Research Paper
Mixed-methods research
Ziling Zhu; Xinxin WU
Abstract
The company’s About-us homepage, serving as the display page of the company’s fundamental information, constitutes an outstanding means for the company to mold and publicize its corporate image. An excellent company homepage can effectively establish a positive image of the company. Nevertheless, ...
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The company’s About-us homepage, serving as the display page of the company’s fundamental information, constitutes an outstanding means for the company to mold and publicize its corporate image. An excellent company homepage can effectively establish a positive image of the company. Nevertheless, the English homepages of some Chinese companies do not comply with foreign expressions or images, which might impede the internationalization process of these companies. Based on a framework of metadiscourse analysis and multimodal discourse analysis, this study delved into the linguistic and cultural characteristics of the introductory discourse of Chinese and American companies. This research first labeled the types of metadiscourse, and then employed the SPSS 27.0 to analyze the data. In contrast to American companies, Chinese companies have less awareness of the utilization of verbal and visual metadiscourse, particularly interactional metadiscourse. Additionally, the employment of graphics can assist Chinese and American companies in better expressing the author’s attitude and attracting readers. This research is dedicated to integrating a metadiscourse framework and multimodal discourse analysis to analyze the metadiscourse in English introductory writing of Chinese and American companies, and provides implication for companies on how to enhance the readability of About-us page for native English speakers.
Research Paper
Generative artificial intelligence
Asghar Moulavinafchi
Abstract
The rapid integration of Artificial Intelligence (AI) into education has transformed teaching and research practices, particularly in the context of English as a Foreign Language (EFL). However, the effective adoption of AI in EFL research requires a deep understanding of AI literacy and stakeholder ...
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The rapid integration of Artificial Intelligence (AI) into education has transformed teaching and research practices, particularly in the context of English as a Foreign Language (EFL). However, the effective adoption of AI in EFL research requires a deep understanding of AI literacy and stakeholder perceptions. This mixed-methods study investigates Iranian EFL researchers' AI literacy, perceptions of AI applications, and their implications for research and pedagogy. Quantitative data were collected through a validated AI Literacy Questionnaire administered to 112 participants, measuring nine dimensions of AI literacy, including technical skills, ethical considerations, and emotional regulation. Results revealed low AI literacy levels across all dimensions, with significant gaps in advanced skills like AI creation and ethical analysis. Cluster analysis identified three proficiency groups: high, moderate, and low, with the majority falling into the low proficiency category. Qualitative data from semi-structured interviews with 16 participants highlighted both positive and negative perceptions of AI in research. While participants acknowledged AI's potential for enhancing data analysis, time efficiency, and writing accuracy, concerns included ethical risks, data privacy issues, and overreliance on AI, which could stifle creativity and critical thinking. These findings underline the pressing need for targeted training programs and policy interventions to enhance AI literacy among Iranian EFL researchers, fostering responsible and effective AI integration in research and education.
Research Paper
CALL, MALL, and other technology-related issues
Nagam Hasan Hussein; Parviz Alavinia
Abstract
The current study probed the effect of podcasting and vlogging on Iraqi EFL learners’ oral proficiency and willingness to communicate (WTC). In so doing, the participants’ perceptions concerning the efficacy of these technological resources for improving their spoken proficiency and WTC were ...
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The current study probed the effect of podcasting and vlogging on Iraqi EFL learners’ oral proficiency and willingness to communicate (WTC). In so doing, the participants’ perceptions concerning the efficacy of these technological resources for improving their spoken proficiency and WTC were also explored. Forty-five learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling to conduct the study. Successive to administering the oral proficiency and WTC scales, the researchers initiated the intervention, which lasted for 14 sessions, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. The data collected for the quantitative phase were analyzed using one-way analysis of variance (ANOVA) and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups gained better speaking scores on the posttest and exhibited higher degrees of WTC in comparison to the control group. The qualitative analysis indicated that the participants had positive attitudes toward using podcasting and vlogging to improve their oral proficiency. The findings are thought to have practical implications for teachers, learners, and other educational stakeholders in the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.
Research Paper
Qualitative research
Reza Bagheri Nevisi; Maryam Heydarzadeh
Abstract
There has recently been a burgeoning interest in the realm of English as a Foreign Language (EFL) education pertaining to the elucidation of the multifaceted determinants that contribute to efficacious language acquisition. Of particular significance was the exploration of engagement, a construct encompassing ...
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There has recently been a burgeoning interest in the realm of English as a Foreign Language (EFL) education pertaining to the elucidation of the multifaceted determinants that contribute to efficacious language acquisition. Of particular significance was the exploration of engagement, a construct encompassing behavioral, cognitive, and emotional dimensions. This study aimed to examine the behavioral, cognitive, and emotional engagement of students within an English as a Foreign Language (EFL) institutional context. The primary objectives were to discern the factors that contribute to engagement and investigate potential discrepancies across different proficiency levels. In so doing, a sample of 21 EFL students ranging in age from 15 to 22, were selected to participate in the study, with data collection encompassing video recordings of classroom activities and stimulated recall interviews to capture their cognitive processes, affective responses, and behavioral manifestations during specific tasks. The results obtained from the analysis exhibited variations in engagement levels among the diverse proficiency levels. The implications derived from this study underscore the significance of tailoring instructional activities to address the specific engagement requirements of students at varying proficiency levels. Educators should account for individual disparities and language proficiency levels when designing instruction to optimize engagement. By comprehensively addressing behavioral, cognitive, and emotional dimensions of engagement, educators can foster a more efficacious and captivating learning environment within EFL classrooms.
Research Paper
Advanced statistical analyses in language teaching
Zahra Bayat; Gholamreza Zareian; Moslem Zolfagharkhani; Saeed Ghaniabadi; Farhad Ghorbandordinejad
Abstract
This study explores how foreign language self-efficacy (FLS) and foreign language enjoyment (FLE) act as mediators in the relationship between growth language mindset (GLM) and language classroom engagement (LCE) among Iranian students learning English as a foreign language (EFL). Utilizing a quantitative ...
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This study explores how foreign language self-efficacy (FLS) and foreign language enjoyment (FLE) act as mediators in the relationship between growth language mindset (GLM) and language classroom engagement (LCE) among Iranian students learning English as a foreign language (EFL). Utilizing a quantitative methodology, we obtained data from 422 EFL learners through standardized instruments to measure GLM, FLS, FLE, and LCE, and examined them though the analysis of structural equation modeling (SEM). The results depict that GLM significantly affects both FLE and LCE, with FLE serving as a primary mediator in this relationship; however, the direct effect of FLS on LCE was found to be non-significant. These outcomes enrich our comprehension of the intricacies involved in language learning dynamics and have important implications for educators and learners in enhancing engagement in foreign language classrooms. This research illuminates the inevitability of promoting GLM and enjoyment in the quest to acquire a new language to optimize educational outcomes for EFL students.
Research Paper
ESP and EAP
Mohammad - Zohrabi; Nava Nourdad; Israa Abbas Alsaadi
Abstract
Written corrective feedback comprises an error treatment intervention that aims to apprise language learners of the existence of errors in their written work, enables them to self-correct their written output, prompts them to use complex grammatical structures, and empowers them to cast aside their writing ...
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Written corrective feedback comprises an error treatment intervention that aims to apprise language learners of the existence of errors in their written work, enables them to self-correct their written output, prompts them to use complex grammatical structures, and empowers them to cast aside their writing task inhibitions. The present study used a mixed-methods design to examine the utility of written corrective feedback in foreign language context of Iraq. To this end, in the quantitative phase, the researchers selected 104 nursing students in four English for general purposes classes of a public university in Iraq as the participants. Furthermore, they assigned the learners to three experimental groups including direct, indirect, and metalinguistic groups and a control group. The researchers provided the experimental groups with their pertinent corrective feedback during 14 treatment sessions. Nonetheless, they used the traditional product-oriented writing instruction method in the control group. In addition, in the qualitative phase, the researchers randomly selected 10 students in each of the experimental groups and probed their perspectives on their relevant treatment using a researcher-developed semi-structured interview protocol. Based on the results, all of the examined WCF strategies ameliorated nursing students’ writing performance. However, direct and metalinguistic WCF strategies were more efficacious than the indirect strategy. Moreover, the qualitative findings indicated that the participants had a preference for direct and metalinguistic WCF strategies. The results can have practical implications regarding the use of written corrective feedback strategies in Iraqi context.Keywords: Direct, Indirect, and Metalinguistic Feedback Strategies
Research Paper
CALL, MALL, and other technology-related issues
Parisa Moradi; Abbas Ali Zarei
Abstract
Although technology has greatly influenced different aspects of language learning, the nature and the extent to which it influences learners’ anxiety in oral skills remains a contentious issue. The primary objective of this study was to examine how synchronous computer-mediated interaction (SCMI) ...
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Although technology has greatly influenced different aspects of language learning, the nature and the extent to which it influences learners’ anxiety in oral skills remains a contentious issue. The primary objective of this study was to examine how synchronous computer-mediated interaction (SCMI) and face-to-face (FTF) interaction influence speaking and listening anxiety among Iranian EFL learners. The study involved 60 male and female English language learners at Kish-e-Mehr language institute and Dialog Online language institute in Qazvin, with ages ranging from 15 to 35. Convenience sampling based on availability was used to select the participants. Initially, the participants completed questionnaires assessing their speaking anxiety and listening anxiety as pretests; this was followed by 12 treatment sessions. After these sessions, they filled out the same questionnaires again as posttests. The data collected were analyzed using one-way ANCOVA, the results of which revealed that SCMI effectively reduced both speaking anxiety and listening anxiety. This study highlights the potential of SCMI as a practical approach to reduce speaking and listening anxiety. The results of this study can have significant implications for language teachers, learners, and material developers.
Research Paper
Teacher education
Mahdieh Mofidi; Mohammad R. Hashemi; Mohammad N. Karimi
Abstract
This qualitative study utilized a grounded theory approach to examine how Iranian English-as-a-foreign-language (EFL) teachers perceive and navigate their well-being within the diverse contexts of high schools, language institutes, and universities. The primary objective was to identify the factors that ...
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This qualitative study utilized a grounded theory approach to examine how Iranian English-as-a-foreign-language (EFL) teachers perceive and navigate their well-being within the diverse contexts of high schools, language institutes, and universities. The primary objective was to identify the factors that impact and challenge their well-being. Semistructured interviews were conducted with 31 EFL teachers across these contexts, and data analysis was carried out iteratively until saturation was reached. The results highlighted that EFL teachers’ well-being is a complex, multifaceted construct influenced by both personal and contextual factors. While certain factors were common across the contexts, their manifestations varied depending on the unique demands of each teaching environment. Additionally, specific contextual factors were found to either enhance or hinder well-being. The study suggests that improving EFL teachers’ well-being requires addressing threats and amplifying positive factors, with pedagogical adjustments tailored to each context. Future research could benefit from combining various data collection methods, such as observations, and examining EFL teachers’ well-being across different career stages to explore how perceptions evolve over time.
