University of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Affective-Strategy-Oriented Training and Language Teacher Immunity: The Case of In-Service Novice EFL vs. Non-EFL Major Teachers1142165610.22034/elt.2026.71897.2856ENAli AkbarAnsarinDepartment of English Language and Literature, University of Tabriz, Tabriz, Iran.ZahraAnsariDepartment of English Language and Literature, University of Guilan, Rasht, Iran.Journal Article20260409In the SLA context, Immunity is considered a defense mechanism against stressful situations. Some researchers have claimed that the maladaptive immunity of teachers can be transformed into productive immunity through pre-and in-service training of teachers. This study aimed to examine the effect of in-service training on teachers’ immunity levels and to determine whether the pre-service training has any effect on the immunity development among teachers. Participants of this study (N=46) were selected by convenience sampling from private institutes in Zanjan, Tabriz, and Urmia, Iran. They were divided into two groups, non-EFL teachers (10 Male, 10 Female) and EFL teachers (13 Male, 13 Female), receiving 5 training sessions on affective strategies, preceded and followed by the Language Teacher Immunity Questionnaire developed by Hiver (2017). The results showed a significant development of the immunity level among both groups of participants. Moreover, it was stated that pre-service training had no impact on the in-service training that EFL teachers received. As a result, in-service training programs have to pay more attention to teacher immunity and strategies to deal with stressful situations that teachers normally face, regardless of teachers’ background knowledge about the field.https://elt.tabrizu.ac.ir/article_21656_8284ce21bb1e971d8619c19ff79f10ac.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Integrating ICT and AI-driven Reflective Practice to Enhance EFL Teachers’ Language Assessment Literacy: A Comparative Study of Young and Adult-Learner Contexts15302142110.22034/elt.2026.70601.2839ENMohammad HosseinArefianDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, IranRajabEsfandiariDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, IranAbbas AliZarei MaviniDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, IranJournal Article20251207Language Assessment Literacy (LAL) is vital for effective instruction, but its development is often limited by institutional policies and a lack of contextualized professional development. Although information and communication technology (ICT) and Artificial Intelligence (AI) provide new avenues for nurturing reflective practice and fostering LAL, their influence across various instructional contexts remains underexplored. This qualitative, multiple case study explores how incorporating ICT and AI-driven reflective practices impacts the LAL of EFL teachers, comparing experiences in young-learner (YL) and adult-learner (AL) contexts in Iran. Data from post-observation discussions, classroom observations, semi-structured interviews, and narrative frames from 12 teachers revealed that both groups faced similar limitations from institutional policies, which restricted their assessment agency and reflective practice. Nevertheless, key differences emerged: YL teachers mainly required material and technological affordances to support multimodal, age-appropriate assessment, whereas AL teachers highlighted the need for conceptual tools and professional development to leverage data-informed, reflective practices. The study concludes that targeted teacher education, integrating AI-driven reflective systems and digital assessment tools, can allow teachers to explore institutional limitations and develop their LAL in ways that are responsive to the particular sociocultural and developmental needs of their learners.https://elt.tabrizu.ac.ir/article_21421_4ace9dcc962c0ce977f1c244e914b849.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701ChatGPT as a Motivational Tool in ELT: A Comparative Analysis of Teacher and Student Perceptions31462097010.22034/elt.2025.69801.2829ENArezooAshoori TootkaboniDepartment of English Language Teaching, Farhangian University, Tehran, IranMojtabaMaghsoudiDepartment of English Language Teaching, Farhangian University, Tehran, Iran.Journal Article20251021The integration of Artificial Intelligence (AI) in education is reshaping pedagogical approaches, offering new avenues for personalized learning. This study investigates the motivational role of ChatGPT in English Language Teaching (ELT) by comparing perceptions of 33 instructors and 215 secondary school students in Iran. A quantitative, descriptive-comparative analysis revealed significant agreement that ChatGPT enhances intrinsic motivation, particularly by fostering learning interest, autonomy, and enjoyment. Both groups concurred that the tool is most effective for text-based skills like vocabulary, grammar, reading, and writing, but less so for oral-aural skills. A key divergence emerged, however, as students perceived a significantly greater benefit for vocabulary and grammar acquisition than teachers did. The findings affirm ChatGPT's considerable promise as a motivational tool in ELT. However, they also underscore that its effective integration requires a strategic pedagogy. This approach must leverage its strengths in literacy and learner independence while simultaneously addressing its limitations in fostering oral communication through complementary instructional support. The results provide valuable insights for educators and policymakers seeking to implement AI tools in a contextually aware and pedagogically sound manner. ChatGPT; Learning Motivation; ELT, Teacher Perceptions; Learner Perceptionshttps://elt.tabrizu.ac.ir/article_20970_d26b4883c05aa8feaf692e6eaf272b74.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Effect of Teacher’s Scaffolding on Improving the Inner Speech of EFL Learners: Moderated by the Behavioral Inhibition/Activation Systems47642151810.22034/elt.2026.71117.2842ENZhilaBaleghDepartment of English Language Teaching, Sara. C., Islamic Azad University, Sarab, Iran.ShimaAhmadi-AzadDepartment of English Language Teaching, Sara. C., Islamic Azad University, Sarab, Iran.Mohammad HosseinYousefiDepartment of English, Bon. C., Islamic Azad University, Bonab, Iran.Journal Article20260106Understanding the interplay between the social (teacher scaffolding), cognitive (inner speech [IS]), and psychological (behavioral inhibition/activation systems [BIS/BAS]) factors involved in language development, can be crucial in designing effective language instruction. This research investigated the impact of teacher scaffolding on Iranian English as a foreign language (EFL) learners’ IS, moderated by BIS/BAS sensitivity. A sample of 58 advanced EFL learners was selected through purposive sampling based on Oxford Quick Placement Test results and assigned to two groups. The experimental group (n=28) received instruction through teacher scaffolding, and the control group (n=30) received the conventional teaching methods. To assess learners’ BIS/BAS, the Gary-Wilson Personality Questionnaire was utilized, and Varieties of IS Questionnaire-Revised was applied in pretest and posttest phases to measure learners’ IS. Results of the analysis of covariance revealed that teacher scaffolding could significantly enhance learners’ IS and supported its effectiveness as a pedagogical strategy. Although BAS sensitivity did not have a significant impact on IS development, BIS sensitivity could significantly inhibit IS, suggesting that the anxiety and fear of negative evaluation can adversely affect cognitive processes. The findings have important implications for considering both social and emotional factors when designing EFL pedagogical strategies.https://elt.tabrizu.ac.ir/article_21518_0434358c865ebae4664359439a0fe480.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Bridging General and Aviation English in EFL: Insights from Cockpit and Cabin65882136710.22034/elt.2026.71537.2850ENSaharHashemiPhD student in Teaching English as a Foreign Language (TEFL) at The University of Tehran, Kish International Campus0009-0003-2814-6052MahdiDahmardehDepartment of English Language and Literature, The University of TehranJournal Article20260214English proficiency is central to aviation safety, yet the pedagogical relationship between General English (GE) and Aviation English (AE) remains insufficiently examined in EFL contexts. This qualitative study investigates how 34 Iranian cockpit and cabin crew members perceive the functions of GE and AE in their professional communication. Semi-structured interviews were conducted and analysed using Reflexive Thematic Analysis to identify recurring patterns in participants’ experiences. The findings indicate a clear functional distinction supported by consistent reports across participants. GE was frequently associated with handling unexpected situations, clarifying misunderstandings, and maintaining interpersonal interaction, while AE, aligned with ICAO Language Proficiency Requirements, was viewed as essential for accuracy, brevity, and safety in routine operational exchanges. Most participants emphasised that reliance on memorised AE phraseology without sufficient GE competence reduced communicative flexibility in non-standard scenarios. The results point to the need for a more integrated TEFL–ESP approach. Participants highlighted the value of communicative and task-based instruction, blended learning, and short, focused activities that connect everyday English with aviation phraseology. These findings suggest that strengthening GE alongside AE can better prepare aviation personnel for both routine procedures and unexpected communication demandshttps://elt.tabrizu.ac.ir/article_21367_dfe16f6bff7b319807d6d47d89d83521.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Impact of EFL Learners’ Cultural Identity and Critical Thinking on Their Critical Writing891122143410.22034/elt.2026.71574.2852ENAfsanehDashtiDepartment of Languages and Literature, Yazd University, Yazd, Iran.GolnarMazdayasnaDepartment of Languages and Literature, Yazd University, Yazd, Iran.MasoudRostamiDepartment of Languages and Literature, Yazd University, Yazd, Iran.Journal Article20260217This study investigates the relationships between EFL learners' development of cultural identity (CI), critical thinking (CT), and critical writing (CW). Based on theories that connect identity, cognition, and language production, the study examines how these concepts affect students' capacity to write logical persuasive texts Participants included 32 undergraduate students majoring in English Literature selected via convenience sampling from an intact “Novel 1” course. The study employed a mixed-methods approach, combining qualitative data from reflective writing samples with quantitative instruments (the Cultural Identity and Cultural Internalization Questionnaire, the Watson-Glaser Critical Thinking Appraisal, and pre- and post-intervention critical writing tasks). The predictive power of CI, CT, and pre-intervention CW performance on post-intervention CW scores was evaluated using multiple regression analysis. The regression model explained approximately 69.2% of the variance in critical writing performance, which showed significant positive relationships among the variables. The best predictor was critical thinking, which was followed by cultural identity and previous writing experience. The results demonstrate how CI and CT support one another in the development of argumentative writing abilities. The study recommends the incorporation of critical thinking and culturally relevant content for EFL teachers and curriculum developers.https://elt.tabrizu.ac.ir/article_21434_2b47f30019994c6c3a244e131f022714.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Experience Matters: Iranian EFL Teachers' Beliefs on Corrective Feedback1131322170510.22034/elt.2026.72024.2858ENHamid RezaDowlatabadiAssistant Professor, Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, IranHamedBadpaPhD Candidate in TEFL, Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran0009-0006-4923-5793Journal Article20260419Corrective feedback (CF) is widely recognized as vital in second language acquisition, yet the evolution of teachers' beliefs about CF across experience levels remains insufficiently explored in the Iranian EFL context. This explanatory mixed‑methods study examined whether significant differences exist between novice and experienced teachers' beliefs regarding CF, and explored their views on types and effectiveness of strategies. Sixty Iranian EFL teachers completed a 36‑item questionnaire assessing beliefs about explicit correction, recasts, clarification requests, and repetition, followed by semi‑structured interviews with six teachers. Quantitative data were analyzed using t‑tests, while qualitative data underwent inductive thematic analysis. Results revealed statistically significant differences. Experienced teachers demonstrated a flexible, context‑aware orientation, adapting strategies based on learner proficiency, task demands, and instructional goals, prioritizing errors that hindered communication over comprehensive correction. Novice teachers favored a uniform approach with explicit, immediate correction of all errors to ensure standardization. Both groups acknowledged the value of immediate and delayed feedback depending on context. The findings carry implications for feedback pedagogy, pre‑service teacher training, and in‑service professional development.<br /><br /><br /><br />https://elt.tabrizu.ac.ir/article_21705_37b2b46c140588a4473409734f3bb228.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701An Exploration into Dyslexic EFL Learners’ Reading Comprehension through AI Tools1331502193310.22034/elt.2026.72883.2875ENSepidehEbadiDepartment of English, Razi universityMarjanAsadiDepartment if English, Tehran UniversitySamanEbadiRazi UniversityJournal Article20260607This study investigates the efficacy of Speechify, an AI voice assistant, in aiding reading comprehension among adult EFL learners with dyslexia. Using a qualitative research design, this study explored how Speechify influenced perceived reading comprehension, reduced anxiety, and increased motivation over the course of 12 sessions of a reading workshop involving 16 dyslexic EFL learners. The validated Adult Dyslexia Checklist was used to identify participants with moderate-to-severe dyslexic profiles. The semi-structured interviews provided qualitative data and thematic analysis was used to code, organize and identify the themes. The results indicated that the use of Speechify auditory support generally improved dyslexic learners' EFL reading comprehension. The key themes that emerged included the impact of multimodality on student learning and teacher confidence, exploration of identity and agency, and the need for more personalized learning experiences. Findings suggest that AI tools can lower affective filters that complicate language learning for neurodivergent learners, although objective literacy gains were not assessed. The findings suggest that Speechify can be a disruptive, compensatory AI tool in education for those with language-learning difficulties.https://elt.tabrizu.ac.ir/article_21933_2338b238c7c5d675f79541ebd1c40999.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Classroom Management as Situated Relational Practice: EFL High School Teachers’ Cognitions and Experiences1511702175810.22034/elt.2026.71970.2860ENEbrahimEbrahimiIslamic Azad University, Maragheh, IranNahidZareiDepartment of English Language, Mar. C., Islamic Azad University, Maragheh, IranDavudKuhiDepartment of English Language, Mar. C., Islamic Azad University, Maragheh, IranJournal Article20260426Classroom management remains a central yet conceptually multifaceted dimension of effective teaching, particularly in high school EFL contexts characterized by linguistic, behavioral, and institutional complexity. While prior research has extensively examined classroom management strategies, comparatively limited attention has been given to how teachers themselves conceptualize and enact classroom management in situated practice. This qualitative interpretivist study explores EFL high school teachers’ perceptions of classroom management and the challenges they encounter in their daily professional contexts. Data were collected through semi-structured interviews with 21 purposively selected EFL high school teachers working in public secondary schools in Mahabad and Orumiyeh, Iran. The interview data were analyzed using reflexive thematic analysis. The findings suggest that teachers conceptualize classroom management as a proactive, relational, and experience-based process shaped by student motivation, institutional constraints, and accumulated professional knowledge. Experienced teachers reported greater reliance on adaptive and preventive strategies, whereas less experienced teachers demonstrated stronger dependence on rule-based and reactive approaches. The study contributes to teacher cognition research by positioning classroom management as a form of situated pedagogical judgment rather than a fixed repertoire of techniques. Implications are discussed for teacher education and professional development in EFL settings.https://elt.tabrizu.ac.ir/article_21758_5af313240abf0c84fa60db0fd77ee58b.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Impact of Educational Interactive Tools on Perceived Stressors Related to Social Network Sites Among English as a Foreign Language Learners in Small Private Online Courses1711922168310.22034/elt.2026.71906.2857ENRezvanGhasemzadeh Saeed KhanlooDepartment of Linguistics and Foreign Languages, Payame Noor University. Tehran, IranFarzanehKhodabandehDepartment of linguistics and language teaching, Payame Noor UniversityMasoudSaeediDepartment of Linguistics and Foreign Languages, Payame Noor University. Tehran, IranRuhollahSharifiDepartment of Linguistics and Foreign Languages, Payame Noor UniversityJournal Article20260412The integration of interactive educational tools, like VoiceThread (VT), into new educational settings, like small private online courses (SPOCs), while offering substantial benefits, can introduce less explored drawbacks, including stressors associated with social network sites (SNSs). This study addresses this gap by investigating the implementation of VT within flipped SPOCs, focusing on its impact on language learners' perceived SNS stressors encompassing three subcomponents: social overload, system feature overload, and information overload. Through a quantitative quasi-experimental method, 79 learners were assigned to flipped SPOC language classes (two experimental and two control classes due to SPOC size limitations). As the experimental group, 40 learners applied the Telegram platform to receive instructions while using VT to practice speaking. In the control group, 39 learners employed only Telegram to receive instruction and also practice speaking. The participants' perceived SNS stressors were assessed by questionnaires. The results indicated a significant multivariate difference between the experimental and control groups on perceived SNS stressors, with the experimental group reporting significantly higher social overload. No statistically significant differences were found for system feature overload or information overload. The findings suggest that the observed difference is primarily in the social dimensions of learner stress. All stakeholders within education may benefit from these findingshttps://elt.tabrizu.ac.ir/article_21683_2fe1c8ec9eacd4eb9f1fd0017662f094.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Exploring Xenoglossophobia Components and (Mal)Adaptive Coping Strategies from Iranian EFL Learners' Perspectives1932122109610.22034/elt.2026.70079.2833ENNazaninGhiasi EsfahaniDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran.0000-0002-1398-2934AzizehChalakDepartment of English, Isf. C., Islamic Azad University, Isfahan, IranEhsanRezvaniDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran.Journal Article20251105EFL teachers have encountered learners with xenoglossophobia for many years. This establishes the urge to shed light on the components of this complication. This study elucidated the constituents of this language related anxiety and the subsequent (mal)adaptive coping strategies employed by Iranian EFL learners. A comprehensive Systematic Literature Review (SLR) was conducted, incorporating 1119 qualitative and quantitative studies to identify the components contributing to this phobia. Subsequently, a series of focus group interviews were conducted with 96 Iranian EFL learners to gain insights into their (mal)adaptive xenoglossophobia regulating strategies. The components were validated through Exploratory Structural Equation Modeling (ESEM) using the developed scale for 349 available Iranian EFL learners. Also, the interviews were thematically analyzed. The findings indicated cognitive, emotional, behavioral, environmental, cultural, technological, and learning variables as significant contributors to this complication. Moreover, adaptive coping strategies included mindfulness, cognitive reframing, seeking support, and using Artificial Intelligence, ‘AI-driven chatbots’. Furthermore, maladaptive coping strategies were self-criticism, procrastination, absence or withdrawal, and disruptive classroom behavior. This study provides the key components of xenoglossophobia which may benefit EFL community members and educational psychologists. It is also beneficial to the formulation of targeted interventions aimed at advancing therapeutic approaches and counseling programs in clinical psychology.https://elt.tabrizu.ac.ir/article_21096_78a8cb3a405ad7b23b4b47f0cd399e59.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Expanding Vocabulary Comprehension and Production Through Metaphor Awareness: A Case of Iranian EFL Learners2132282161510.22034/elt.2026.71522.2853ENAhmed-Habeeb-YounusAl-DirawiEnglish Department, Faculty of Literature and Foreign Languages, University of Kashan, Kashan, IranAmirabbasRafiee FazelEnglish Department, Faculty of Literature and Foreign Languages, University of Kashan, Kashan, IranJournal Article20260218The seemingly arbitrary nature of word meanings has long hindered the development of effective channels for vocabulary learning in a non-native language. This study compares enactment-based and explanation-based instructional methods in raising learners’ awareness of metaphorical motivation behind a set of word meanings, and their subsequent effect on medium-term retention and long-term reproduction of figurative senses. A convenience sample of 60 EFL students were divided into two groups. Subsequently, they underwent metaphor awareness training in which the researcher provided either physical enactments or verbal explanations. In addition to administering pretests, two delayed posttests were conducted to assess the comprehension and production of the target words at one-week and one-month intervals, respectively. Overall, the instruction based on teacher-centered verbal explanations showed significant improvements in participants’ receptive and productive knowledge of the words in their metaphorical senses. Likewise, the implementation of enactment-based activities yielded significant improvements in their comprehension and production of the metaphorical uses of the words. Further analysis indicated that whereas physically enacting the literal senses of the words was more effective for their metaphorical comprehension, the intervention based on verbal explanations had a significantly stronger effect on their reproduction.https://elt.tabrizu.ac.ir/article_21615_73b43fec21b5c823c54849cd59d4f1a2.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Impact of Experience and Academic Degree on EFL Test-Takers’ Perception of Computer-Assisted Language Testing.2292522178410.22034/elt.2026.72214.2866ENSedighehHajizadehEnglish Language Department, Razi University, Kermashan, IranVahid RezaMirzaeianDepartment of English, Faculty of Literature, Alzahra University, Tehran, Iran.MohsenShirazizadehDepartment of English, Faculty of Literature, Alzahra University, Tehran, IranJournal Article20260504Assessment plays a vital role in educational systems. With the emergence of computer-based teaching, global attention has shifted from traditional to online teaching, but not necessarily to technology-based testing. As a new form, testing through technology requires careful consideration, as decisions based on test results may significantly impact examinees’ futures. An exploratory mixed-methods design was used to examine examinees’ perceptions of computer-assisted language testing (CALT) and its relationship to test-takers’ academic degrees and experience. To this end, 162 Iranian students studying translation, teaching, linguistics, and English literature were recruited to complete an existing questionnaire, and 11 participants were selected from the 165 to participate in interviews. The data were gathered at Payam Nour University in Iran through an adapted questionnaire. A two-way ANOVA was employed to examine the effects of experience with technology-based testing and academic degree on testing results. Regarding the qualitative part, we used observation and semi-structured interviews to collect in-depth data, drawing on interpretation and reflection to meaningfully code and categorize the data. Finally, three themes emerged from the data through in vivo and open coding, using a bottom-up coding scheme. The results revealed that prior exposure to this technology significantly affected examinees’ perceptions, regardless of their academic degree. The findings of this study can be beneficial to policymakers, administrators, and test developers in making informed decisions about whether and how to utilize this technology.https://elt.tabrizu.ac.ir/article_21784_22a613279c918431abd73ff465715837.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Market-driven Discourses in Global ELT Textbooks and Their Interpretations in Learners’ Narrations2532722186010.22034/elt.2026.72484.2870ENMohadesehHasaniUniversity of Mohaghegh ArdabiliAfsarRouhiUniversity of Mohaghegh ArdabiliRezaAbdiUniversity of Mohaghegh ArdabiliJournal Article20260518Global English language teaching (ELT) textbooks function not only as linguistic resources but also as sites where market-oriented identities and cultural imaginaries are made available to learners. Although critical ELT scholarship has examined neoliberalism in textbook materials, less attention has been paid to how discourses are realized across proficiency levels within a global series and how learners in under-researched EFL settings interpret them. This qualitative study examines neoliberal subject positions in Speakout (3rd ed., A1–B2+) as used in Iranian private institutes, alongside interviews with six male Iranian learners aged 16–19. Textbook data was sampled purposively across the proficiency levels, with attention to unit topics, dialogues, reading and listening texts, task instructions, visuals, and Future Skills sections. The analysis combined codes from neoliberalism and governmentality with coding of representational patterns. Following Fairclough’s (2001) critical discourse analysis, the study moved from description of textual and visual features—lexis, modality, evaluation, agency, scenario design, and image–text relations—to interpretation of discourse practices and explanation in relation to the Iranian ELT context. The findings identify four recurrent discourse clusters: Consumer participation and branding, employability and entrepreneurial selfhood, individualized achievement, and Western-coded lifestyle/mobility as cultural capital. Interview data indicate selective uptake rather than internalization: Learners often framed English as a resource for education, mobility, and income while questioning luxury consumption and some Western-centric norms. The study contributes an empirically grounded account of how global ELT materials normalize market-oriented subject positions and argues for critical textbook literacy in teacher education and materials evaluation.https://elt.tabrizu.ac.ir/article_21860_6b406244ef6f4eff9de4e5b01d455729.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Role of Online Collaborative Writing in Enhancing Teaching English as a Foreign Language Doctoral Candidates’ Abstract Writing: A Self-Determination Theory Perspective2732922138610.22034/elt.2026.71359.2846ENRoyaJafariDepartment of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran
Tehran, IranRezaDashtestaniDepartment of English Language and Literature, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, IranJournal Article20260131Online collaborative writing is an effective method in higher education, fostering interaction and shared responsibility in academic writing. Despite the growing demand for research publications, doctoral students majoring in Teaching English as a Foreign Language (TEFL) often struggle with writing research article abstracts due to challenges in organizing their content, developing their structure, and choosing the correct language. Grounded in Self-Determination Theory, which highlights fostering autonomy, competence, and relatedness and incorporating genre-based principles, the present study developed an online collaborative academic writing course designed to enhance abstract writing performance. This 10-session online intervention was run for 40 TEFL doctoral candidates using Adobe Connect for synchronous teaching and Google Docs for asynchronous tasks. Using a quantitative experimental design, the study employed t-tests to evaluate the effectiveness of the instructional course. The results revealed a statistically significant improvement in participants’ abstract writing performance following the intervention. These findings demonstrate the value of integrating technology-mediated writing instruction into teacher education and highlight the importance of fostering collaborative learning through digital platforms. Overall, the study provides practical insights for teacher trainers, professors, and researchers seeking to improve academic writing instruction in TEFL contexts.https://elt.tabrizu.ac.ir/article_21386_e61a7641c5dd23c368e7fa89869f5df5.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Impact of Scaffolded Interaction in Group-Oriented Classrooms on (Un)Ready EFL Learners’ Grammatical Development: Toward a ZPD-Informed Learnability Hypothesis2933162143310.22034/elt.2026.70525.2838ENHosseinKargar BehbahaniShiraz UniversityNaserRashidiShiraz University0000-0003-4898-5243Journal Article20251203Processability Theory (PT) and Teachability Hypothesis (TH) hold that that languages develop sequentially and instruction is effective only when it targets X+1 corollary. In contrast, research suggests that collaborative interaction fosters L2 development. However, the extent to which scaffolded collaborative interaction helps (un)ready learners bypass the learning stages remains unknown. To examine this, we selected an experimental group, an unpretested control group, and a pretested control group. We developed a construct-valid test of readiness whose results showed that six learners in the experimental condition, six learners in the unpretested control group, and five learners in the pretested control group were ready for instruction. Dividing the experimental and unpretested control groups into several smaller groups, we selected ready learners as group heads, who were responsible for scaffolding their peers. The pretested control group received deductive instruction. The findings showed that zone of proximal development (ZPD)-sensitive interactive practice accelerated the learning gains of both (un)ready learners and helped them acquire both X+1 and X+2 structures. However, deductive instruction was only effective for ready learners. These findings challenge TH while supporting a ZPD-Informed Learnability Hypothesis. We discuss the implications and highlight areas ripe for future studies.https://elt.tabrizu.ac.ir/article_21433_d10e3b3902ae6a262d4713b1b22c2efd.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Using Classcraft to Foster Iranian EFL Learners’ Writing Development through Gamified Collaborative Writing3173382167310.22034/elt.2026.72131.2861ENAbdolrezaKhaliliDepartment of English Language, Faculty of Human Sciences, University of
Maragheh, Maragheh, IranFarzinKhaliliEnglish Language Department, IranJournal Article20260427This study examined the effects of gamified-collaborative, gamified, and collaborative writing instruction on Iranian EFL learners’ writing development using Classcraft. Ninety-six intermediate learners from four classes at a private language institute in Urmia were selected through convenience sampling and assigned to four groups: a Gamified–Collaborative Instruction Group (GCIG), a Gamified Instruction Group (GIG), a Collaborative Instruction Group (CIG), and a Control Group (CG). All participants completed a pretest to establish homogeneity in writing proficiency, assessed using an analytic writing rubric. The experimental groups received their treatments over 16 sessions, while the control group received traditional instruction. A writing posttest was administered at the end of the intervention. Quantitative data were analyzed through one-way ANOVA and paired-samples t-tests. The results indicated that all three instructional approaches significantly improved learners’ writing performance. However, the gamified–collaborative approach demonstrated the greatest effectiveness, followed by gamified instruction and collaborative instruction. These findings highlight the pedagogical value of integrating game-based elements and collaborative learning to enhance EFL writing outcomes. The study has certain implications for syllabus designers since it underscores Classcraft’s potential as a digital platform for fostering meaningful writing development among Iranian EFL learners.https://elt.tabrizu.ac.ir/article_21673_d9139565c755ca257f9abbbea3a1b42a.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Gamified Collaborative Writing: Fostering Iranian EFL Learners’ Writing Development Using Classcraft3393562159610.22034/elt.2026.71683.2854ENZahraKheirdastMA student of Department of English, Mahabad branch, Islamic Azad University, Mahabad, Iran.KeivanSeyyediDepartment of Foreign Languages, Mah. C., Islamic Azad University, Mahabad, Iran.Journal Article20260222The growth of using Artificial intelligence (AI) programs in learning languages is undeniable, but the question is if all learners with wide range of individual differences can benefit these tools. This study aims to explore the effect of Artificial intelligence-assisted collaborative tasks on Iranian EFL learners' communicative proficiency, with specific focus on how different levels of critical thinking moderates this effect. The present study employs a quai-experimental design with pre-test and post-test structure. 80 female learners of the age of 13 - 17 who processed intermediate level of English were selected out of 150 learners in Top Notch classes of a private language institute through an English proficiency test (PET) in advance, were divided based on their different level of critical thinking via Facione 2011 critical thinking skills test to low, moderate and high. Learners of every level of critical thinking were randomly divided into an experimental and a control group, thus six groups were formed. The participants in the experimental groups were given AI-mediated collaborative tasks but the participants in the control groups were given regular traditional tasks. After comparing the results of the pre-tests to the post-tests the results support the fact that the use of AI-assisted collaborative tasks had positive impact on communicative proficiency of learners in all levels of critical thinking also established the higher the level of the critical thinking, the bigger the improvement of communicative proficiency. This paper is useful for teachers, professors, syllabus designers and even parents in schools, institutes and universities.https://elt.tabrizu.ac.ir/article_21596_f3326c98c64433c6e3dce25d505ed60e.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Gender and Response Category in Iraqi EFL Learners' Associative Responses to AI-Generated Word Stimuli.3573762136810.22034/elt.2026.71388.2847ENMarziehMehriAssistant Professor, Department of Foreign Language Education, Faculty of Humanities, Salman Farsi University of Kazerun, Kazerun, Iran.SalmanHintaw AbdulhusseinUniversity of Al-Ameed,Karbala,IraqPouyaShakerianMA at Data and Discourse Studies, History and Social Sciences, Technical University of Darmstadt, Darmstadt, GermanyJournal Article20260202This study investigated the word associative behavior of Iraqi EFL leaners to expand the current understanding of different types and classifications of the responses to word association tests (WATs) held with the help of AI. The participants’ response behavior was investigated based on the response forms (nouns, verbs, adjectives, adverbs, and prepositions), categories (syntagmatic, paradigmatic, encyclopedic and clang), and quality (concrete versus abstract), regarding the possible role of gender. Besides, the differences in responses considering language proficiency were investigated. Eighty-one 19- to 26-year-old adults (36 males and 45 females), studying in different branches of medicine with two levels of English proficiency (upper intermediate and advanced) were chosen randomly. In this correlational study, after checking their proficiency with the Quick Oxford placement test (QOPT), a word association test, inspired by Wolter’s (2002) and designed by AI, was administered. For both male and female learners, a consistent pattern was observed across response forms and categories with no significant variation in the distribution of responses. Besides, for both genders, the frequency of the abstract responses was more than the concrete ones. Finally, both advanced and upper-intermediate participants exhibited a stable pattern across response categories, with syntagmatic responses being the most frequent. The result revealed that both gender and proficiency may not play any major role in influencing the participants’ word associative behavior in response to AI-generated stimuli. The findings have implications for the sequence of teaching vocabulary items. https://elt.tabrizu.ac.ir/article_21368_a1c6d4e73137049a3b402ef817e44b1d.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Teachers and Learners’ Perceptions of Autonomy in English Language Learning: A Comparative Study of State Schools and Private Language Institutes in Iran3773962149110.22034/elt.2026.71424.2848ENAhmadNasiriDepartment of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, IranAbbas AliZareiImam Khomeini International UniversityJournal Article20260205Autonomy is an important concept in education. It is a multi-faceted trait. The present study examined various aspects of autonomy, specifically, cognitive, interpersonal, institutional, and technological, within English language learning settings in both state schools and private language institutes. A questionnaire was developed, drawing on key concepts from Self-Determination Theory (SDT) and previous surveys by Borg and Al Busaidi (2012) and Murase (2015). The questionnaire was tested for reliability and factorability before being administered to 400 participants, which included 100 teachers from state schools, 100 from private language institutes, as well as 100 senior high school students and 100 intermediate-level students enrolled in private institutes. The aim was to see how learners and educators perceive and experience autonomy across different educational environments. The findings indicated notable differences in the perception and application of autonomy, with participants from private language institutes reporting a greater sense of autonomy in their learning practices compared to those in state schools. This study enhances our understanding of learner autonomy and offers insights that could guide future teaching strategies in varying educational contexts. The implications for curriculum development and teacher training are also addressed.https://elt.tabrizu.ac.ir/article_21491_96bc2bd946d3acce8e1ba51fb216eb73.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Teachers’ Praxis in EFL Classrooms: Insights from in Service and Retired Educators in Public and Private Schools.3974222194910.22034/elt.2026.72434.2869ENFatemehNikootabarFatemeh Nikootabar
Ph.D. Student of TEFL
Department of English Language and Literature
Faculty of Literature and Humanities
Hakim Sabzevari University, Sabzevar, IranSeyyed Mohammad RezaAdelDepartment of English Language and Literature
Faculty of Literature and Humanities
Hakim Sabzevari University, Sabzevar, IranSeyyed Mohammad RezaAmirianDepartment of English Language and Literature
Faculty of Literature and Humanities
Hakim Sabzevari University, Sabzevar, IranGholamrezaZareianDepartment of English Language and Literature
Faculty of Literature and Humanities
Hakim Sabzevari University, Sabzevar, IranJournal Article20260516The present qualitative study examined the practices of in-service and retired English as a Foreign Language (EFL) teachers in public and private schools to provide a comprehensive understanding of their pedagogical approaches. The researchers used a multi-faceted data collection strategy, including semi-structured interviews, focus group discussions, and classroom observations, providing an in-depth exploration of the constructs that influence teaching practices. 40 EFL teachers from public schools and educational institutions participated in this study. All participants provided informed consent before their involvement in the study. The researchers used MAXQDA software 24 and thematic analysis to analyze the collected data. The findings highlighted the significance of promoting student agency, social transformation, cultural relevance, emotional ecology, critical reflection, ethical decision-making, collegiality and collaboration, and feedback and communication. These constructs collectively demonstrated how teachers provide supportive and engaging learning environments that empower students and promote active participation in their educational journeys. The findings have pedagogical implications for teachers, learners, curriculum designers, and policy makers.https://elt.tabrizu.ac.ir/article_21949_67355f2c3815e84960354f0ecaa0e4e3.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Bridging Theory and Practice: Supervisors’ Professional Knowledge and Feedback Styles in Post-Observation Briefings in Iranian English Language Institutes.4234382196610.22034/elt.2026.73164.2878ENMitraPeydaei-NiyaziTEFL Department, Humanity Faculty, Chabahar Maritime University, Chabahar, IranHooshangKhoshsimaManagement and Humanities Faculty Chabahar Maritime University, Chabahar, IRANNahidYarahmadzehiManagement and Humanities Faculty Chabahar Maritime University, Chabahar, IRANJournal Article20260622The supervision process in the Iranian EFL context has mainly been conducted in a directive style, neglecting the need for collaboration and teachers' professional development. Although literature has emphasized the need for professional development of supervisors, the relationship between such an activity and providing constructive feedback for teachers still needs clarification. This convergent parallel mixed-methods case study explored patterns of co-occurrence between supervisors’ self-reported updating bands and predominant feedback styles in 36 briefing sessions with teachers across English language institutes in Tehran. Through thematic analysis of audio-recorded briefings and log files on updates of supervisors, the research has found that there is a certain association between the process of professional updating and the feedback style used by supervisors. It appears that greater engagement with professional development material correlates with a collaborative supervision style, while less engagement seems to correlate with a more directive and corrective style of feedback. The potential for change in supervisory culture through professional development is demonstrated by such associations. The study discusses context-bound observations from the English language institutes and calls for larger-scale research to validate the observed patterns.https://elt.tabrizu.ac.ir/article_21966_665fa9251d8391512b1f9e480bf4cc9c.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701Enhancing EFL Teachers' Noticing of Critical Thinking Through Video Tagging.4394522137410.22034/elt.2026.71186.2845ENRaziehRabbani YektaDepartment of Literature and foreign languages, faculty of English language, Payame Noor University, Tehran, IranJournal Article20260122Despite the recognized importance of critical thinking (CT) in EFL instruction, teachers often struggle to identify and respond to CT moments in real-time classroom interactions. This gap between theory and practice underscores a need for targeted professional development. This study represents the first investigation of how a structured video tagging program, grounded in Jewell's Reasoning Taxonomy, enhances experienced EFL teachers' noticing and interpretation of learners' CT behaviors. Using a mixed-methods design, thirty experienced EFL teachers (5+ years' experience) completed a six-week program and were divided into experimental (video tagging) and control groups. Data from pre/post tagging tasks and semi-structured interviews were analyzed quantitatively and thematically. The experimental group showed a significant increase in both the quantity and interpretive quality of identified CT instances compared to the control group. Teachers developed a more nuanced understanding, shifting from superficial behavioral descriptions to detailed analyses of student reasoning processes like inference, evaluation, and problem-solving. The findings advocate for integrating such explicit noticing tasks into teacher training curricula to bridge the gap between CT theory and classroom practice, ultimately enriching pedagogical reasoning and fostering more adaptive, responsive teaching.https://elt.tabrizu.ac.ir/article_21374_0a79f11c645c7578c8e3bf3ab6ea113e.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Effect of AI-Assisted Blended Self- and Peer-Assessment on Iranian EFL Learners’ Writing and Motivation: The Role of Extroversion and Introversion4534722150810.22034/elt.2026.71591.2851ENKarimShabaniAllameh Mohaddes Nouri UniversityNiloofarAhmadnezhadAllameh Mohaddes Nouri UniversityJournal Article20260216This mixed‑methods study examined the effects of AI‑assisted blended self- and peer‑assessment on the writing performance and motivation of 80 intermediate Iranian EFL learners, while also exploring the mediating role of introversion/extroversion. Participants from a language institute in Babol were divided into two experimental and two control groups. Over 12 sessions, the experimental groups received AI‑supported feedback within a process‑based writing approach, whereas the control groups followed conventional instruction. Quantitative results showed that the experimental groups significantly outperformed the control groups in both writing and motivation. However, no significant interaction was found between treatment and personality type, indicating that both introverts and extroverts benefited equally. Qualitative data revealed benefits such as better revision quality, increased autonomy, and higher engagement, alongside challenges like concerns about feedback reliability and peer evaluation quality. Overall, the findings support the integration of AI‑assisted blended self‑ and peer‑assessment as an effective formative assessment tool for enhancing writing skills and motivation across different personality styles in EFL contexts.https://elt.tabrizu.ac.ir/article_21508_3b7dcac57f4779970eb6d1524999f1dc.pdfUniversity of TabrizJournal of English Language Teaching and Learning2251-7995183720260701The Impact of Technology and Artificial Intelligence on Self-Training and Professional Development of Iranian Undergraduate TEFL Students4734902129810.22034/elt.2026.70966.2841ENSaraSheikhzadehDepartment of Foreign Languages, ST.C., Islamic Azad University, Tehran, IranBahramMowlaieDepartment of Foreign Languages, ST.C., Islamic Azad University, Tehran, IranJournal Article20260105This study investigates the role of Artificial Intelligence (AI) and digital technologies in supporting self-training and professional development among undergraduate TEFL students at a single branch of Islamic Azad University (South Tehran). Employing an explanatory sequential mixed-methods design, the study first analyzed quantitative survey data and subsequently used qualitative interview responses to explain and elaborate on the statistical findings. Data were collected from 30 undergraduate students selected through convenience sampling. Questionnaire responses were measured using dichotomous categorical variables (agree/disagree), and Chi-square goodness-of-fit tests were conducted to determine whether observed frequencies significantly differed from expected distributions. The results indicate that technology was significantly associated with increased perceptions of learning flexibility, engagement, and language skill development. Qualitative findings revealed that learners relied on AI-powered writing evaluators, conversational chatbots (e.g., ChatGPT), grammar checkers, machine translation tools, and online learning platforms to enhance their English proficiency and autonomous learning practices. Despite certain infrastructural and economic barriers, students generally perceived AI and digital technologies as important components of their academic and professional growth. Given the limited sample size and single-site context, the findings should be interpreted as context-specific and require replication across diverse higher education settings.https://elt.tabrizu.ac.ir/article_21298_6544c1e2001a0238409b00c08cb30a38.pdf