Kharazmi University 1735-1634 27 2 2024 9 1 A Diagnostic Study of Novice and Experienced EFL Teachers’ Self-Efficacy and Personality as the Predictors of their Teaching Motivation by Considering the Meditating Role of their Writing Ability 1 1 EN Farnoush Ahangaran Assistant Professor, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran. Sana Javanmard Gholenji Assistant Professor, Department of English Language and Literature, Ur.C., Islamic Azad University, Urmia, Iran. The present study strived to determine the extent to which Iranian novice and experienced EFL teachers’ self-efficacy and personality predicted their teaching motivation by considering the meditating role of their writing ability. To this end, the researchers used convenience sampling to select 176 novice and 159 experienced EFL teachers at 37 language institutes in Urmia (Iran) as the participants. Moreover, they administered the demographic information questionnaire, teaching motivation questionnaire, self-efficacy questionnaire, personality questionnaire, and the writing test of the study to the participants in a two-week period.  Furthermore, the researchers took advantage of a reliable framework for assessing the participants’ writing performance. Finally, the researchers used SPSS 24 and Amos 22 to perform the data analysis of the study. The results indicated that novice and experienced teachers’ self-efficacy and personality were significant predictors of their teaching motivation. Moreover, their writing ability significantly mediated the relationships between their self-efficacy, personality, and teaching motivation. The results may provide teacher educators, syllabus designers, and teachers with guidelines on the role teacher factors have in the process of language teaching.  

Kharazmi University 1735-1634 27 2 2024 9 1 Aligning Learning Objectives in Select Readings with University Achievement Tests Using Bloom ’s Revised Taxonomy 2 2 EN Sahar Zahed Alavi University of Bojnord Mohammad Reza Ghorbani University of Bojnord In educational settings, a common concern is whether instructional materials and assessments are cognitively aligned to foster deeper learning. This study investigates the alignment between the learning objectives presented in the Select Readings textbook and those evaluated in university-standardized achievement tests at Shiraz University, using Bloom’s Revised Taxonomy (2001) as the analytical lens. Drawing on Razmjoo and Kazempurfard’s (2012) coding methodology, both the textbook and two versions of related achievement tests were systematically analyzed. The results revealed a clear dominance of lower-order thinking skills, particularly factual knowledge within the Remembering and Understanding domains. Notably, the achievement tests emphasized Understanding to a greater extent than the textbook. Although the textbook incorporated some higher-order cognitive domains (Analyzing, Evaluating, Creating), these appeared infrequently in the tests. The findings point to a misalignment between instructional intent and assessment focus, raising concerns about the depth and validity of the evaluation tools. Contextual variables such as instructional intent, learner proficiency, and curricular constraints may also contribute to this imbalance, warranting further examination. The study underscores the need for assessment designers to adopt more cognitively diverse items that reflect the full spectrum of learning objectives embedded in teaching materials.  

Kharazmi University 1735-1634 27 2 2024 9 1 Exploring the Speaking Strategies of Iranian EFL Learners at Pre-Intermediate and Intermediate Proficiency Levels 3 3 EN Hamed Badpa Arak University The most significant problem for Iranian learners is that they are unable to effectively use their knowledge in communicating their messages. This research was both descriptive and quantitative. The participants were 15 pre-intermediate and 14 intermediate EFL learners between 16-23 years old who had enrolled in Talk Language School in Arak, Iran. The Nelson Proficiency Test was administered to determine the language proficiency level. The researcher recorded 36 sessions to make a permanent record of the learners ‘oral performance for later analysis. Eight sessions of each level were randomly selected, transcribed and then coded in order to provide answers for both questions. The coding categories included 22 types based on an integrated model of taxonomies presented by Dornyei and Scott (1997), which was originally adopted from Tarone‘s (1980), Faerch and Kasper‘s (1983) taxonomies. To answer the first question, the researcher calculated the frequency and means of strategies used by the subjects. For the second question, the relationship between learners' proficiency level, a chi-square test was employed. The findings showed that learners at both pre-intermediate and intermediate levels relied most often on fillers and hesitation devices, code-switching, asking for assistance, and repeating themselves. In contrast, strategies such as creating new words (word coinage), using foreign-sounding terms (foreignizing), and verifying listener understanding (comprehension checks) were the least commonly employed. These findings suggest that Iranian EFL learners heavily rely on basic communication strategies like fillers and code-switching, indicating a need for targeted instruction to expand their strategic competence. Additionally, the lack of significant correlation between proficiency level and strategy use implies that fluency development should focus on practical communication skills rather than solely on linguistic accuracy.  

Kharazmi University 1735-1634 27 2 2024 9 1 Learning from Emergency Remote Teaching: Student Insights on LMS for Sustainable and Inclusive Digital Education 4 4 EN Ebrahim Samani English Language Teaching Dept., Farhangian University, Tehran, Iran Mohammad Rahim Bohlooli English Language Teaching Dept., Farhangian University, Tehran, Iran Abdolhossein Heydari English Language Teaching Dept., Farhangian University, Tehran, Iran The COVID-19 pandemic compelled universities worldwide to adopt Learning Management Systems (LMS) as the primary medium for emergency remote teaching. While these platforms ensured continuity of instruction, many students encountered significant technological, pedagogical, and equity-related challenges that limited their learning experiences. This study draws on qualitative data from 249 Iranian university students’ reflections during the pandemic to explore both barriers and opportunities in LMS use. Thematic analysis revealed recurring issues such as unstable internet connectivity, difficulties with uploading assignments, limited digital literacy, insufficient instructor support, and inequitable access to digital resources. Students also reported increased workloads, lack of feedback, and emotional fatigue. However, some identified benefits, including improved digital skills, flexibility in learning, and opportunities for self-paced study. Beyond documenting these emergency-period challenges, the study highlights how student voices can provide valuable guidance for the post-pandemic development of digital education. The findings underscore the importance of institutional policies, digital equity strategies, and culturally responsive pedagogy in shaping sustainable and inclusive higher education. By foregrounding student experiences, this research contributes to ongoing discussions on how hybrid and blended learning models can strengthen resilience and ensure meaningful engagement in future digital learning environments.  

Kharazmi University 1735-1634 27 2 2024 9 1 Masculinity, Comedy, and Control: Davoud Esmaili and The Taming of the Shrew 5 5 EN Mohammadtaghi Ghasemi PhD student Fatemeh Bornaki Department of English, Ka.C.,  Islamic Azad University, Karaj, Iran. Abbas Godarzi Department of English, Ha.C.,  Islamic Azad University, Hamedan, Iran. Few dramatists have achieved the global reach and adaptability of William Shakespeare. In Iran during the Pahlavi era (1925–1979), Shakespeare’s works entered cinema in ways shaped by modernization, secularization, and Western influence, yet mediated by censorship and persistent patriarchal norms. While tragedies addressing regicide and royal authority were largely unstageable, filmmakers adapted “safe” plays like The Taming of the Shrew into the commercial filmfarsi genre, blending melodrama, comedy, and spectacle. Davoud Esmaili’s 1969 feature The Cat Is Killed at the Bridal Chamber, inspired by both Shakespeare’s play and Zeffirelli’s 1967 film adaptation, exemplifies this process, presenting the comedy through exaggerated humor while normalizing masculine aggression and female subordination. Employing Linda Hutcheon’s theory of adaptation and Laura Mulvey’s concept of the male gaze, this article examines how the film reinterprets The Taming of the Shrew not as critique but as reinforcement of patriarchal authority, revealing how filmfarsi both reflected and intensified gender hierarchies.  

Kharazmi University 1735-1634 27 2 2024 9 1 Curriculum Implementation Challenges in Iraqi Preparatory Schools: A CIPP Evaluation of “English for Iraq” 6 6 EN Taghreed Al Sa'ad Kharazmi University Mohammad R. Hashemi Department of Foreign Languages Department, Faculty of Literature and Humanities, Kharazmi University, Tehran and Karaj, Iran. The present study explored the challenges encountered in implementing the "English for Iraq" curriculum in Iraqi preparatory schools, from the perspective of the instructors. The evaluation of the curriculum was conducted using Stufflebeam’s model, which comprises four components: context, input, process, and product. Fifty English instructors completed an online survey to participate in the study. The results showed that issues related to teacher training, resource availability, and the contextual relevance of the curriculum significantly impeded the successful implementation of the program. The results indicate that the socio-political environment has an impact on implementation. The most important factors that determine the curriculum's success are primarily the sufficiency of resources provided and the efficacy of the teaching techniques used. The research concludes that implementing suggestions for enhancing teacher training and adapting curriculum to better cater to the requirements of Iraqi students is crucial for improving the overall quality of English language instruction in Iraq.  

Kharazmi University 1735-1634 27 2 2024 9 1 Exploring Preservice Teachers’ Readiness and Attitudes Toward Online Teaching: Implications for Teacher Education Programs 7 7 EN Parviz Ahmadi Farhangian University The rapid transition to online learning during the COVID-19 pandemic has highlighted the need to examine preservice teachers’ readiness and experiences with digital instruction. This qualitative study explored the perspectives of 15 undergraduate EFL preservice teachers and a focus group of 5 teacher educators at a public university in Sanandaj, Kurdistan Province, Iran. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify key patterns in technological competence, pedagogical integration, student engagement, and professional support. Findings revealed that participants’ engagement with online platforms was largely driven by necessity, with initial struggles in technical operation and lesson adaptation gradually giving way to growing confidence and autonomy. Despite developing practical skills, many preservice teachers encountered challenges in designing interactive lessons, maintaining student motivation, and addressing infrastructural limitations. Teacher educators emphasized the importance of mentorship, reflective practice, and structured guidance in building pedagogical readiness. The study also highlighted a gap in context-specific preparation in Iran, particularly regarding institutional support and tailored professional development for digital teaching. Implications suggest that teacher education programs should integrate experiential training, ongoing mentorship, and context-sensitive strategies to bridge the gap between technical competence and effective online pedagogy. This research contributes to understanding the factors influencing preservice teachers’ preparedness for online language instruction and provides practical recommendations for enhancing teacher education in digitally mediated environments.  

Kharazmi University 1735-1634 27 2 2024 9 1 The Effect of EFL Learners’ Self-regulated Learning Strategies in Learning English Vocabulary through the Use of Anki 8 8 EN Mozhgan Mostafavi Arak University Moussa Ahmadian Department of English Language and Literature, Faculty of Literature and Languages, Arak University With the tremendous breakthrough in technology and its pivotal role, some EFL teachers are inclined toward applying technology in their classrooms. Given this, the present research aimed to discover the relationship between the use of Anki by language learners and the improvement of their vocabulary learning. Another focus of the study is to explore what self-regulated learning strategies are applied by English language learners to enhance their vocabulary learning through using Anki. To find whether they enable learners to improve their language learning or not. To do so, a survey was conducted among 60 young Iranian students aged from 16 to 20, forming two homogeneous groups from Jahesh Institute of Mohajeran, Arak. The instructor selected 120 target words from two intermediate-level coursebooks for the experimental group to practice using Anki, alongside instruction on self-regulation strategies. The control group continued with regular classes. Both groups took a pre-test and a post-test, while the experimental group also completed an MSLQ questionnaire after the program. Following 14 treatment sessions, the participants' scores were compared. Quantitative analysis revealed that the Anki users showed significant improvement in vocabulary retention compared to the control group, demonstrating the app's effectiveness. The second finding demonstrated the type of self-regulated learning strategies employed by the learners to improve their vocabulary learning.  In conclusion, using Anki can effectively enhance EFL learners’ vocabulary acquisition. This finding suggests that TEFL teachers should integrate technology-assisted learning tools like Anki into their instruction while also guiding students in self-regulation strategies to foster greater autonomy. Combining self-regulated learning techniques with mobile-based learning technologies offers significant potential for improving EFL students’ vocabulary retention and overall language development, ultimately leading to more successful learning outcomes.  

Kharazmi University 1735-1634 27 2 2024 9 1 The Role of Motivation through Cultural Awareness in Enhancing Reading Comprehension of ESP Learners 9 9 EN Shadi Kamalirad Centeral Branch Azad University Either motivation or culture are two key concepts in the field of second language learning. However, the incorporation of motivational and cultural aspects into curricula has been under investigated. To fill the existing gap, this study aimed to investigate the effects of motivation and cultural awareness raising based curriculum on Iranian ESP learners’ reading comprehension. To achieve these aims, 40 advanced adult participants were recruited and divided into 2 groups of experimental and control group. While the control group received the routine tradition curriculum, without any focus on cultural awareness and motivation, experimental group received a treatment which included a motivational and culturally based curriculum. The main instrument of the present study was a reading comprehension subtest of the 2006 institutional TOEFL Test which contained five passages. The findings revealed that motivation and cultural awareness raising based curriculum enhances participants reading comprehension. These findings have pedagogical implications for course designers and material developers.

Kharazmi University 1735-1634 27 2 2024 9 1 The Efficacy of English Vocabulary Builder and VocAPP English Flashcards Applications on EFL Learners’ Vocabulary Retention and Recall 10 10 EN Simin Anbarshahi HUMAN SCIENCES faculty, AZARBAIJAN SHAHID MADANI UNIVERSITY, Tabriz, Asma Bagal Gorbani TABRIZ BRANCH, PAYAME NOOR UNIVERSITY, Tabriz This study highlights the pivotal role of mobile phones in education, with particular emphasis on vocabulary acquisition in contemporary EFL/ESL classrooms through the use of two prominent applications. To ensure a homogeneous sample, 180 intermediate learners were selected from an initial pool of 270 individuals on the basis of their scores on the NELSON test, specifically those whose scores fell within one standard deviation above or below the mean. Subsequently, the Vocabulary Knowledge Scale (VKS) test was administered to assess participants’ existing vocabulary proficiency. Then, the participants were randomly assigned to one of three groups: two experimental groups and one control group. One experimental group utilized the English Vocabulary Builder application, while another experimental group employed the VocAPP English Flashcards application. Following the intervention period, all participants completed an identical post-test to evaluate their vocabulary learning. Te second post-test was administered six days after the intervention to assess participants' vocabulary retention. Analysis of the collected data demonstrated that learners who used the VocAPP English Flashcards application achieved significantly higher scores compared to those in the other groups. These indicated results a statistically significant effect of the application on long-term vocabulary retention, leading to the rejection of the third null hypothesis. This outcome also indicates a meaningful difference between the two applications, which may be attributed to the user-friendly interface of the VocAPP English Flashcards and its incorporation of flashcard creation as an innovative and engaging vocabulary learning strategy.  

Kharazmi University 1735-1634 27 2 2024 9 1 Linear Dislocation Strategies in a Persian ChatGPT Translation of Hardy’s Absent-Mindedness in a Parish Choir 11 11 EN Faezeh Moteshaker Kharazmi University Hossein Bahri Kharazmi University This study investigates syntactic and thematic strategies by a translation model based on artificial intelligence, ChatGPT, in English to Persian literary translation. Mona Baker's (2011) theory of linear dislocation aims to assess whether and to what extent four major strategies (voice change, verb change, nominalization, and extraposition) occur in AI-generated text. The data set includes Thomas Hardy's short story Absent Mindedness in a Parish Choir and its full Persian translation produced by ChatGPT. A qualitative comparative method was adopted, in which Baker's scheme was taken as the starting point for text analysis. Forty four segments were identified and examined, each demonstrating the use of at least one of the mentioned strategies. The findings show that ChatGPT makes considerable use of all four strategies implicitly: verb change (31.82%), voice change (27.27%), nominalization (22.73%), and extraposition (18.18%). These results preserved thematic structure and communicative coherence in most cases. The study identifies ChatGPT's capacity to respond to functional translation in literary translation with idiomatic, rhythmic, and rhetorical fidelity. It suggests Baker's strategies are still relevant not only for human translators but also as a valuable instrument for evaluating and post-editing AI translations, especially literature. This study investigates syntactic and thematic strategies by a translation model based on artificial intelligence, ChatGPT, in English to Persian literary translation. Mona Baker's (2011) theory of linear dislocation aims to assess whether and to what extent four major strategies (voice change, verb change, nominalization, and extraposition) occur in AI-generated text. The data set includes Thomas Hardy's short story Absent Mindedness in a Parish Choir and its full Persian translation produced by ChatGPT. A qualitative comparative method was adopted, in which Baker's scheme was taken as the starting point for text analysis. Forty four segments were identified and examined, each demonstrating the use of at least one of the mentioned strategies. The findings show that ChatGPT makes considerable use of all four strategies implicitly: verb change (31.82%), voice change (27.27%), nominalization (22.73%), and extraposition (18.18%). These results preserved thematic structure and communicative coherence in most cases. The study identifies ChatGPT's capacity to respond to functional translation in literary translation with idiomatic, rhythmic, and rhetorical fidelity. It suggests Baker's strategies are still relevant not only for human translators but also as a valuable instrument for evaluating and post-editing AI translations, especially literature.

Kharazmi University 1735-1634 27 2 2024 9 1 Multimodal Critical Discourse Analysis: Representation of Underprivileged Groups in the Iranian High School English Textbooks “Prospect” and “Vision” Compared to the “Eight” Series 12 12 EN Mostafa Shahiditabar Associate Professor of Linguistics, Imam Sadiq University, Tehran, Iran Mohammad Amin Mozaheb Associate Professor of Linguistics, Imam Sadiq University, Tehran, Iran Motahareh Daghighi MA in TEFL, Ershad Institute of Higher Education Discrimination in the education system and curricula is not limited to disadvantaged groups, and this issue is also evident in textbook content. The important role of textbooks in classrooms is undeniable. In this regard, the present study examined Iranian high school English textbooks named the “Vision” and “Prospect” series, as well as one of the localized English textbook series in Iran, the “Eight” series, focusing on the images contained in these books. In this study, Multimodal Critical Discourse Analysis (MCDA), proposed by Machin and Mayr (2012), was employed as the theoretical framework to critically examine the images in these textbooks. The findings of this study showed that a form of neoliberalism, as conceptualized by Fairclough (1993), is present in these books, the consequence of which is the depiction of luxurious and lavish schools instead of ordinary schools; this does not benefit underprivileged groups, as they are unable to afford the costs of privatization and are dependent on government support. In addition, in the “Eight” series, images based on the target-language culture are more frequently observed. This can prompt greater attention to images rooted in Iranian culture, which would help learners better understand the content and make it more tangible for them. This study can offer suggestions for improving and enhancing the “Eight” series.