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Journal of Modern Research in English Language Studies
ISSN 2676-5985 · Imam Khomeini International University, Qazvin, · 50 artikel di indeks
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Transcendental Phenomenology Into the Lived Experiences of Iranian EFL Teachers and Students in FL Academic Writing
Prior research in foreign language (FL) academic writing in tertiary education has been promising, but the extent to which the lived experiences of English-as-foreign-language (EFL) teachers and students may play a role identifying areas which may contribute to the development of such writing…
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Bridging Worlds: A Collective Case Study of Novice English Language Teacher Agency in Hybrid Teaching
The increasing adoption of hybrid language instruction in the post-pandemic era has reshaped the ecology of language classrooms; however, little is known about how novice English language teachers negotiate their professional agency within these blended environments. Drawing on an ecological…
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The Dominance of Gap-Spotting in Iranian Applied Linguistics Research: Epistemological Orientations and Knowledge Production
Formulating well-defined research questions is widely regarded as fundamental to applied linguistics research. A common strategy for doing so is gap-spotting, whereby researchers justify their studies by identifying and filling gaps in the existing literature. This study examines how this strategy…
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The Role of Peer-Based Feedback in Basic Psychological Needs Satisfaction and Willingness to Communicate in EFL Classrooms: A Self-Determination Theory Perspective
This study investigated the role of peer-based feedback in relation to EFL learners’ Basic Psychological Needs (BPNs) of autonomy, competence, and relatedness, and their Willingness to Communicate (WTC). Grounded in Self-Determination Theory (SDT), the benefits and challenges of implementing…
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Twenty Years after Griffiths: Reinvestigation of Skill-Specific Language Learning Strategies among Learners in the AI Era
Owing to the multidimensional nature of additional language acquisition, language learning strategies (LLS) function as crucial determinants in Language Skills Development (LSD) across all macro skills. The significance of these strategies is accentuated, given that advances in technology…
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The Effects of Fade‑in and Fade‑out Scaffolding on EFL Learners’ Grammar Achievement and Foreign Language Anxiety in Project‑Based Flipped Classrooms
Static scaffolding often fosters learner over-reliance, prompting interest in fading techniques like fade-in (least-to-most) and fade-out (most-to-least) support. While scaffolding has been widely studied, limited research compares these two fading approaches within project-based flipped learning…
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Exploring Novice English Language Teachers’ Meaning-Making of Professional Development: A Qualitative Inquiry
This qualitative study investigates how novice English language teachers perceive and make sense of professional development (PD) during the earliest stages of their careers. Drawing on an integrative framework that brings together teacher cognition, sense-making, and professional identity…
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Emotion Regulation and Stress Management Among Iranian EFL Teachers: A Qualitative Exploration of Adaptive and Maladaptive Strategies
Emotion regulation is essential for teachers’ stress management and effective classroom performance. However, few studies have examined how teachers employ adaptive and maladaptive strategies to regulate their emotions in classroom settings. To this end, the purpose of this qualitative…
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Developing and Validating an Online Diagnostic Test of L2 Pragmatic Competence: a Meaning-Oriented Model
Research on second language (L2) pragmatics has predominantly focused on speech acts, leaving broader dimensions of pragmatic competence relatively unexplored. To address this gap, the present study developed and validated an Online Diagnostic Test of L2 Pragmatic Competence (DTPC) informed by…
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AI-Generated Discomforting Emotions towards Racism in TESOL Classrooms: AI-Powered Storytelling as A Space for Critical Antiracist Language Pedagogy
The present study probed into the way Iranian EFL learners’ experience of discomforting emotions evoked through AI-powered storytelling around the controversial topics helped to enact critical antiracist language pedagogy. The controversial topics revolved around individual, institutional, and…
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Centralized Curricula and Classroom Realities: A Qualitative Study of EFL Pedagogy in Iran
This qualitative study examined pedagogical practices in Iranian public secondary school English-as-a-foreign-language (EFL) settings, in particular the use of textbooks, language in the classroom, teaching strategies, and teacher agency. Drawing on 12 classroom observations and semi-structured…
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Unlocking Metaphorical Minds: Associations of Working Memory and Contextual Support with Iranian L2 Learners’ Metaphor Comprehension
Current studies probe the essence of using language that conveys a meaning different from its literal interpretation. Although figurative language has been widely studied, metaphors themselves have received less attention (e.g., Lee & Choi, 2023; Tocaimaza-Hatch, 2019). This study used an online…
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Participatory Language Teaching: Iraqi EFL Teachers’ and Learners’ Perceptions
Learners’ participation in the decision-making process of language classes constitutes a major prerequisite to their development of critical consciousness and autonomy. This study strove to determine novice and experienced Iraqi EFL teachers’ and learners’ perceptions of participatory language…
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From Collaboration to Transformation: How CAR Shapes Preservice EFL Teachers’ Professional Identity
This study investigates the impact of Collaborative Action Research (CAR) on the professional identity formation of preservice English as a Foreign Language (EFL) teachers in Iran, framed within Kumaravadivelu’s postmethod pedagogy. Through focus group interviews, mentor observation notes, and…
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Developing and Validating a Multi-Faceted L2 Learner Agency Questionnaire: Enacted Complexity Theory in Iranian EFL Context
Second language learner agency (L2LA) has gained enormous attention as it directly contributes to the optimal foreign language learning achievement. Recent studies highlighted the significance of socio-cultural norms to shape the quality of L2LA in different educational contexts. Yet, as a…
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Integrating Self-Regulated Learning in Flipped Learning to Enhance Argumentative Writing with Digital Tools
This quasi-experimental study investigated the integration of Flipped Learning (FL) with Self-Regulated Learning (SRL) strategies to enhance argumentative writing (AW) skills among 240 intermediate English-proficient medical students at an Iranian university during Fall 2023. The study aimed to…
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The Relationship Between Iranian EFL Teachers’ Personality Traits and Motivational Trends in the First Five Years of Career
Teacher's motivation originates from both teacher-internal and teacher-external conditions. This correlation-based study aimed to investigate Iranian EFL teachers’ motivational trend during their first five years of teaching in relationship to their personality type. Drawing on trait theory of…
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A Systematic Review of Challenges, Benefits, and Pedagogical Strategies of Multilevel EFL Classrooms
Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA…
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Learners’ Perspectives on the Interplay of Grit and Achievement Emotions in L2 Learning: Insights From QMethodology
While grit and achievement emotions (AEs) have been separately studied, their interplay in second/foreign language (L2) learning, particularly its impact on L2 achievement, remains underexplored. This study investigated this interplay in a sample of Iranian L2 learners, employing Q-methodology to…
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Meaningful Work: A Paradigm Model for Iranian EFL Faculty
Meaningful work, a personally significant, purpose-driven construct, plays a pivotal role in education, where faculty dedication directly influences student success. This qualitative study employed grounded theory to explore the experiences of EFL faculty and develop a paradigm model of meaningful…