critical Orientation on Iranian In-service EFL Teachers’ Self-reported Reflctive Teaching
Reflective teaching is one of the most important teacher-related variables in English as a foreign language (EFL) teaching contexts. However, intervention-based studies examining the influence of teacher-education courses on self-reported reflective teaching are almost non-existent. Accordingly…
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Input Scheduling and L2 Grammar Learning: Investigating the Delayed Effect of Spacing
The timing and distribution of instructional input play a critical role in shaping language learning outcomes. This study examined the effects of input spacing on second language (L2) grammar learning by comparing massed and distributed presentation formats. Twenty Persian-speaking pre-intermediate…
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Inequity in English Teacher Education during the Transition to Online Learning: Amplifying the Need for Socially Just Programs
The present study investigated the challenges English student teachers encountered compared to non-English student teachers at Farhangian University in an online-learning environment. The data from focus groups, reflections, and interviews were analyzed using content analysis. The identified…
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Developing a Scale for Assessing EFL Teachers' Intercultural Pragmatic Teaching
Although prior research has discursively examined the inclusion of intercultural pragmatic content in EFL contexts, there has been little focus on how teachers perceive and implement intercultural pragmatic competence within the classroom. To fill this gap, we tried to develop a theoretically…
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Examining Speaking Self-Efficacy and Attitudes in a OneNote-Based Self-Regulatory E-Portfolio Implementation
Integrating Self-Regulated Learning (SRL) principles within Electronic Portfolios (e-portfolios) promotes reflection, progress monitoring, and strategic refinement, potentially strengthening learners’ speaking self-efficacy. Despite this alignment, empirical research on self-regulatory e-portfolios…
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The Effect of Textually Enhanced Dual Subtitles on Vocabulary Learning and Listening Comprehension of Iranian EFL Learners
The present study was an attempt to investigate the effects of textually enhanced dual subtitles (TEDS) on vocabulary learning and listening comprehension among Iranian intermediate-level English language learners. The research explored how different types of subtitles—TEDS, plain dual subtitles…
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On the Efficacy of Employing Translanguaging in Teaching Problematic Pronunciation Features to Iranian EFL Learners
Pronunciation remains a persistent challenge for English as a foreign language (EFL) learners. This is particularly important in contexts where segmental/suprasegmental features differ from those of learners’ first language. Translanguaging is widely recognized as a beneficial pedagogical approach…
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Integrating Gamified Language Teaching into EFL Classes and Its Effects on Motivation and Writing: A Mixed-Methods Study
This study investigated the effects of gamified language teaching on motivation and writing proficiency of Iranian pre-intermediate English as a foreign language (EFL) learners. Adopting a mixed-methods design, the study involved 60 learners aged 12–16, registered in four language classes of a…
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Exploring the Interplay Between Mindfulness, Perceived Teacher Support, and Psychological Well-being Among EFL Learners: The Mediating Role of Student Engagement
In the demanding environment of English as a Foreign Language (EFL) instruction, fostering student well-being has become a critical pedagogical objective. This study examined the predictive relationships between mindfulness, perceived teacher support, and psychological well-being, with a specific…
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The Relationship between English Language Teachers’ Personality Types and Attitudes toward Technology
The growing importance of technology for teaching during the Covid-19 pandemic urges educators to become technology-proficient teachers and use technology to run their classes. Meanwhile, teachers with different traits may have various perceptions of using technology. This study explores the…
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Teaching for Tests, Failure for Communication: A Study of Strategic Competence in Iranian ESP Classrooms
This mixed-methods study investigated the communicative competence and communicative strategies employed by Iranian English for Specific Purposes (ESP) students and teachers, a context where curricula often prioritize linguistic knowledge over interactive proficiency. Data were collected from 150…
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Subjectivity, Willingness to Communicate, and Iranian EFL Learners’ Speech Act Strategy Learning and Use
Although there are growing attempts to equip learners with strategies in the English as a Second/Foreign Language (ESL/EFL) classroom, there has not been much effort made to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). Moreover, in the realm…