Iranian Journal of Applied Linguistics

The Effects of Receptive and Productive Learning and Teaching on Learning Medical Terminology and Reading Comprehension

Hadi Azimi

The current study was conducted to examine the effect of receptive and productive types of learning medical terminology and vocabulary on medical students' reading comprehension to understand which one is more useful to improve reading comprehension of medical texts. Participants included 70 students (male= 36, female= 34) at the School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, who were assigned into control and experimental groups where medical terminologies and words were taught receptively and productively, respectively. Four standardized tests were administered to measure students' medical reading comprehension as well as receptive and productive medical terminology and vocabulary knowledge. Later, participants were asked to write a short medical report to understand the possible difference in the effects of the two productive and receptive vocabulary teaching strategies on their actual language production. The study concluded that all the participants who completed the productive and receptive tasks had higher scores on the posttest. In other words, the results of the study, following the related descriptive statistics and independent sample t-tests, indicated that both receptive and productive learning can be effective methods of improving reading comprehension skill of medical texts although the productive method was observed to be slightly, but not significantly, more effective.

Examining the Interplay of Assessment Literacy and Perceived Self-Efficacy among Iranian EFL Teachers

Hossein Navidinia

The current study examines the interplay of Iranian EFL teachers' assessment literacy and self-efficacy. Therefore, firstly, it sought to examine whether these variables are significantly correlated. Secondly, it attempted to probe the demographic factors potentially influencing teachers' assessment literacy. To achieve this aim, a sample comprising 100 Iranian EFL teachers participated in this study by simultaneously filling out two questionnaires: Tschannen Moran and Hoy's (2001) teachers' self-efficacy scale and an abridged version of Teachers' Conceptions of Assessment Inventory-III (TCoA), validated by Brown (2006). The findings obtained from the study indicated a statistically significant relationship between Iranian EFL teachers' assessment literacy and their perceived self-efficacy, thereby highlighting the interconnectedness of these constructs within the context of educational practice. Furthermore, among the demographic variables examined (participants' gender, level of education, field of study, and age), teachers' assessment literacy is most significantly influenced by their level of education, suggesting a strong link between educational background and assessment competencies. The implications of these results for English language teachers are discussed.

The Contribution of BigBlueButton and Formative Assessment Strategies to the Directed Motivational Currents of Iranian EFL Students

Zari Sadat Seyyedrezaei

This investigation examined the effect of BigBlueButton and formative assessment strategies (Mind Dump and Word Journal) on Iranian EFL students’ directed motivational currents (DMCs). Having utilized a quasi-experimental design, it was conducted among 90 out of 120 participants selected via convenience sampling. Quick Placement test was distributed to 120 students from English Translation and Literature at Sari and Qaemshahr branches of Azad University. 90 Iranian sophomore students were chosen and divided randomly into control, Face-to-Face, and BigBlueButton groups. Students in each experimental group (N=30) (Face-to-Face and BigBlueButton) were split into two subgroups (Mind Dump and Word Journal). Students in the experimental groups were taught narrative writing with instructional embedded formative assessment strategies, whereas students in the control group were taught without using these strategies and with traditional teaching methods. To gauge students’ DMCs, DMC Disposition Questionnaire was utilized. Students were distributed the questionnaire once at the outset and once at the end of the course. The results of Quade Nonparametric Analysis of Covariance indicated DMCs of Iranian EFL students using Mind Dump and Word Journal in BigBlueButton significantly improved compared to their counterparts implementing these strategies in Face-to-Face and those who did not use these strategies in the Control group.

A Contrastive Analysis of Linguistic Imperialism in Iranian & Lebanese TEFL Textbooks

Mohammad Reza Tousinasrabadi

The dominance of English as a global lingua franca has significantly influenced educational materials worldwide, often reflecting underlying patterns of linguistic imperialism. This study conducts a comparative analysis of TEFL textbooks from Iran and Lebanon to examine how cultural, linguistic, and ideological content is represented. Using Content Analysis, the research highlights stark contrasts between the Prospect Series, which is fully localized to Iranian cultural and ideological values, and the Themes Series, which incorporates a mix of Western, localized, and neutral content. Quantitative findings reveal that the Prospect Series avoids any form of linguistic or cultural imperialism, while the Themes Series contains a significant proportion (40%) of imperialistic themes, overshadowing localized content. The results underscore the divergent educational philosophies of the two countries, with implications for policy and pedagogy in developing culturally inclusive TEFL materials. The study contributes to the understanding of linguistic imperialism and offers actionable insights for creating balanced educational resources.

A Discourse Analysis of Muhammad Al-Salim’s Habibati Bakma Based on Robert Sternberg’s Triangular Theory of Love

Isa Zaredorniani

Love is one of the concepts that writers pay attention to when creating their works. It can be addressed from diverse theories and perspectives. Robert Sternberg’s psychological theory, i.e., a triangular theory of love - intimacy, commitment, and passion, is the romantic relationship that creates the stability or lack of love. Sternberg believes that this triangle influences every person, depending on their gender, culture, and society. Using a descriptive-analytical method, the current research aims to analyze the discourse of Habibati Bakma, a novel by Muhammad Badr al-Salim, based on Sternberg’s theory. The study’s findings indicate that in various situations, the emotional relationship and sense of empathy of the novel’s main characters, Hatan and Hanin, which are shaped by intimacy in a romantic love, are characterized by a bold structure, leading their loyalty and commitment to reach their peak. This reveals that self-sacrifice has a crucial role in attaining such love. In some cases, to bring the lovers closer and convey their feelings and emotions, they use words that indicate passion and lust. Hence, Sternberg’s triangle of love leads to self-belief, acceptance, and finally, ideal love and marriage.

Comparing the Effect of Simple, Complex, and Very Complex Tasks on Listening Comprehension

Malak Ziba Mehrinejad

The main focus of this research was on comparing the effect of simple, complex, and very complex tasks on listening comprehension. To the best of researchers’ knowledge, the concurrent investigation of the effect of variables ± spatial reasoning and ± single task on listening comprehension has not been the main focus of relevant studies. However, a wealth of studies has examined the effect of some cognitive complexity variables on second language learners’ performance. The extent to which high-proficiency students comprehended simple, complex, and very complex tasks was compared by employing a within-subjects design. The purpose of employing this research’s second design, between-subjects design, was making a comparison between high-proficiency and low-proficiency students’ comprehension of simple, complex, and very complex tasks. High- and low-proficiency students were selected out of female students at an art non-profit university in Tehran by administrating the Oxford Placement Test to them. Thirty-one high- and low-proficiency students received simple non-spatial reasoning and single tasks, complex non-spatial reasoning and dual tasks, and very complex spatial reasoning and dual tasks in order. The extent of high-proficiency students’ comprehension of simple, complex, and very complex tasks was statistically different based on the results of Friedman test. The Mann-Whitney U test, Wilcoxon signed-rank test, post hoc Bonferroni test, and repeated-measures ANOVA results indicated a statistically significant association between students’ language proficiency and how they accomplished listening tasks with cognitive complexity diversity. Second language teachers and instructional task constructors can employ this study’s findings to arrange and construct tasks for instructing L2.
The main focus of this research was on comparing the effect of simple, complex, and very complex tasks on listening comprehension. To the best of researchers’ knowledge, the concurrent investigation of the effect of variables ± spatial reasoning and ± single task on listening comprehension has not been the main focus of relevant studies. However, a wealth of studies has examined the effect of some cognitive complexity variables on second language learners’ performance. The extent to which high-proficiency students comprehended simple, complex, and very complex tasks was compared by employing a within-subjects design. The purpose of employing this research’s second design, between-subjects design, was making a comparison between high-proficiency and low-proficiency students’ comprehension of simple, complex, and very complex tasks. High- and low-proficiency students were selected out of female students at an art non-profit university in Tehran by administrating the Oxford Placement Test to them. Thirty-one high- and low-proficiency students received simple non-spatial reasoning and single tasks, complex non-spatial reasoning and dual tasks, and very complex spatial reasoning and dual tasks in order. The extent of high-proficiency students’ comprehension of simple, complex, and very complex tasks was statistically different based on the results of Friedman test. The Mann-Whitney U test, Wilcoxon signed-rank test, post hoc Bonferroni test, and repeated-measures ANOVA results indicated a statistically significant association between students’ language proficiency and how they accomplished listening tasks with cognitive complexity diversity. Second language teachers and instructional task constructors can employ this study’s findings to arrange and construct tasks for instructing L2.

A qualitative investigation into perceptions and practices of writing evaluators regarding the use of rating scales in their evaluations

Zahra Mohammadi Salari

The current study explored the status of rating scales among Iranian EFL raters. It appeared that EFL/ESL assessment environments were significantly influenced by the perceived authority of native assessment groups. Consequently, examining the realities of rating practices in EFL/ESL settings could offer a more accurate understanding of how assessment is viewed and implemented. To assess this, the present study conducted a comprehensive survey within the Iranian EFL writing assessment framework. A carefully designed eight-item interview guide was created to investigate various aspects of the rating task, including the rating scale. This guide was administered to ten raters from various universities and institutions in Iran, all of whom possessed either a Master's or Doctorate degree in TEFL. The raters participated in 40 minutes interview sessions, and the audio-recorded interviews were transcribed by the researcher for qualitative analysis. Through a thorough content analysis of the interview data, some general patterns emerged. Results of interviews with Iranian EFL composition raters revealed that rating scale in its common sense did not exist. In fact, raters relied on their own internalized criteria developed through their long years of practice. Therefore, native speaker legitimacy in the design and development of scales for the EFL context was challenged and the local agency in the design and development of rating scale was emphasized.

The Role of Interventionist and Interactionist Dynamic Assessment in EFL Learners’ Metadiscourse Use: Does TOEFL Independent Writing Task Fluency Improve?

Hossein Siahpoosh

Abstract

Due to the significance of assessment in language education, this investigation aimed to inspect the influence of models of dynamic assessment (DA) on intermediate EFL learners' interactional and interactive metadiscourse use regarding TOEFL independent writing task fluency. The participants were 105 EFL learners Jahad university in Ardabil. Based on the random assignment, two experimental and one control group were established. To measure TOEFL iBT independent writing task fluency, during eight sessions, the first experimental groups received interactional metadiscourse instruction using interventionist interactionist DA and the second experimental group received interactive metadiscourse instruction using interventionist interactionist DA. The control group was instructed conventionally. After the treatment, all participants were administered a modified version of the TOEFL iBT independent writing task as the post-test. The obtained data were examined through Kruskal-Wallis tests. The outcomes indicated notable variations across the different groups in terms of writing fluency. The interventionist group outperformed the other two groups showing that interactional metadiscourse contributed to writing fluency. However, regarding the contribution of interactive metadiscourse to writing fluency, both interventionist and interactionist groups performed better than the control group. This means that DA plays a facilitative role in improving TOEFL iBT independent writing task fluency considering metadiscourse use, irrespective of DA classifications. This study may suggest some implications for educators, learners, and curriculu

Teacher Commitment and Classroom Justice: A Mixed-Methods Study in Iranian EFL Settings

Asghar Moulavinafchi

This mixed-methods study explored the relationship between teacher commitment and classroom justice among Iranian EFL instructors, utilizing both quantitative and qualitative approaches to provide comprehensive insights. The quantitative phase involved 198 EFL teachers, selected through convenience sampling, and employed the English Language Teacher Commitment Scale (ELTCS) and Teacher Classroom Justice Scale (TCJS) to assess the constructs. Pearson correlation analysis revealed a significant positive relationship (r = .777, p < .05) between teacher commitment and classroom justice, underscoring the interconnectedness of these constructs. The qualitative phase, involving 9 purposefully sampled participants, employed semi-structured interviews analyzed through Braun and Clarke’s (2006) thematic analysis framework, facilitated by NVivo software. Findings highlighted teacher commitment as a multifaceted construct shaped by emotional, professional, and contextual factors, with themes such as emotional connection to teaching, professional identity, and motivation for growth emerging as key drivers. Classroom justice was similarly found to be multidimensional, encompassing strategies for fairness, challenges in implementation, and its impact on teacher-student relationships. Cultural influences played a significant role in shaping teachers’ perceptions and practices in both constructs, reflecting the sociocultural context of Iranian EFL classrooms. This study emphasizes the reciprocal relationship between teacher commitment and classroom justice, suggesting that fostering one enhances the other. It advocates for teacher training programs and institutional policies that address both ethical and professional dimensions of teaching, while also calling for future research to explore these dynamics longitudinally and across diverse cultural contexts.

ESP Needs Analysis of Afghan Students of Economics at BA Level

Hossein Talebzadeh

This study evaluated the English for Specific Purposes (ESP) needs of Afghan undergraduate economics students using Hutchinson and Waters' framework of present and target situation needs. Participants included 20 ESP instructors and 50 male economics students aged 18–27 from five Afghan universities: Kabul University, Alberoni University, Parwan University, Kardan Private University, and Rana Private University. A triangulation of qualitative and quantitative methods was employed, including questionnaires, self-assessment, semi-structured interviews, and non-participant observations. The present situation analysis revealed deficiencies in vocabulary, pronunciation, sentence structure, and skills such as reading, writing, listening, and translating subject-specific texts. Target situation needs highlighted students' expectations for proficiency improvement in these areas and mastering skills for academic and professional demands, such as using statistical software and communicating economic concepts. Findings showed that students' self-assessments aligned with their low General English Proficiency (GEP) scores, though instructors often underestimated their abilities. Students strongly preferred ESP classes, prioritizing speaking and writing skills for improvement. However, progress was hindered by outdated textbooks, limited course hours, large class sizes, and a shortage of qualified instructors. Additionally, students struggled with bilingual dictionaries and translating materials due to limited resources. Despite these challenges, 70-90% of students valued ESP classes for academic and career success. The study emphasized the need for curriculum reform and better teaching resources to bridge the gap between students' current abilities and academic goals. Findings also confirmed students' positive attitudes toward learning English. Eventually, Afghan economics students stated that English is a crucial and essential academic requirement, without it, they cannot achieve any academic progress and success since all scientific resources in economics are published in English.

A Study on Autistic Children’s Linguistic Behavior based on Functional Grammar

Houman Bijani

This study aimed to examine the speech of autistic children aged 6 to 10 in the city of Tehran, Iran based on the three metafunctions of Halliday's Systemic Functional Grammar (SFG) theory and to strengthen the connection between psychology and linguistics. The research method in this study was a combination of quantitative and qualitative approaches. Qualitatively, this study was a descriptive-analytical investigation. The statistical population of the study included all children aged 6 to 10 with autism in Tehran in 2018, from which 7 children were randomly selected using stratified sampling. Additionally, a control group of 7 non-autistic children aged 6 to 10 was randomly chosen. Since autistic individuals are generally less verbal, the researcher, with the help of a teacher, recorded and transcribed the speech of autistic children discussing specific visual topics using a mobile phone. The sentences were analyzed based on experiential, interpersonal, and textual metafunctions. Quantitatively, the differences between the two groups in terms of the use of processes, modal verbs, and negative polarity were examined using a two-tailed t-test. Descriptive results showed that the material process accounted for the highest percentage of all processes in the speech of autistic individuals, whereas the existential process accounted for approximately zero percent. This indicates that autistic individuals have difficulty understanding the concept of the existential process. Material processes focus on the occurrence of events, as they are based on our experience of the physical world. In the comparison between the two groups, material processes had the highest mean in both groups, followed by relational and mental processes.

Developmental benefits of early bilingal education on Iranian kindergarten students

Pegah Merrikhi

Learning to speak two languages is akin to mastering any other skill; it comes with a wealth of benefits. Research shows that being bilingual can greatly enhance cognitive and emotional development, as well as open up new avenues for learning success. It’s believed that the constant need to switch between languages offers several cognitive advantages. This study highlights that early childhood is the optimal time to learn a second language.

Studies have indicated that children exposed to two languages in their formative years often become proficient in both. Bilingual individuals—children and adults alike—tend to exhibit superior executive functioning skills, enabling them to shift focus, manage multiple tasks, and solve problems more effectively. Additionally, they possess heightened metalinguistic abilities, which allow them to reflect on and analyze language structures and functions.

To gather data for this study, observations and interviews were conducted with teachers from kindergarten and primary schools. A qualitative content analysis was performed on the collected data. The results revealed that students who received English instruction before the age of six showed significantly higher language and cognitive abilities compared to their peers who did not receive such instruction at the same stage.