Teaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240901Collaborative Discovery Learning and EFL Learners’ Writing Performance: A Mixed-Methods Study12122205510.22034/jeltal.2024.6.2.1ENEbrahimSadaviDepartment of English, Ahvaz Branch, Islamic Azad University, Ahvaz, IranMohammad TaghiFarvardinDepartment of English, AhvazBranch, Islamic Azad University, Ahvaz, Iran0000-0003-4998-8681Journal Article20240509This mixed-methods study explored the effect of collaborative discovery learning on EFL learners’ writing performance. To this end, 60 intermediate EFL learners from two classes at a language institute were non-randomly selected. A writing pretest was administered to the participants. Then, each class was assigned to a group, experimental or control. In the experimental group, the writing skill was instructed based on collaborative discovery learning, while in the control group, writing was instructed based on a traditional approach. After eight weeks, the participants in both groups took a writing posttest. The results of independent samples t-tests showed that there was a statistically significant difference between the two groups’ mean scores on the writing posttest, indicating the outperformance of the experimental group over the control group. Moreover, the results of the semi-structured interview revealed that collaborative discovery learning could enhance both performance and perception of the EFL learners in the experimental group. The findings advocate for rethinking traditional classroom practices by prioritizing learner collaboration and inquiry-driven tasks to better address real-world communication challenges.https://www.jeltal.ir/article_222055_8522af1e7d41010496947efe1fada99b.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240901Balancing Accountability and Job Satisfaction: Insights into Teachers Burnout in Modern Education224822251810.22034/jeltal.2024.6.2.2ENAliTaghizadehDepartment of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol0000-0002-4620-2594MehdiManoochehrzadehZerodale Centre for Research in Entrepreneurship Education and Development, Toronto, Canada0009-0007-0381-7250HamedBarjestehDepartment of English Language and Literature, Ayatollah Amoli Branch, Islamic Azad University, Amol0000-0002-4018-4487Journal Article20240122Today, learning English is playing an important role to communicate with other <br />societies for some purposes. English teachers have a deniable role in learning English language process. In this study, the researcher focused on accountability and job <br />satisfaction as two positive factors of a successful teachers. On the other hand, Burnout as a negative factor that teachers may face in their job was studied in this research. The principal aim of this study was to discover the possible significant correlation of Iranian English teachers’ accountability with their job satisfaction and burnout. To fulfill the aim of this study, a hundred and ten male and female English teachers took part in the current study based on a selective sampling. The participants were teachers who teach English at schools of Ministry of Education in Iran. Their age range was from 24 to 65 and they had at least 1 year of teaching experience. Three instruments were used in this study including job accountability questionnaire, job satisfaction questionnaire, teacher burnout questionnaire. Pearson-product moment was applied to analyze the collected data. The results of this study indicated that there was a positive significant relationship between teachers’ accountability and their job satisfaction. In addition, the results of this study revealed a negative significant relationship between teachers’ accountability and their burnout. <br />The results of interview also showed the language teachers had positive views toward <br />job accountability. This study also represented practical and effective implications on accountability, job satisfaction and burnout for language teachers and syllabus designers.https://www.jeltal.ir/article_222518_206c3104329faabe1736a26dd6f0467b.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240929Exploring the Link Between University EFL Teachers’ Critical Thinking Tendencies and Academic Self-Efficacy: The Influence of Gender and Teaching Experience497622308910.22034/jeltal.2024.6.2.3ENNasimMehrabianEnglish Department, Najafabad Branch, Islamic Azad University, Najafabad, IranHadiSalehiEnglish Department, Najafabad Branch, Islamic Azad University, Najafabad, IranOmidTabatabaeiEnglish Department, Najafabad Branch, Islamic Azad University, Najafabad, IranHosseinVahid-DastjerdiEnglish Department, Najafabad Branch, Islamic Azad University, Najafabad, IranJournal Article20240322This study aimed to investigate the correlation between the critical thinking tendencies of university EFL teachers and their academic self-efficacy. The possible influences of gender and teaching experience in this context were also examined. The study was carried out utilizing a correlational research design. The sample consisted of 100 university EFL instructors (48 males and 52 females) who were engaged in teaching undergraduate students specializing in English. In this study, data collection was conducted utilizing a personal information form, the California Critical Thinking Disposition Inventory, and the Academic Self-Efficacy Scale. The gathered data were subjected to analysis through descriptive statistics, the Pearson Product-Moment Correlation Coefficient, and multiple regression analysis. The relationship between the variables under study was investigated through Pearson Product Moments Correlation Coefficient, and a multiple regression analysis was run to assess the extent to which academic self-efficacy, gender, and teaching experience of university EFL teachers can significantly predict their tendencies toward critical thinking. A positive, albeit weak and non-significant correlation was identified between the academic self-efficacy of university EFL teachers and their critical thinking tendencies. Additionally, the analysis revealed no significant differences between male and female university EFL teachers. Moreover, the correlation coefficient for novice teachers demonstrated a weak, positive, and non-significant relationship, whereas the correlation coefficient for experienced teachers showed a moderate, positive, and significant relationship. This research carries both theoretical and practical implications for EFL educators, practitioners, learners, and policymakers.https://www.jeltal.ir/article_223089_97647f90ccc2b5be10448cdbc83ad903.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240929The Effect of Using Telegram on Learners’ Concrete and Abstract Vocabulary Learning, Motivation toward learning, and Academic Enjoyment: Teachers' and Students' Attitudes7710422327310.22034/jeltal.2024.6.2.4ENAyatHarizpoorDepartment of English, Ahvaz Branch, Islamic Azad University, Ahvaz, IranFatemehOwliaeiDepartment of English, Ahvaz Branch, Islamic Azad University, Ahvaz, IranMaryamAminiDepartment of English, Malayer, Branch, Islamic Azad University, Malayer, IranMasumehKootiDepartment of English, Abadan, Branch, Islamic Azad University, Abadan, IranJournal Article20240321In recent years, mobile applications have gained popularity as tools for enhancing language learning. Telegram, a widely used messaging app, has been explored for its potential to improve various aspects of English as a Foreign Language (EFL) education. This study investigated the effect of using Telegram on Iranian EFL learners' vocabulary acquisition (both concrete and abstract), motivation toward learning, and academic enjoyment, while also exploring teachers’ and students’ attitudes towards its use. The study involved 92 male EFL learners aged 15-20 years, with intermediate proficiency levels. The participants were divided into an experimental group (EG), which engaged in Telegram-based activities, and a control group (CG), which received traditional face-to-face instruction. Pretests and posttests assessed vocabulary proficiency, motivation, and academic enjoyment, with both quantitative and qualitative data collected. The results revealed that the EG significantly outperformed the CG in vocabulary learning, motivation, and academic enjoyment. Qualitative interviews with 8 teachers and 12 students highlighted Telegram’s positive impact on decreasing boredom, boosting motivation, and enhancing academic enjoyment. The study suggests that Telegram can be an effective tool for improving EFL learners' vocabulary learning, motivation, and overall academic experience, offering valuable insights for future research on the integration of social media in language education.https://www.jeltal.ir/article_223273_e28808a2e7b823a42f707125247218c7.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240901Investigating EFL Learners’ Perspectives on Online Education and its Relationship with their Personality Traits10512622623710.22034/jeltal.2024.2.5ENZeinabSazegarDepartment of English, Islamic Azad University, Torbat-e-Heydarieh Branch, Torbat-e- Heydarieh, Iran0000-0002-8497-5125Journal Article20240622The emergence of distance education as a method of learning had great impacts on educational prospects. Meanwhile, the global pandemic of COVID-19 brought about an international emergency in online education which caused lots of attention to studies on different aspects of online education. This study aimed to investigate Iranian EFL learners’ perspectives on online education courses in language institutes. Moreover, the relationship between learners’ perspectives on online education and their personality traits was examined. A total of 134 EFL learners completed a personality questionnaire developed by Gosling et al. (2003) and a questionnaire to investigate the learners’ perspectives towards online education. The results indicated that EFL learners generally approved of the effectiveness of the approach and their study habits; while, they undervalued the personal suitability and teachability of online learning. Also, this study explored the relationship between learners’ perspectives on online education and their personality traits and found a positive correlation between personal suitability and conscientiousness, extroversion, and emotional stability, respectively.https://www.jeltal.ir/article_226237_604435c9b6653b6286cd2877f8377c49.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220241001The Effect of On-Screen Text through Imagery on Vocabulary Development and Retention12714822643110.22034/jeltal.2024.6.2.6ENYasamanSeifDepartment of English , Ha. C.,
Islamic Azad University, Hamedan, IranSaeidNajafi SaremDepartment of English , Ha. C.,
Islamic Azad University, Hamedan, Iran0000-0001-9634-9992Journal Article20240522Recent research has highlighted the potential of multimodal approaches in enhancing vocabulary<br />acquisition among language learners. Studies have shown that combining visual and textual<br />elements can significantly improve vocabulary retention and recall. In the same direction, this<br />study investigated the effect of on-screen text through imagery on vocabulary development and<br />retention among Iranian EFL learners. Fifty intermediate-level female students aged 15-19 were<br />selected using a two-stage sampling method and randomly assigned to experimental and control<br />groups. The Solution Placement Test was used to ensure homogeneity, while<br />researcher-developed vocabulary pre- and post-tests assessed learning outcomes. Over ten<br />10-minute sessions, the experimental group viewed videos with L2 subtitles and highlighted<br />words with imagery support, while the control group watched the same videos with only L1<br />subtitles. Data were analyzed using Analysis of Covariance (ANCOVA). Results revealed<br />significant positive effects of the treatment on both vocabulary development and retention. The<br />experimental group significantly outperformed the control group in both immediate and delayed<br />posttests, demonstrating the effectiveness of combining on-screen text with imagery for<br />enhancing vocabulary acquisition and long-term retention in EFL contexts. These findings have<br />important implications for curriculum design and teaching practices in language classrooms,<br />suggesting the integration of multimodal approaches to support vocabulary learning.https://www.jeltal.ir/article_226431_4690b5d5fb008b5f985b05c9e861d9b6.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220241001AI-Powered Tools and Their Utilization Among Iranian PhD Students in ELT: Opportunities, Challenges, and Implications14917022690310.22034/jeltal.2024.6.2.7ENHosseinKhodabakhshzadehDepartment of Teaching Foreign Languages, ToH.C., Islamic Azad University, Torbat Heydarieh, Iran0000-0001-9422-3245ToktamNajiPhD student, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran0009-0000-3128-8949HodaMohsenzadehPhD student, Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran0009-0001-3077-4141Journal Article20240621During the last few years, technological advancements, in general. and artificial intelligence (AI), in particular, have revolutionized the educational landscape, specifically teaching practices and learning environments. Regarding the fact that in our country, Iran, there is limited research on how AI impacts teaching effectiveness, this study aimed to delve into the utilization of AI-powered tools among Iranian PhD students in English Language Teaching (ELT), highlighting their opportunities, challenges, and implications. AI technologies are, in fact, increasingly transforming educational practices, yet their adoption within Iranian higher education, particularly in ELT, seems to have remained underexplored. Through a qualitative phenomenological approach, interviews were conducted with Iranian PhD students to uncover their experiences with AI tools. The findings revealed a range of benefits, including enhanced efficiency and improved learning outcomes, alongside significant challenges such as digital literacy gaps, infrastructural limitations, and cultural resistance. This study provides critical insights into the factors shaping AI adoption among Iranian ELT scholars and offers recommendations to maximize its potential while addressing existing barriers.https://www.jeltal.ir/article_226903_2c1464fa2d2fae0c08068baee81c9699.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240918Taboos in Sistani and the comparison of Taboo-avoiding forms in Sistani and English: A cross-cultural view17119422795910.22034/jeltal.2024.6.2.8ENHosseinBagheriDepartment of English Language, Faculty of Medicine,
Zahedan University of Medical Sciences, Zahedan, Iran.0000-0002-9591-9399MajidGhaleb BarabadMA of TEFL, Khaf Ministry of Education, Khaf, IranJournal Article20240620Taboos refer to prohibitions or restrictions imposed by societies or cultures on specific behaviors, utterances, or topics deemed inappropriate, offensive, or forbidden. These constraints are often rooted within historical, religious, or social frameworks and serve to preserve social order, moral principles, and collective identity. By delineating what is unacceptable or considered dangerous, taboos play a fundamental role in regulating interpersonal interactions and reinforcing community cohesion. This study investigates taboos within the language and culture of the Sistani community and is composed of two main sections. The first section categorizes and describes various types of taboos present in the Sistani dialect, providing clear examples for each type to familiarize readers with their characteristics and cultural contexts. As powerful cultural and social constructs, taboos are crucial in shaping societal norms and values, and understanding them enhances comprehension of the regional cultural dynamics. The second section examines the linguistic and cultural strategies employed by Sistani speakers to avoid taboos. These patterns include creative and contextually appropriate phrases and structures that convey taboo concepts indirectly. Furthermore, the article compares these avoidance strategies with their English equivalents and evaluates the extent to which Grace’s cooperative principles—a key theory in communication—are observed or violated. This comparative analysis reveals cultural and semantic differences and contributes to a more comprehensive understanding of social communication across two distinct cultures. The article concludes with a summary of findings and overall conclusions.https://www.jeltal.ir/article_227959_adfa7940668eddf90e8a195d1b3d1920.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240930Lexical Complexity in Texts Written by Native and Non-native English Writers: A Case of Conclusion Sections of Social and Natural Science Papers19521422975410.22034/jeltal.2024.6.2.9ENAlyJavadyM.A in Applied Linguistics (TEFL), Science and Research Branch, Islamic Azad University, Iran0009-0009-7892-7395Journal Article20240112Lexical complexity of a text is the extent to which it includes difficult words. Higher lexical complexity index in a piece of writing indicates the quality of that text and lexical knowledge of that writer. The aim of the current study was to analyze the writing ability of none native English and native English writers and compare their text quality and difficulty. In doing so, the researcher collected 72 conclusion sections of research papers in the natural sciences (Biology, Physics Environmental science), as well as the social sciences of (Psychology, Linguistics & Economics) and analyzed them based on writing quality indexes. The papers were divided into two groups namely English native writers and nonnative writers. The texts were obtained from high-ranking journals (JCR-Scopus). According to the findings, texts written by native speakers in economics are more complex and have more diverse words. In addition, natural science conclusions based on all three measures were richer in lexicon than social science. The results of the study will help improve the writing quality of none native writers of English.https://www.jeltal.ir/article_229754_7407367272b33c1f53860e85bbbd65f2.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276220240901Investigating ELT University Teachers’ and Students’ Attitudes toward Online Instruction during Covid-19 Pandemic21523823232010.22034/jeltal.2024.6.2.10ENSeyed HosseinKashefDepartment of English Language, Urmia Branch, Islamic Azad University, Urmia, Iran0000-0002-0843-8563HaniyeMehdikhahDepartment of English Language, Urmia Branch, Islamic Azad University, Urmia, Iran0009-0007-2004-3189Journal Article20240621The demand for online instruction rose significantly to address the needs of students and teachers during the outbreak of the emerging COVID-19 virus. This study aims to explore whether the COVID-19 pandemic, which required universities to offer online instruction, affected the attitudes of Iranian ELT students and ELT teachers toward online education methods. İn addition, the present study investigates the barriers associated with the use of online tools. The data for this study were focused on the experiences of ELT students at Azad University in Urmia in using VADANA, the online education platform provided by Islamic Azad University. On the other hand, it focused on the experiences of ELT teachers at Azad University in Tehran, Tabriz, and Urmia in using VADANA. 110 students and 110 teachers were selected randomly for this study. They were either male or female from B.A. and M.A. classes. There were questionnaires used for the two groups, and the results were analyzed qualitatively and quantitatively. Based on the results, ELT students and ELT teachers had positive attitudes towards this kind of instruction. Notwithstanding, the ELT teachers were more interested in this kind of instruction due to its educational advantages.https://www.jeltal.ir/article_232320_b032232363885c76f49a26e94128a068.pdf