https://elt.cfu.ac.ir/ Research in English Language Education Journal | Farhangian University en daily 1 Sat, 01 Nov 2025 00:00:00 +0330 Sat, 01 Nov 2025 00:00:00 +0330 https://elt.cfu.ac.ir/article_4307.html AI-enabled solutions and systems, including AI chatbots, are revolutionizing teaching and learning processes in language education programs and language classrooms, profoundly changing traditional methodology and pedagogy. This study aimed to compare the effectiveness of implementing and utilizing three AI chatbots, Claude, Chat GPT, and Google Gemini, with traditional instruction in an academic writing course at Ilam University, Iran. To this end, of 39 TEFL MA students enrolling in an academic writing course, four homogeneous classes of nine students were organized. In three classes, the three AI chatbots were used for providing feedback, correction, revision guidance, and tips for outlining, moves, and paragraph organization. A class with traditional teacher-centered instruction was also organized. At the end of the course, students in all four classes were tasked with writing two essays. A team of three raters was asked to rate the essays based on a common rubric. The rating results showed that students who received AI-enhanced instruction through the use of Claude achieved the highest scores, followed by those who received instruction with ChatGPT and Google Gemini, respectively. The participants in all three AI-enabled classes outperformed the participants in the class with traditional instruction. The rating results confirmed the effectiveness of AI-enhanced writing instruction, highlighting Claude as the most effective AI tool, and ChatGPT and Google Gemini in the second and third ranks, respectively. Based on the course outcomes, AI-enabled writing instruction is more effective than traditional instruction. https://elt.cfu.ac.ir/article_4310.html This study aimed to critically examine the representation of Iranian Islamic culture in English language textbooks, specifically the Vision series used in high schools, within Iran's socio-political context. Employing a mixed-methods approach, data were collected from 60 EFL teachers through questionnaires and semi-structured interviews. Analysis of textbook content revealed that while the series includes references to various Iranian ethnicities, there is a notable emphasis on regional representation, particularly in Vision 2. Quantitative findings indicated that teachers acknowledged the importance of integrating artistic and cultural elements of Iranian identity, supported by a statistically significant mean score reflecting their appreciation for such content. Qualitative insights highlighted diverse attitudes among teachers; some expressed satisfaction with cultural representation, whereas others emphasized the need for more Islamic elements. This variation corresponded with the educators' experience levels and familiarity with the curriculum. Overall, the study underscores that a balanced approach to English language instruction can enhance linguistic proficiency while fostering cultural identity, advocating for the development of educational materials that respect local cultural contexts and contribute to a meaningful language learning experience for Iranian students. https://elt.cfu.ac.ir/article_4314.html English for Academic Purposes (EAP) has become increasingly important in applied linguistics due to growing demands from universities and policymakers to integrate research into educational practice. However, how this integration occurs across disciplines and contexts remains unclear. This mixed-method study investigates challenges in language instruction in Iran. Using random sampling, 50 TEFL instructors teaching EAP participated; 89% held doctorates, and 73% spent 10–30% of their work time on research. The study examines the difficulties university-level TEFL professors face in integrating research into EAP instruction. A detailed Likert-scale questionnaire assessed perceptions of ideal versus actual inclusion of seven research-related concepts. Due to non-homogeneous data, Wilcoxon signed-rank and Kruskal-Wallis tests were used. Three key themes from open-ended responses explained the gap between expectations and practice: organizational limitations, student-related variables, and instructor-related obstacles. Results showed strong belief in research integration but limited implementation. Student issues included low motivation; institutional barriers involved rigid curricula and misaligned goals. Instructor challenges included limited research skills, disciplinary expertise, self-confidence, and motivation. These challenges are shaped by institutional context, research experience, and workload. The study highlights the need for institutional support, curriculum reform, and professional development to help TEFL instructors effectively connect research and EAP teaching. https://elt.cfu.ac.ir/article_4365.html This study applies Jacques Derrida’s (1976) deconstructive framework to examine the traditional supervision model at the Iran Language Institute (ILI), a leading EFL institution in Iran with 290 branches serving 1.2 million students annually. Through a qualitative case study employing Critical Discourse Analysis, it investigates how binary oppositions—supervisor/teacher, expert/novice, evaluation/development—and aporias, such as standardization versus individuality and professional growth versus punitive evaluation, sustain hierarchical power dynamics that constrain teacher agency and pedagogical innovation.Data from semi-structured interviews, classroom and feedback session observations, ILI policy documents, and teachers’ reflective journals reveal that unannounced observations and rigid rubrics prioritize compliance over creativity. This approach fosters teacher anxiety, performative teaching, and punitive outcomes, such as demotion to lower-level classes. Key contradictions include: (1) ILI’s mission of quality education versus evaluative supervision; (2) standardized methodologies versus diverse classroom needs; and (3) professional growth goals versus punitive evaluations.To address these issues, the study proposes three reforms: dialogic feedback to foster reciprocal dialogue, co-constructed evaluation criteria incorporating teachers’ contextual expertise, and Professional Learning Communities (PLCs) to promote peer-driven learning. By addressing a gap in Middle Eastern EFL supervision research, this study advances theoretical discourse on power dynamics in supervision and offers practical strategies for equitable, teacher-centered practices at ILI, with implications for global EFL contexts seeking transformative supervisory frameworks. https://elt.cfu.ac.ir/article_4374.html This study examines the representation of moral values in English language teaching (ELT) textbooks from two distinct educational contexts: Iran and France. Building on existing scholarship that positions textbooks as ideological tools, the study examines Vision 1 and New Bridges 2e to investigate how moral content reflects national educational priorities. The research is guided by two key questions: how moral values are distributed across social, individual, cultural, and global categories in each textbook, and how these distributions align with their respective sociocultural frameworks. A mixed-methods approach was used, combining qualitative content analysis with quantitative frequency analysis. A total of 274 moral value instances were identified across 10 units from each textbook. The findings revealed that Vision 1 emphasized social and cultural values consistent with collectivist and religious ideologies. In contrast, New Bridges 2e focused more on global and individual values aligned with secular and democratic ideals. The results demonstrate how textbooks mirror national ideologies and contribute to shaping students’ ethical perspectives. These insights have important implications for curriculum developers, educators, and policymakers interested in promoting culturally responsive and ethically grounded language education. The study also highlights the need for increased awareness of the moral messages embedded in language materials and calls for further research on how such content is interpreted and enacted in classroom practice. https://elt.cfu.ac.ir/article_4399.html A vital aspect of educational reform involves the careful evaluation of English Language Teaching (ELT) materials to confirm that coursebooks align with learner requirements. This article presents the results of a comprehensive investigation into the Vision series, the state-issued English textbooks used in high schools in Iran. The study examines the correspondence between the textbook content and the language learning priorities identified by students and teachers. Using a survey-based method, needs analysis questionnaires were administered to 200 high school students (100 males and 100 females) and 50 English teachers (25 males and 25 females). The findings indicate a considerable gap between the pedagogical content of the Vision series and the expressed needs of learners, especially in the area of communicative abilities. These results imply that educators and curriculum planners should re-evaluate the appropriateness of the current textbooks and consider using supplementary or different materials that better align with the functional language skills students require. This work highlights the need for ongoing, context-specific assessment and modification of ELT materials to maintain their relevance and effectiveness. https://elt.cfu.ac.ir/article_4527.html Translation plays a vital role in the global spread of academic knowledge. In non-English disciplines, university professors are increasingly asked to translate English texts for teaching, research, and administrative tasks. Recognizing the potential challenges faced by academic members in non-English fields is crucial. Therefore, this qualitative study, with an exploratory approach, aimed to identify the challenges faced by faculty members at Farhangian University in non-English disciplines in translating English texts. Participants included faculty members in non-English disciplines at Farhangian University in the provinces of Hamedan, Ilam, Kurdistan, Kermanshah, and Lorestan (located in the West of Iran), with 21 selected through a purposive criterion-based sampling method. Data were collected via semi-structured, in-depth interviews. Data analysis was performed using thematic analysis, resulting in one main theme, five organizing themes, and 26 basic themes. The findings identified eight major challenges facing faculty members during translation, including differences in sentence structure between source and target languages, issues with equivalence and transfer of concepts, semantic diversity of words, maintaining faithfulness to the original text, challenges with colloquial and non-specialized texts, lack of English proficiency, the transfer of cultural and indigenous concepts, and the time-consuming nature of translation. These results will benefit stakeholders of English language teaching in higher education as well as translation educators and workshop instructors. https://elt.cfu.ac.ir/article_4584.html Technology-mediated learning experiences are becoming a norm for today’s language learning. In the technology-mediated society, the production and transformation of information is not restricted to published works, but to anyone with access to basic technology resources. This study was an endeavor to explore the ESP (English for Specific Purposes) learners' overall views of technology-mediated language learning. The research also focused on the overall idea of the participants about the challenges and opportunities of remote learning. To this end, the current mixed-methods study was used. The data-gathering tools included a related questionnaire and interview. By scrutinizing satisfaction levels, benefits, drawbacks, and skill preferences, the study sheds light on the nuanced dynamics of remote learning. Results of the study indicated a high satisfaction level among participants with remote education. The study further demonstrated a prior recognition of benefits over drawbacks. Notably, vocabulary and reading emerged as preferred skills for virtual learning. In summary, this study contributes to the understanding of ESP students' views in the context of remote learning, offering remote education that can be an educational strategy for the future. https://elt.cfu.ac.ir/article_4607.html Pragmatic competence plays a crucial role in effective communication in English as a Foreign Language (EFL) contexts, yet it is often overlooked in instructional materials. This study investigates the representation and distribution of speech acts in the Speak Out English textbook series (second edition), a widely used resource in EFL classrooms. Drawing on Searle’s (1976) taxonomy, the dialogues from the Starter to Advanced levels were analyzed to assess the frequency and types of speech acts. The results revealed a significant predominance of Assertives (41.7%) and Directives (33.7%), with lower occurrences of Commissives (13.2%), Expressives (10.2%), and a minimal presence of Declaratives (1.1%). This imbalance indicates a limited pragmatic range, which may hinder learners’ communicative competence, especially in formal or professional contexts. The findings suggest that while the series supports functional communication, it falls short in fostering comprehensive pragmatic development. The study highlights the need for more balanced and contextually rich representation of speech acts in EFL textbooks. Implications for teachers, curriculum designers, and textbook developers are discussed, including the importance of integrating meta-pragmatic instruction and culturally relevant examples. This paper contributes to the growing body of research on pragmatic competence and underscores the importance of equipping EFL learners with the skills to engage in diverse communicative situations. https://elt.cfu.ac.ir/article_4608.html This study investigates incidental vocabulary acquisition among English as a foreign language (EFL) learners through engagement with video games, particularly the mobile RPG Genshin Impact and the mobile first-person shooter Call of Duty: Mobile (CODM). Although the field of digital game-based language learning (DGBLL) is expanding, there is a paucity of research comparing the effectiveness of different genres or concentrating on specific, highly engaging mobile games. Forty intermediate EFL university students in Iran participated in a six-week study. They were divided into experimental groups (Genshin Impact, CODM) and control groups. Quantitative data from Vocabulary Knowledge Scale (VKS) pre/post-tests assessed vocabulary gains, while qualitative data from focus groups, stimulated recall interviews, and gameplay logs examined learning experiences and strategies. Analysis of variance (ANOVA) and post-hoc tests revealed that the Genshin Impact group outperformed the CODM group in vocabulary gains, though both experimental groups showed statistically significant improvements compared to the control group. The findings suggest these games hold significant potential for vocabulary development at the intermediate level, though efficacy for lower proficiency remains a question for future research. While CODM exposure was more contextually sparse, qualitative analysis revealed the critical roles of contextual richness, repetition, motivation, and learner agency in Genshin Impact. Commercially successful mobile games, especially narrative-rich role-playing games like Genshin Impact, prove effective for incidental vocabulary learning, mainly due to contextual embedding, high-frequency exposure, and intrinsic motivation. This study bridges gaps in genre comparison and transferable vocabulary acquisition, supporting the integration of such games into supplemental language learning contexts. https://elt.cfu.ac.ir/article_4610.html This study examines collegiality among Iranian EFL teachers by developing and validating the EFL Teacher Collegiality Scale (ETCS) through Mokken Scale Analysis (MSA). Collegiality, which we often understand as mutual respect, teamwork, and shared responsibility, is widely acknowledged as essential for promoting positive school environments and supporting teachers’ well-being. Specifically, collegiality supports teacher well-being, operationalized as job satisfaction, lower emotional exhaustion/burnout, and stronger professional efficacy. In Iran’s educational context, specific challenges make promoting teacher collaboration more difficult. To fill an important gap in the existing research, this study introduces a culturally adapted, reliable instrument designed to measure collegiality within this context. A cross-sectional survey using a 30-item ETCS was administered online to collect data from 170 teachers from various educational backgrounds. The ETCS is organized into three main areas: collaborative practice, professional support and mentorship, and shared professional development. The development process of the ETCS instrument involved expert review and back translation. Analysis showed that the scale has strong scalability and internal consistency, with high Mokken H coefficients across all subscales. The findings indicate that strong collegiality boosts teacher satisfaction, supports retention, and builds professional networks. Finally, this study provides practical strategies and a validated tool to improve EFL teacher collaboration and highlights online collegiality in remote or hybrid settings as a key topic for future research. https://elt.cfu.ac.ir/article_4632.html This study aimed at investigating the differential effects of three types of mediational artifacts (EMW, EDW, and EMDW) through the CBI approach on EFL learners’ expository writing and learning transfer of rhetorical genre. Therefore, 57 advanced students were randomly assigned into one of three mediational groups, namely EMW, EDW, and EMDW. Participants in the EMDW group were provided with all mediational mechanisms, including instructors’ oral deductive explanation of concepts, SCOBAs material, students’ demonstration of their understanding, and writing practices. However, in the EMW group, students received instructors’ explanations of concepts along with SCOBAs material and writing practices, while the EDW group was provided with students’ demonstrations of their understanding instead of SCOBAs material. After assuring homogeneity of the participants in three groups at the outset of the study with regard to their pre-task scores, the CBI was held over a course of three weeks on expository rhetorical structure. Data for the first research question was gathered through a post-task on expository writing after the treatment. Learners’ opinions were also reflected through a semi-structured interview after the post-task. To testify transferability of rhetorical structure, a delayed post-task was administered after one week. The obtained results indicated that three mediational conditions led to differential expository writing performance. Further improvement was determined in the EMDW group, followed by the EMW group. Furthermore, rhetorical transfer to a new writing task was significantly different among the groups, as the EMDW group could outperform the other groups. Finally, the satisfaction of participants toward CBI was reflected. https://elt.cfu.ac.ir/article_4609.html The present quasi-experimental study aims to investigate whether Ausubel's model of teaching is effective in improving students' English learning (Vocabulary) and in boosting students' academic self-efficacy in their English course. The sample of this study consisted of 52 EFL students of a language institute in Kerman who were selected based on convenience sampling method. The instruments included a pretest and posttest with unequal control and experimental groups, and a self-efficacy questionnaire. Results of Analysis of Covariance (ANCOVA) indicated that Ausubel's teaching method is effective in improving EFL students' English learning. The results of the study also revealed a significant difference between the posttests of both groups which means that the intervention (Ausubel's model) had a positive effect on students' learning process and their academic self –efficacy in English course. Findings can be very effective and efficient for teacher trainers, English language learners and teachers in using Ausubel's teaching method in EFL context. https://elt.cfu.ac.ir/article_4782.html Given the global role of English and the cultural dimensions of language learning, fostering intercultural competence and empathy has become essential in the EFL context. This study explored the impact of multimedia storytelling on empathy and cultural sensitivity among 10th-grade EFL learners in Iran. Sixty students were randomly assigned to multimedia and traditional storytelling groups over ten sessions. A mixed-methods approach, including pre/post questionnaires and interviews, was employed. Results revealed that the multimedia group showed significantly higher engagement, empathy, and intercultural awareness, supported by statistical analysis and qualitative feedback. The multimedia storytelling group reported stronger emotional connections to the content, indicating a deeper understanding of diverse cultural perspectives. These findings highlighted the effectiveness of multimedia narratives in enhancing emotional and cultural learning compared to traditional methods. Furthermore, the study suggested that the use of multimedia storytelling created more immersive and interactive learning experiences, which were particularly beneficial for fostering empathy and intercultural competence. The study offered a pedagogical alternative to textbook-based instruction and emphasized the value of digital storytelling in fostering globally competent learners, suggesting that EFL educators should integrate multimedia storytelling to promote deeper cultural understanding and emotional connection in language classrooms. The research provided insights for future teaching practices and further exploration into the integration of technology in language learning. https://elt.cfu.ac.ir/article_4871.html This study critically examines the pedagogical disparity between Vision 3’s grammar instruction and the cognitive and metacognitive demands of Iran’s national English examinations (2022–2025), assessing its efficacy in preparing students for high-stakes assessments pivotal to Konkoor outcomes. Hypothesizing Vision 3 prioritizes lower-order cognitive tasks and faces systemic barriers, the study uses a mixed-methods design. Quantitative content analysis, guided by Revised Bloom’s Taxonomy, evaluated 620 grammar items across six topics (passive voice, tag questions, relative clauses, conditional sentences Type II, passive voice with modals, past perfect tense), followed by interviews with 20 students and 10 teachers. Findings reveal Vision 3’s focus on lower-order skills (68% Understanding/Applying, 15% metacognitive prompts) and mechanical tasks (72%), contrasting with exams’ emphasis on higher-order skills (65% Analyzing/Evaluating, 60% metacognitive prompts) and analytical tasks (68%). Stakeholders reported Vision 3 as inadequate, necessitating metacognitive strategies (e.g., self-testing, online resources). Systemic constraints—rushed syllabi, holiday disruptions, and progression-driven policies—exacerbate inequities for state school students. These results challenge Vision 3’s alignment with exam demands, violating curriculum coherence and scaffolding principles. The study advocates curriculum reforms integrating analytical tasks and metacognitive scaffolding to enhance exam preparedness and educational equity in Iran’s EFL context. https://elt.cfu.ac.ir/article_4877.html The number of studies that have explored the various levels of task complexity and the function of sequencing tasks in learners’ listening comprehension is limited. Hence this study explored the strength of sequencing listening tasks in comprehending tasks that are sequenced as per Robinson’s (2022) SSARC (stabilize, simplify, automatize, reconstruct, and complexify) model, along with simpler tasks’ strength in comprehending the very complex task. Two groups of female students in a non-profit university in Tehran were chosen as per their Oxford Placement Test results. One group of high-proficiency participants (eighteen students) carried out simple non-intentional reasoning and few-step tasks, complex non-intentional reasoning and many-step tasks, and very complex intentional reasoning and many-step tasks in sequence. In contrast, another group (fifteen students) carried out those tasks in the reverse sequence (very complex, complex, simple sequence). The listening comprehension performance of participants in two groups was compared. The second comparison was between performance on the very complex task carried out after simpler tasks and performance on the very complex task that was not preceded by simpler tasks. As indicated by Mann-Whitney U test results, a statistically significant difference neither existed between tasks carried out by the two groups nor between the very complex task preceded by simpler tasks and the very complex task that was not preceded by simpler tasks. The outcomes of this research can be beneficial to sequencing tasks with various levels of cognitive complexity for L2 learners. https://elt.cfu.ac.ir/article_4932.html This study examines the impact of digital collaborative writing on Iranian EFL learners’ writing performance, writing apprehension, and digital literacy. In a quasi-experimental design, 60 intermediate-level learners were convincingly assigned to an experimental group engaging in collaborative writing tasks via Adobe Connect or a control group completing individual writing tasks. Data were collected through pretest and posttest narrative writing assignments, a writing apprehension questionnaire, and a digital literacy questionnaire. Statistical analysis revealed significant improvements in the experimental group’s writing performance, including enhanced coherence, reduced writing apprehension, and improved digital literacy compared to the control group. These findings underscore the potential of digital collaborative writing to foster effective writing skills and reduce anxiety in EFL settings. Teachers should incorporate digital collaborative writing tools like Adobe Connect into lesson plans to enhance writing outcomes and digital competence. Designing group-based writing tasks on virtual platforms can address writing apprehension, fostering interactive learning environments that promote student engagement and skill development. https://elt.cfu.ac.ir/article_4933.html Critical Cultural Awareness (CCA) is a key part of Intercultural Communicative Competence (ICC), but it has not been well-studied in Iran’s English as a Foreign Language (EFL) education. This sequential mixed-methods study looked at how CCA is shown, the challenges it faces, and its teaching possibilities in Iran’s two educational systems: formal (public schools) and informal (private language institutes). Participants included 250 EFL teachers and 300 learners from three major cities. Data collection used surveys, textbook analysis, and semi-structured interviews. Findings showed a clear difference between the two contexts. Formal education focused mainly on source culture and had limited ICC development, while informal settings offered more exposure to target cultures (60–75% Western content) but lacked systematic critical engagement. A thematic analysis of qualitative data identified five main challenges: ideological control, teacher training gaps, learners’ struggles with identity, uncertainty in the informal sector, and resource/assessment issues. From these insights, four teaching principles emerged. They emphasized balanced cultural representation, teacher training, authentic multimodal resources, and collaboration between sectors. This study adds to global discussions on cultural teaching in contexts where English education intersects with national identity and global engagement.