Research Paper
Language Skills
Sasan Baleghizadeh; Reyhaneh Mohajer
Abstract
The present study was an attempt to investigate the effects of textually-enhanced dual subtitles on vocabulary learning and listening comprehension among Iranian intermediate-level English language learners. The research explored how different types of subtitles—textually-enhanced dual subtitles, plain ...
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The present study was an attempt to investigate the effects of textually-enhanced dual subtitles on vocabulary learning and listening comprehension among Iranian intermediate-level English language learners. The research explored how different types of subtitles—textually-enhanced dual subtitles, plain dual subtitles, and no subtitles—impact learners’ ability to learn vocabulary and influence their listening comprehension. To achieve this goal, 51 Iranian intermediate EFL learners from a private Institute, Iran National Language Institute, were randomly assigned to three groups: the first experimental group, namely Textually-enhanced Dual Subtitles (TEDS) watched 6 episodes of the American sitcom Friends with textually-enhanced dual subtitles, the second experimental group with plain dual subtitles (PDS), and the control group (CG) without any subtitles. Before and after the treatment, all the participants took tests assessing their vocabulary knowledge and listening comprehension. The results revealed that, regarding vocabulary posttest, the participants exposed to textually-enhanced dual subtitles performed significantly better than those who watched videos with plain dual subtitles or no subtitle. However, the difference in listening comprehension scores between the textually-enhanced dual subtitle group and the plain dual subtitle group was not statistically significant. Additionally, the plain dual subtitles group performed significantly better than the no subtitles group in both vocabulary and listening comprehension tests. This research highlights the potential of textually-enhanced dual subtitles in supporting vocabulary learning. The findings suggest that further exploration into different types of textual enhancement of various language elements, and their effects on various language skills is necessary to improve instructional practices and enhance language learning tools.
Research Paper
Phonetics & Phonology
Musa Nushi; Parisa Zibaei; Mehran Hosseinkhani
Abstract
Pronunciation remains a persistent challenge for English as a foreign language (EFL) learners. This is particularly important in contexts where segmental/suprasegmental features differ from those of learners’ first language. Translanguaging is widely recognized as a beneficial pedagogical approach ...
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Pronunciation remains a persistent challenge for English as a foreign language (EFL) learners. This is particularly important in contexts where segmental/suprasegmental features differ from those of learners’ first language. Translanguaging is widely recognized as a beneficial pedagogical approach in language education. It is defined as learners’ strategic use of their full linguistic repertoire, including first and additional languages, to support meaning-making and learning. However, its application to pronunciation instruction has received limited empirical attention. This quasi-experimental mixed-methods study examined the effectiveness of translanguaging-based instruction in developing Iranian EFL learners’ segmental/suprasegmental pronunciation features and explored participants’ perceptions of this approach. Twenty upper-intermediate Iranian EFL students were assigned to experimental and control groups. Over 27 instructional sessions, the experimental group received translanguaging-based pronunciation instruction, while the control group followed a communicative English-only approach. Data were collected through pretest–posttest pronunciation tasks, acoustic analysis using Praat, and semi-structured interviews, and they were analyzed using non-parametric statistical tests and thematic analysis. The quantitative results revealed significant improvements in several suprasegmental features, including linking, epenthesis, deletion, sentence stress, and word stress, whereas gains in segmental features were limited. Acoustic analysis indicated significant changes in F2 onset frequencies for the diphthongs /oʊ/ and /eɪ/. Qualitative findings showed that students perceived translanguaging as enhancing comprehension and reducing anxiety. They also reported that it created a more supportive learning environment and varied in effectiveness across pronunciation features. Findings suggest that translanguaging is particularly effective for suprasegmental pronunciation development and offers pedagogical value for creating a learner-centered EFL pronunciation instruction.
Research Paper
Interlanguage Pragmatics (ILP)
Rasoul Mohammad Hosseinpur; Homa Mousavi
Abstract
Although there are growing attempts to equip learners with strategies in the ESL/EFL classroom, there has not been much effort to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). Moreover, in the realm of second language acquisition, the exploration ...
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Although there are growing attempts to equip learners with strategies in the ESL/EFL classroom, there has not been much effort to implement strategies to assist learners in the learning of speech acts (e.g., Cohen & Ishihara, 2005). Moreover, in the realm of second language acquisition, the exploration of individual differences has garnered significant attention from researchers and practitioners alike. Considering these two important facts, this study delved into the intricate relationship between willingness to communicate (WTC), learner subjectivity, and the utilization of speech act strategies among 200 Iranian EFL learners. Drawing upon WTC questionnaire developed by MacIntyre et al. (2001), learner subjectivity scale by LoCastro (2001), and speech act strategy inventory by Cohen and Ishihara (2005) this research aimed to unravel the interplay between these variables. The findings obtained through Spearman's rho correlation illuminated the positive interplay between WTC and learners' speech act strategy use, as well as the positive interaction between learner subjectivity and EFL learners' speech act strategy use. These results underscore the significance of personal attributes, such as WTC and learner subjectivity, in influencing learners' strategic competence in utilizing speech acts. Furthermore, this study contributes valuable insights for learners seeking to enhance their autonomy and self-directed learning, while also fostering a deeper awareness of individual differences and speech act strategies among EFL learners to facilitate their success and self-confidence.
Research Paper
CALL & MALL
Farzaneh Dehghan; Zahra Mobki
Abstract
This study investigated the effects of gamified language teaching on motivation and writing proficiency of Iranian pre-intermediate learners of English as a foreign language (EFL). Adopting a mixed-methods design, the study involved 60 learners aged 12–16, registered in 4 language classes of a private ...
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This study investigated the effects of gamified language teaching on motivation and writing proficiency of Iranian pre-intermediate learners of English as a foreign language (EFL). Adopting a mixed-methods design, the study involved 60 learners aged 12–16, registered in 4 language classes of a private institute. Two classes were randomly selected as experimental groups receiving gamified language instruction and two classes to control groups receiving ordinary instruction. Quantitative data were collected through pre- and post-writing tasks scored using the Jacobs et al.’s (1981) analytic rubric and a validated Persian version of Dörnyei and Taguchi’s (2009) motivation questionnaire. Results of mixed-design ANOVA revealed that learners exposed to digital gamification demonstrated significantly greater gains in motivation and writing performance than those in the control group. Qualitative data from semi-structured interviews further supported these findings, revealing themes of increased motivation, enhanced engagement, perceived improvement in writing skills, user-friendly technology, and a strong preference for gamified learning. The findings suggest that well-designed digital gamification can effectively enhance both affective and linguistic outcomes in EFL writing instruction. Pedagogical implications highlight the importance of aligning game elements with instructional goals while balancing extrinsic rewards and intrinsic motivation.
Research Paper
ESP & EAP
Mohammad Reza Khodadust; فرانک نبی; نادر اسدی آیدینلو
Abstract
This mixed-methods study investigated the communicative competence and communicative strategies employed by Iranian English for Specific Purposes (ESP) students and teachers, a context where curricula often prioritize linguistic knowledge over interactive proficiency. Data were collected from 150 MA ...
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This mixed-methods study investigated the communicative competence and communicative strategies employed by Iranian English for Specific Purposes (ESP) students and teachers, a context where curricula often prioritize linguistic knowledge over interactive proficiency. Data were collected from 150 MA engineering students and 10 ESP instructors using a communicative competence questionnaire and audio-recorded classroom observations. The observations were transcribed and coded using an established taxonomy of communicative strategies, which demonstrated high inter-rater reliability. Results revealed a difference wherein students reported strong self-perceived interpersonal skills but exhibited significant difficulties in conversational smoothness and comfort. Analysis of classroom interactions showed that students relied predominantly on compensatory strategies, with a heavy use of code-switching, while teachers primarily used stalling strategies. A significant difference was found in the strategic patterns between the two groups, and more complex strategies like circumlocution were absent among students. The findings point to a critical misalignment between students’ sociocultural confidence and their strategic repertoire, underscoring a systemic neglect of oral proficiency and strategy training. The study concludes that a curricular shift toward explicit strategy instruction and authentic communicative practice is urgently needed in Iranian ESP education.