University of TabrizJournal of English Language Teaching and Learning2251-7995173620251201The Effect of ELSA Application as an AI Tool on Iranian EFL Learner’s Pronunciation Skills1162018710.22034/elt.2025.67755.2794ENZahraAbolhasaniDepartment of English Language, Science& Arts University, Yazd, IranRaziyehFallahDepartment of English Language, Science& Arts University, Yard, IranJournal Article20250610Among the many applications for enhancing pronunciation skills, the ELSA (English Language Speech Assistant) application is one that shows how to improve students’ pronunciation effectively. Therefore, this study investigated the effect of the ELSA application on learners’ pronunciation skills and their attitudes toward its use. A quasi-experimental design was employed with 50 EFL learners divided into experimental and control groups. First, a placement test was conducted to assign learners to appropriate levels. Then, the pretest was administered to both the experimental and control groups. The experimental group received the treatment and practiced pronunciation with the ELSA application, while the control group practiced pronunciation using traditional pronunciation exercises. At the end of the course, a post-test was administered to both groups. Both groups were evaluated through interactive tasks in the oral performance pretest and posttest. The results indicated a significant difference between two groups after using the application. Additionally, a validated questionnaire administered showed they had positive attitudes toward the application. The findings suggest that ELSA can improve EFL learners’ pronunciation skills. Therefore, it can be beneficial for course designers and teachers to enhance learners’ pronunciation in an engaging environment.https://elt.tabrizu.ac.ir/article_20187_2e702fe11b7cc2f8e56f61641a55abf0.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201EFL Learners’ Perspective on Listening Comprehension Development: Cognitive or Metacognitive Scaffolding Strategies17382038110.22034/elt.2025.68080.2803ENMohammadAhmadi-SafaProfessor of English Language and Literature Department, Bu-Ali Sina University, Hamedan, Iran.RezaHemmatiMA in TEFL, English Language and Literature Department, Bu-Ali Sina University, Hamedan, Iran.Journal Article20250710Drawing on investigations conducted on the relative adequacy of the various types of scaffolding strategies in SL/FL learning, this study investigated the relative efficacy of “formal practice” as a cognitive scaffolding strategy, “reflection and monitoring” as metacognitive scaffolding strategies, and “note-taking” as a cognitive non-scaffolding strategy for the EFL learners’ listening comprehension development. To this aim, a total of 90 EFL students from two different language institutes in Dorood (Lorestan province, central Iran) were chosen using convenience sampling procedure. The sample was conveniently assigned into three groups of 30 EFL learners and the relevant treatments were given to the groups for 15 sessions. The statistical analyses indicated that reflection and monitoring metacognitive scaffolding strategies significantly enhanced the listening comprehension development of EFL learners. As for the qualitative phase, the most frequent types of cognitive and metacognitive scaffolding strategies applied by the peers and teachers were explored through a semi-structured interview. The content analysis of the interview data indicated that the learners and teachers found reflection and monitoring scaffolding strategies as the most frequently used and effective procedures. An implication of the findings might be that in comparison to cognitive scaffolding and non-scaffolding strategies, metacognitive scaffolding strategies are empirically verified and attitudinally confirmed to be quite efficacious for the development of listening comprehension among EFL learners in an emotionally positive and constructive atmosphere.https://elt.tabrizu.ac.ir/article_20381_bfc5ea570032087b243f2035d9fcf430.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201The Interactive Role of Field Dependency in the Effect of Flipped Instruction on Iranian EFL Learners' Grammar Achievement39562050610.22034/elt.2025.67881.2797ENDavoudAminiAssociate Professor of TEFL, Department of English, Azarbaijan Shahid Madani University, Tabriz, IranAsmaModarres-GhazaniMA in TEFL, Azarbaijan Shahid Madani University, Tabriz, Iran.AbolfazlGhasemzadehProfessor of Educational Management, Azarbaijan Shahid Madani University, Tabriz, Iran.
Azarbaijan Shahid Madani University, Tabriz, IranJournal Article20250626Prior research demonstrates that flipped approach in English as a Foreign Language (EFL) classroom positively affects learners' achievement. However, the way learners with distinct cognitive styles respond to this method remains less unexplored. This study examines the effect of flipped classroom instruction on grammar learning of Iranian EFL beginners at Iran Language Institute in Tabriz, Iran with different cognitive styles, i.e., field dependent (FD), field independent (FI), and field neutral (FN). A convenience sample of two groups in five classes taught by the same teacher were given a Group Embedded Figures Test to identify their cognitive styles, and a Grammar pre-test and posttest to measure their grammar achievement. Learners in the flipped classes watched videoed lessons of grammar via an application prior to each session. Inside the class, they briefly reviewed the videos and were engaged in interactive activities. Learners in the control group were taught grammar based on their regular syllabus which involved strings of instruction, practice and homework assignment. A two-way ANCOVA revealed that FI learners in flipped classes outperformed their non-flipped counterparts, while FD learners in non-flipped classes performed better compared to FI learners, demonstrating an interaction between cognitive style and the type of instruction. Learners identified as FN performed moderately well in both settings. Overall, flipped classroom led to better grammar achievement. The findings attest to the dynamicity involved in the functioning of flipped instruction. It is suggested that pedagogical variations, individual characteristics, and grammar assessment procedures be taken into account in designing and implementing flipped classrooms. https://elt.tabrizu.ac.ir/article_20506_94122578577400cd3184a5201263b09f.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Immersive vs. Mobile Learning: Impact on EFL Learner Engagement and Motivation57782005710.22034/elt.2025.66929.2777ENForoughAmirjaliliDepartment of English Language and Literature, Yazd University, Yazd, IranJournal Article20250422As digital technologies increasingly reshape educational practices, understanding their role in language acquisition has become vital. This mixed-methods study investigates the impact of Virtual Reality (VR) and Mobile-Based Instruction on learner motivation and engagement in English language learning, two approaches gaining prominence in modern classrooms. A total of 48 EFL students, aged 15 to 20, from a private school in Yazd participated in the study. Motivation was measured in terms of intrinsic interest and willingness to learn, while engagement was assessed across cognitive, affective, behavioral, and temporal dimensions. Quantitative analysis of engagement scores and motivation scores revealed no statistically significant difference between the two instructional approaches. However, qualitative findings from semi-structured interviews provided deeper insights into learners’ affective responses, cognitive engagement, and learning experiences. Participants described VR-based learning as more immersive, engaging, and confidence-boosting, while Mobile-Based Instruction was valued for its structured approach and teacher support. These findings underscore the importance of integrating immersive technologies with traditional pedagogical methods to enhance foreign language acquisition. The study suggests that a blended learning model may best accommodate diverse learner preferences and optimize language learning outcomes. Such a model could involve weekly VR-based sessions focused on immersive conversational practice, supplemented by mobile-based lessons for grammar, vocabulary reinforcement, and peer collaboration, with the teacher serving as a facilitator and guide across both platforms.https://elt.tabrizu.ac.ir/article_20057_2a7fce5f3e38abd87bd3c05e456fde00.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Perceptions of EFL Teacher Educators, Pre-service Teachers, and In-service Teachers about Employing Corpus-based Language Pedagogy (CBLP) Knowledge in their Work79982087310.22034/elt.2025.68043.2801ENZahraBeheshti SefatDepartment of English, Faculty of Letters and Humanities,Ferdowsi University, Mashhad, Iran.BehzadGhonsoolyDepartment of English, Faculty of Letters and Humanities, Ferdowsi University, Mashhad, Iran.ZarghamGhapanchiDepartment of English, Faculty of Letters and Humanities, Ferdowsi University, Mashhad, IranJournal Article20250708A thorough literature review revealed that employing a corpus-based approach in language pedagogy remains largely unknown to most foreign language teachers in the Iranian context. Relying on a sequential exploratory mixed-methods study, the present researchers developed and validated an interview guide and conducted interviews with 20 Teaching English as a Foreign Language (TEFL) experts (i.e., teacher trainers), 20 in-service teachers at high schools, and 20 pre-service teachers to find how they would employ Corpus-Based Language Pedagogy (CBLP) in their work. Then, the researchers employed a researcher-made and validated CBLP scale to elicit the perceptions of 30 teacher educators, 118 pre-service, and 147 in-service EFL teachers about employing CBLP in their work. The interview data were analyzed through content analysis revealing that CBLP could be used in teaching language assessment, learning technological knowledge, and developing teaching materials. Multivariate ANOVA (MANOVA) was used to analyze the quantitative data revealing discrepancies among the perceptions of the three groups of in-service teachers, teacher educators, and pre-service teachers with regard to employ CBLP in their work. The findings can be used to develop a specific course aiming at enriching CBLP for language teachers in the Iranian EFL teacher education programs.https://elt.tabrizu.ac.ir/article_20873_0153f7e68917fe1537026f964791eb89.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201EFL Classroom Assessment: Insight and Narratives from Teacher Trainers991182057110.22034/elt.2025.68448.2810ENAdelDastgoshadehDepartment of English, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.HosseinFarhadiELT Department, Yeditepe University, Istanbul, Turkey.KavehJalilzadehDepartment of Language and Literature, Islamic Azad University, Science and Research Branch, Tehran, Iran.RahelehKhosraviMA in TEFL, University of Kurdistan, Sanandaj, Iran.Journal Article20250802Language Assessment Literacy has emerged as a pivotal competence for EFL teacher trainers in guiding the transition from traditional summative testing toward formative, learner-centered assessment practices. This qualitative study investigates how teacher trainers conceptualize and enact assessment in their classrooms, focusing on the role of LAL in enabling pedagogical change. Semi-structured interviews with fourteen EFL teacher trainers were analyzed inductively using MAXQDA, yielding 114 codes categorized into themes related to prior assessment experiences, influential contextual factors, and perceptions of ideal assessment quality. Findings reveal that trainers’ current practices are strongly shaped by their own histories as learners, institutional resources, and commitments to meeting students’ affective and cognitive needs. While summative methods remain common due to systemic and workload constraints, trainers identify formative and diagnostic assessment as essential for fostering learning, student motivation, and self-concept. Recommendations highlight the need for flexible institutional policies, collaborative professional development workshops, and integration of technology to support formative approaches. This study concludes that strengthening LAL among teacher trainers is critical not only for refining assessment tools and processes but also for driving the broader transformation of EFL assessment culture toward equitable, and pedagogically aligned practices.https://elt.tabrizu.ac.ir/article_20571_1b2c9628fa5b609cc42269ccb33c0102.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201(Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups1191442090910.22034/elt.2025.69823.2836ENShabnamGhasemiPh.D. Candidate of TEFL, Bu-Ali Sina University, Hamedan, Iran.HassanSoodmand AfsharEnglish Language & Literature Department, Allameh Tabataba’i University, Tehran, Iran.Journal Article20251110This research investigates how 185 Iranian EFL teachers re-shaped their professional identity by taking part in professional development (PD) models: Action research (AR) and Teacher Support Groups (TSGs). We invited the participants from public high schools and gathered the Quantitative data using the English Language Teacher Professional Identity Inventory that was conducted before and after the interventions. These data were analyzed employing an Independent Samples <em>t</em>-test and repeated-measure ANOVA. We collected the qualitative data through semi-structured interviews and reflective journals, which were analyzed by thematic analysis. Quantitative results revealed notable improvements in professional identity for both groups; the AR group showed a greater increase in pedagogical and personal aspects. Qualitative findings revealed four underlying themes: reflective practice and professional growth, autonomy and agency in teaching, emotional support and community, and professional development and learning approaches. Results indicated that reflection and autonomy were greater for AR, while emotional support and shared learning played a pivotal role for the support group. In the end, an exhaustive view of identity development was offered through presenting how AR improved personal growth, while the support group enhanced emotional flexibility and mutual learning. This study highlighted the different effects of each PD model on teacher identity. https://elt.tabrizu.ac.ir/article_20909_c2b6e45daf41e43c1f449479ab469ddc.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Developing a Model of Identity Processing Styles for the Iraqi EFL learners1451622034610.22034/elt.2025.68775.2815ENTuqa MohammadHanoonPhD Candidate in TEFL, English Language and Literature Department, University of Shiraz, Shiraz, Iran.AyatollahRazmjooEnglish Language and Literature Department, University of Shiraz, Shiraz, Iran.RahmanSahragardEnglish Language and Literature Department, University of Shiraz, Shiraz, Iran.Mohammad-SaberKhaghaninejadEnglish Language and Literature Department, University of Shiraz, Shiraz, Iran.Journal Article20250822Despite some research on identity processing styles, there is a significant gap on identity processing styles in Iraqi EFL learners, a population with distinct sociocultural and educational backgrounds. This study aimed to address this gap by developing a model of identity processing styles tailored to Iraqi EFL learners. The participants were 30 conveniently selected Iraqi EFL learners, comprising 10 males and 20 females, who were already passing their General English course in different universities of Iraq. A semi-structured interview was conducted to collect the data about (the components of) identity processing styles. Utilizing a grounded theory approach, the gathered qualitative interview data was subjected to manual thematic analysis. According to the findings, the following major components were identified for identity processing styles from Iraqi EFL learners' viewpoints: Diffuse-Avoidant Style, Normative Style, and Informational Style, each consisting of some sub-components. The component Diffuse-Avoidant Style consisted of two sub-components including Positive Thinking and Negative Thinking. The sub-components of the component Normative Style were Religious Thinking, Personal Norms Thinking, and Social Norms Thinking. Finally, the component Informational Style was associated with two sub-components including Problem-Based Thinking and Reason-Based Thinking. The findings have some implications for Iraqi EFL teachers, learners, curriculum planners and teacher educators.https://elt.tabrizu.ac.ir/article_20346_9349cde70ec8f9d6d7381bfb5e8a4dd1.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Iranian English Teachers’ Implicit and Explicit Professional Identity.1631802033910.22034/elt.2025.68787.2816ENHakimehKhoobkhahiPhD Candidate, English Department, Chabahar Maritime University, Chabahar, Iran.MansoorGanjiAssociate Professor, English Department, Chabahar Maritime University, Chabahar, Iran.KhaledKordiAssistant Professor, English Department, Chabahar Maritime University, Chabahar, Iran.AmirMohammadianAssistant Professor, English Department, Chabahar Maritime University, Chabahar, Iran.Journal Article20250822It is argued that teacher identity greatly influences teaching practices, teacher-student relationship, and professional development of teachers. In the current study, implicit and explicit professional identities of 117 pre-service and 127 in-service Iranian EFL teachers were explored in order to add to the growing literature on language teachers' professional identity. The participants were Iranian English teachers from Sistan and Balouchestan, Golestan, Qom, Khoozestan, and Tehran provinces, who were chosen via convenience sampling. Teacher Professional Identity Scale (TPIS) developed by Kao and Lin (2015) and Professional Identity Questionnaire (PIQ) by Abu-Alruz and Khasawneh (2013) were applied to measure the implicit and explicit professional identity of these teachers respectively. The participants responded to the questionnaires online. The results of t-test demonstrated that there is a significant difference between the average teachers' explicit and implicit professional identity indicators of these teachers. Besides, the average indices of explicit and implicit professional identity of in-service teachers were higher than the average indices of explicit and implicit professional identity of pre-service teachers. What is more, among indicators of implicit professional identity, instructional skills and knowledge and teacher's duties were the highest ones both in in-service group and in pre-service group. These results highlight the necessity of taking into consideration pre-service teachers' professional identity construction and development in teacher educational programs.https://elt.tabrizu.ac.ir/article_20339_18683bd768ea9828c10f45c5b7f573d8.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201The Influence of Mother Tongue on the Use of English Resumptive Pronouns by Iranian EFLLs1811942005810.22034/elt.2025.67077.2783ENHamedMowlei-KuhbananiAssistant Professor, Department of Linguistics, Vali-e-Asr University of Rafsanjan, Iran.HamdollahRavandAssociate Professor, English Language Department, Vali-e-Asr University of Rafsanjan, Iran.ParvanehMaazallahiAssistant Professor. Department of Translation Studies, Vali-e-Asr University of Rafsanjan, Iran.Amir-HosseinMokhtariMA Graduated in Linguistics, Department of Linguistics, Vali-e-Asr University of Rafsanjan, Iran.Journal Article20250501Understanding and producing relative clauses (RCs) presents significant challenges for second language learners, particularly when L1 and L2 relativization strategies differ. This study investigated the effect of Persian (L1) on resumptive pronoun (RP) usage in English RCs by Iranian EFL learners (N = 90 English Literature and Translation Studies majors), examining the Noun Phrase Accessibility Hierarchy Hypothesis (NPAHH). The study had two primary objectives. First, we hypothesized that lower-proficiency learners would demonstrate more negative transfer. Participants were categorized into high- and low-proficiency groups using the Oxford Placement Test. Results revealed significant between-group performance differences, though error patterns based on the RC head's grammatical function were similar across groups. Both groups showed highest accuracy for object-function RCs, suggesting strong L1 influence. Second, testing the NPAHH revealed that learners (regardless of proficiency) exhibited lowest error rates for object-position RCs, followed by subject, complement, and genitive positions. This pattern partially aligns with but does not exactly match the NPAHH's predicted difficulty hierarchy (subject > object > complement > genitive). The findings highlight how L1 transfer interacts with universal accessibility constraints in RC acquisition.https://elt.tabrizu.ac.ir/article_20058_0b9dda551bcafce60e295f79aa59008a.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201An Evaluation of the Advanced Oxford Practice Grammar Textbook Used for University’s English Majors1952082058510.22034/elt.2025.68499.2813ENNguyen NgocNguyenDepartment of Specialized Language, Van Lang University, Ho Chi Minh, VietnamMai Thi ThanhTranDepartment of Specialized Language, Van Lang University, Ho Chi Minh, VietnamJournal Article20250810Textbook evaluations help select the best textbook by highlighting its potential strengths and weaknesses. This study aimed to determine whether George Yule’s Advanced Oxford Practical Grammar remained relevant as a compulsory textbook for the first-year English-majored students at Van Lang University, Vietnam. Questionnaire and interview were served as the main research instruments with the participation of the thirty experienced English instructors. The findings demonstrated how well-suited the textbook was for tertiary students in terms of teaching grammar in a practical setting. The thoughtful application of additional grammar exercises and the connection of more pertinent contexts to communicate grammatical points and structures were two other suggested enhancements. Even though the textbook covered the most crucial grammatical topics for advanced learners with a plethora of examples and hands-on exercises, the participants pointed out some complex and unusual grammatical usage that might need to be revised. Particularly, suggestions called for more additional and interactive activities and tasks.https://elt.tabrizu.ac.ir/article_20585_0e6b2719e43054dc0f4095a0cea48dea.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Syllabus Design Knowledge (SDK) Among Iranian EFL Teachers: A Comparative Study of Novice and Experienced Teachers in Public High Schools and Private Language Institutes2092322068010.22034/elt.2025.69512.2824ENMehdiVaez-DaliliDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran.FarinazRahnamaeiDepartment of English, Isf.C., Islamic Azad University, Isfahan, IranBahramHadianDepartment of English, Isf.C., Islamic Azad University, Isfahan, IranJournal Article20251005This quantitative, causal-comparative study investigated differences in Syllabus Design Knowledge (SDK) between novice and experienced Iranian EFL teachers in public high schools and private language institutes. A sample of 120 EFL teachers, stratified into four equal groups (novice/experienced x public/private), completed a validated Syllabus Design Knowledge Test (SDKT). This 33-item instrument measured overall SDK and three related domains of SDK: theoretical/conceptual knowledge, knowledge of syllabus types, and knowledge of technical terminology. Data were analyzed using a set of two-way ANOVAS. The results revealed that both teaching experience and working in a private institute had significant, positive effects on EFL teachers’ overall SDK and their specific knowledge of different types of syllabi. By contrast, no statistically significant differences were found for theoretical/ conceptual knowledge or knowledge of technical terminology based on either experience or educational setting. The findings suggest that practical, context-driven experience in private institutes significantly enhances specific aspects of pedagogical content knowledge, while other, more theoretical components may be equally developed regardless of experience and educational setting. It is concluded that SDK is a complex construct, shaped by teaching experience and influenced by the specific institutional context.https://elt.tabrizu.ac.ir/article_20680_e6a1af88c68f5798f47126914fc89dee.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201The Roles of Proactive Personality and Foreign Language Grit in Iranian English-as-a-Foreign-Language (EFL) Learners’ Burnout2332542038210.22034/elt.2025.68443.2811ENErfanKabirian-RadDepartment of English Language and Literature, Semnan University, Semnan, IranAram-RezaSadeghi-BenissDepartment of English Language and Literature, Semnan University, Semnan, IranJournal Article20250804Teaching and learning have long struggled with burnout, a condition of mental exhaustion. Burnout has turned out to be influenced by several antecedents; the effects of some such as self-efficacy, motivation, and enjoyment have already been addressed, whereas those of others remain to be considered. Due to persistent burnout among students and several unidentified contributing factors, this study investigates how proactive personality and L2 grit impact L2 burnout. The following are hypothesized: 1. proactive personality can negatively predict burnout among Iranian L2 learners. 2. L2 grit can negatively predict burnout among Iranian L2 learners. A total of 613 students, which comprise 315 females and 298 males, studying at various senior and junior high schools in Semnan, Iran, were selected through convenience sampling; they were provided with a questionnaire quantifying how proactive and gritty they are. Subsequently, the data was analyzed using SPSS 22, showing that both proactive personality and grit negatively predict burnout; proactive personality alone explained 6.4% of the variance (R² = .064), while L2 Grit explained 62.0% (R² = .620). It can be concluded that higher levels of both antecedents reduce learner burnout.https://elt.tabrizu.ac.ir/article_20382_c35c0ed58247b4ca236ddc870497740e.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201The Impact of Iranian EFL Teachers’ Meta-Pragmatic Awareness on Their Classroom Practices and Teaching Strategy Development2552782071410.22034/elt.2025.68108.2804ENBehnoodSamaniDepartment of English Language Teaching, Sara. C., Islamic Azad University, Sarab, Iran.MehrdadAmiriAssistant Professor, Department of English Language Teaching, Farhangian University, Tehran, Iran.NaserGhafouriDepartment of English Language Teaching, Tab. C., Islamic Azad University, Tabriz, Iran.Journal Article20250712Instructing interlanguage pragmatics (ILP) is essential for effective second language communication. The present study set out to investigate the impact of Iranian English as a foreign language (EFL) teachers’ meta-pragmatic awareness on their classroom practices and developing strategies in teaching pragmatics. To do so, a qualitative study was designed in which 30 EFL teachers selected through convenience sampling from different districts of Tehran City took part. The participants’ classes were observed through an observation checklist three times during the semester, and live notes were taken in the classroom in terms of their teaching ILP practices and teaching strategy development both before and after an in-service meta-pragmatics training course awareness. The results of the observation data analysis showed the success of the in-service training course of meta-pragmatics. Furthermore, adopting an inductive approach in teaching pragmatics, correcting errors either after a delay or on the spot, and comparing L2 and L1 pragmatic features were among the most frequently used strategies teachers developed after being trained with respect to meta-pragmatics. The study results have some implications for foreign language teacher trainers, EFL teachers, and EFL learners.https://elt.tabrizu.ac.ir/article_20714_81f1540c02633a3015f054b117db352a.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill2793042017310.22034/elt.2025.67729.2793ENFatemehShafieePhD Student in TEFL, Department of English, Na.C., Islamic Azad University, Najafabad, Iran.HadiSalehiAssistant Professor, Department of English, Na.C., Islamic Azad University, Najafabad, Iran.OmidTabatabaeiAssociate Professor, Department of English, Na.C., Islamic Azad University, Najafabad, Iran.MelorMd YunusAssociate Professor in TEFL, University of Kebangsaan, Bangi, MalasiaJournal Article20250607This study investigated the effect of collaborative learning (CL) and scaffolding strategies through the Learning Management System (LMS) on EFL students’ writing performance. Employing an explanatory sequential mixed-methods design, 180 upper-intermediate EFL learners (90 undergraduates and 90 postgraduates) from four universities in Isfahan were selected via convenience sampling. The quantitative phase used a pretest-posttest non-equivalent control group design. One experimental group received CL-based instruction via LMS, the other applied scaffolding strategies through LMS, while the control group used traditional methods. All groups attended 14 weekly 90-minute sessions. Quantitative results (one-way ANCOVA) indicated that both CL (p = .000, p < .05) and scaffolding (p = .01, p < .05) significantly improved writing skills, with CL being more effective than scaffolding (p = .02, p < .05). The qualitative phase, using thematic analysis of semi-structured interviews, revealed five key themes: digital and technological literacy, instructional quality, infrastructure, assessment, and satisfaction.https://elt.tabrizu.ac.ir/article_20173_91a29f639c97459f495bd2a676f0879e.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201The Effect of Incidental vs. Intentional Instruction of Collocations on Iranian EFL Learners’ Writing Scores3053182017410.22034/elt.2025.67831.2796ENShokouhRashvand-SemiyariDepartment of English Language Teaching, ET. C., Islamic Azad University, Tehran, IranFatemehShamshirDepartment of English Language Teaching, WT. C., Islamic Azad University, Tehran, IranJournal Article20250613To be proficient in writing, learners of foreign languages are expected to communicate effectively and effortlessly with native speakers. Collocations, defined as the natural pairings of words, are essential for achieving proficiency in a language and enhancing writing quality. This research explored how incidental and intentional instruction of collocations affected the participants’ written task scores. This study included 60 students at the pre-intermediate level who studied English at Safir Language School in Tehran, Iran. These students were grouped according to their proficiency test results to ensure homogeneity. They used the Touchstone series and the English Collocations in Use as their primary textbooks. After each unit, they had to do a written task. The results indicated that both incidental and intentional instruction positively impacted the students' writing scores. Notably, those in the incidental instruction group outperformed their counterparts in the intentional group. The findings showed incidental instruction of collocations was more effective than intentional teaching. The outcomes of the study can assist educators in choosing effective teaching strategies for collocations to boost writing performance, syllabus designers in incorporating these insights into educational materials to enhance vocabulary instruction, teachers in emphasizing the benefits of incidental learning, and learners in focusing on the importance of collocations, as unfamiliarity with these word combinations may hinder their writing skills. Conducting studies with larger sample sizes to validate the findings in broader settings, and exploring incidental/intentional teaching to students with varying skills, expertise, gender, and experiences are also suggested for further studies. https://elt.tabrizu.ac.ir/article_20174_3f530a3cdac0d0a3aebeab7997a1dadc.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Genre and Rater Variation in IELTS Writing Assessment: A Comparative Perspective3193402043110.22034/elt.2025.69090.2819ENReihanehShoghiPhD, Department of English Language and Literature, University of Isfahan, Isfahan, Iran.MohammadBahramiPhD, Department of English Language and Literature, Sheikhbahaee University, Isfahan, Iran.AmirMahshanianPhD, Department of English Language and Literature, University of Isfahan, Isfahan, Iran.Journal Article20250909As AI-driven tools gain prominence in informal language assessment, high-stakes proficiency exams such as the International English Language Testing System (IELTS) continue to depend on trained human raters to ensure fairness, genre sensitivity, and construct validity. This study examines how raters’ linguistic backgrounds—specifically English L1 and Persian L1—affect holistic scoring across writing genres within the IELTS framework. Some experienced EFL teachers (11 English L1, 11 Persian L1), all trained in writing assessment and familiar with IELTS rating procedures, evaluated 150 argumentative and descriptive essays produced by advanced Iranian learners under time-controlled conditions. Scoring was based on the publicly available IELTS Task 2 band descriptors, ensuring standardization and alignment with institutional criteria set by Cambridge Assessment. Findings revealed that while both groups demonstrated overall scoring consistency, English L1 raters applied stricter standards to organization in argumentative writing, whereas Persian L1 raters were more sensitive to grammatical accuracy across both genres. The results underscore the critical role of human raters in detecting discourse-level features not fully captured by AI-based scoring systems. Implications are offered for rater training, assessment fairness, and genre-specific writing instruction in standardized testing contexts.https://elt.tabrizu.ac.ir/article_20431_65422c9ce4a23b2760f61e2e3fcad89e.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995173620251201Peer-assisted vs. AI-assisted Collaborative Writing: Production Quality and Learners’ Perceptions3413622059510.22034/elt.2025.68919.2818ENSaharZahed-AlaviLanguage and Linguistics Department, University of Bojnord, Bojnord, Iran.Journal Article20250831Although peer-assisted collaborative writing has been examined extensively, the development of artificial intelligence (AI) highlights the importance of investigating how AI might affect the way students write and perceive writing. Drawing on the sociocultural theory, the present mixed-methods study examined learners’ integration of AI in their writing process. The participants included 40 TEFL students, randomly assigned to either the peer-assisted collaborative writing or AI-assisted collaborative writing groups. In the first phase of the study, a pretest and a posttest were administered to both groups. They were analyzed in terms of different measures of complexity, accuracy, and fluency features (CAF). A series of paired and independent t-tests was used to compare the two groups in each measure. Although there was no difference between the groups in terms of complexity and fluency, learners in the peer-assisted group outperformed those in the AI-assisted group in terms of accuracy measures. In the second phase of the study, the participants in both groups filled in an open-ended questionnaire on their attitudes toward their writing experiences. It was found that learners in the peer-scaffolded group were more satisfied with their writing and experienced less boredom during writing. https://elt.tabrizu.ac.ir/article_20595_119d7582e1684e56eb4946595b91fd89.pdf