Teaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250301Assessing EFL Teachers’ Teaching Success in Light of the Sociocultural Aspects of Identity and Collegiality12622422910.22034/jeltal.2025.7.1.1ENZeinabKafiAssistant Professor, Department of English, Khorasan Institute of Higher Education, Mashhad, Iran.0000-0002-5796-9395SaharTabatabaee FaraniAssistant Professor, Department of English, Khayyam University, Mashhad, Iran.0000-0002-7011-4295Journal Article20241222The current study probed the probable relationship between three constructs of sociocultural aspects of identity, collegiality and teacher success. 227 EFL male and female teachers constituted the participants. Three validated and reliable instruments were employed and the data was collected through Google Forms. Data analysis was carried out using Structural Equation Modeling (SEM) as well as SPSS. The proposed model and the study research questions were examined and the results revealed a positive and significant relationship between study variables. Moreover, age and years of experience, were the sociocultural factors which proved to be predictors of teacher success in negative and positive ways respectively. Moreover, the construct of ‘Joint Planning and Assessment’ within the teacher collegiality scale, correlated positively with teacher success. However, the mediating effect of collegiality in the relation between identity and teacher success proved insignificant. Pedagogical implications and concluding remarks were also presented considering the EFL teaching context.https://www.jeltal.ir/article_224229_3751525100fa1880bc8bfe268fe1821a.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250301Structural Equation Modelling of Nursing ESP Students’ Motivational Orientations, Psychological Needs, and Goal Orientations as Determining Factors in their Academic Writing Ability275522423110.22034/jeltal.2025.7.1.2ENFarnoushAhangaranAssistant Professor, Department of English Language and Literature, Urmia Branch, Islamic Azad University, Urmia, Iran.0009-0005-9218-0866AramPouyanUniversity Instructor, Department of English Language and Literature, Urmia Branch, Islamic Azad University, Urmia, Iran.0009-0009-9799-9829Journal Article20241122The present study aimed to determine the extent to which male and female nursing English for Specific Purposes (ESP) students’ basic psychological needs and motivational orientations predicted their writing performance, with a focus on the mediating role of their goal orientations. Using convenience sampling, the researcher selected 179 male and 172 female students from various universities in Iran as participants. To collect the necessary data, three reliable and valid questionnaires—basic psychological needs, motivational orientations, and goal orientations—were employed alongside a writing test. The data were analyzed using Structural Equation Modelling (SEM). The findings revealed that the students’ basic psychological needs and motivational orientations significantly predicted their writing performance when the mediating role of goal orientations was considered. Additionally, male students’ motivational orientations emerged as the primary predictors of their writing performance, whereas female students’ basic psychological needs played a more critical role in explaining the variance in their writing ability. The results offer valuable insights for ESP lecturer educators, syllabus designers, and instructors regarding the importance of affective factors in ESP students’ language learning in foreign language contexts. These findings emphasize the need to consider gender-related differences in designing more effective and personalized ESP instruction.https://www.jeltal.ir/article_224231_8200617e2f8224603918843bf636e091.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250328Teaching Listening Comprehension to Intermediate Iranian EFL Learners: A Focus on Note-taking and Metacognitive Strategies568522423210.22034/Jeltal.2025.7.1.3ENMoeinGhorbannejadDepartment of English, ToH. C., Islamic Azad University, Torbat Heydarieh, Iran0009-0007-3823-9657Journal Article20250117https://www.jeltal.ir/article_224232_f98dd17b9cefde03538d32611a4474b3.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250501English-Persian dualism: Exploring Gained Insights after the Islamic Education Course in MA Programs among Iranian English Language Professors8611422582010.22034/jeltal.2025.7.1.4ENSeyyed HosseinSeyyediMA Graduate in TEFL, Ministry of Education, IranMarjanVosougheeAassociate professor in TEFL, Department of English, Sab.C., Islamic Azad University, Sabzevar, IranAbolghasemAmir AhmadiAassociate professor in Persian Language and Literature, Department of Persian Literature, Sab.C., Islamic Azad University, Sabzevar, IranJournal Article20250115https://www.jeltal.ir/article_225820_0076a2f8fa035ce88e6e16997cf10f96.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250331Fidelity to Existence: An Examination of Camus' The Stranger Through Heideggerian Philosophy11513722597610.22034/jeltal.2025.7.1.6ENMohammadExirDepartment of English Language and Literature, Bu.C., Islamic Azad University, Bushehr, Iran0000-0003-3788-5693Journal Article20250112This paper examines the existential themes in Albert Camus’ The Stranger through Martin Heidegger’s philosophy, focusing on concepts such as Being, authenticity, and Being-toward-death from Being and Time. It explores how Meursault, the protagonist, challenges societal norms, reflecting Heidegger’s notion of authenticity while confronting the absurd. By contrasting Heidegger’s existential ontology with Camus’ absurdism, the study highlights their convergences and divergences. Heidegger emphasizes authenticity as acknowledging one’s finitude, while Camus promotes rebellion against life’s absurdity as a path to meaning. The paper explores Heidegger’s ideas of thrownness, anxiety, and the "They," showing their resonance with Meursault’s alienation. Meursault’s ultimate confrontation with death becomes a defining moment, reflecting both Heideggerian authenticity and Camusian acceptance of absurdity. This synthesis provides insights into their philosophical intersections, particularly regarding responses to mortality and societal conformity. While both Camus and Heidegger critique inauthenticity, their approaches to meaning diverge: Heidegger seeks ontological grounding, while Camus focuses on existential defiance. By addressing these complexities, the paper offers a nuanced understanding of existentialism and its application to literature, contributing to broader discussions on Being, freedom, and the human condition.https://www.jeltal.ir/article_225976_9c263119d7eff70416205fbf873bd7a5.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250331Navigating EFL Speaking Success: Fluency and Accuracy through Interactional and Intercultural Competence13918322618810.22034/jeltal.2025.7.1..6ENAlirezaZakerAssistant Professor, Department of Teaching English and Translation, Ka.C., Islamic Azad University, Karaj, Iran.0000-0003-3356-7559ShivaAzizpourLecturer, Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
Ph.D. in Applied Linguistics (TEFL), Department of English Language, Urmia University, Urmia, Iran.0000-0002-5616-7390Journal Article20241011In today’s interconnected world, mastering a foreign language extends beyond linguistic mastery; it requires the ability to navigate both interactional dynamics and cultural diversity. This study investigated the comparative effects of fostering Interactional Competence (IAC) and Intercultural Competence (ICC) on English as a Foreign Language (EFL) learners’ speaking accuracy and fluency. Sixty Iranian intermediate EFL learners, aged 16–30 years (Mage = 23), and comprising both female and male participants, were selected based on their Preliminary English Test (PET) scores and randomly assigned to two experimental groups: one focusing on Interactional Competence (IAC) and the other on Intercultural Competence (ICC). Over five treatment sessions, the IAC group engaged in conversational activities emphasizing turn-taking, topic management, and negotiation strategies, while the ICC group explored cultural norms, pragmatic variations, and contextual adaptation in communication. Pretest and posttest evaluations measured speaking accuracy and fluency, with data analyzed using descriptive statistics, Kolmogorov-Smirnov tests, Wilcoxon Signed-Rank tests, and Mann-Whitney U tests. The findings revealed that both groups exhibited significant improvements; however, the IAC group demonstrated greater enhancements in fluency and conversational management, whereas the ICC group outperformed the IAC group in culturally nuanced communication and pragmatic awareness. These results underscore the complementary roles of IAC and ICC in enhancing EFL speaking performance. The study concludes that integrating these competencies into language curricula fosters holistic communication skills. Pedagogical implications highlight the necessity for EFL educators to adopt an integrated approach, balancing cultural awareness with interactional strategies to prepare learners for authentic global communication.https://www.jeltal.ir/article_226188_e4716185d2ff077619bde61f7ed0f345.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250301Investigating Impacts of Artificial Intelligence Software on Learning English Grammar: A Systematic Review from 2019-202418420522623510.22034/jeltal.2025.7.1.7ENZahraKafiDepartment of English, Ma.C., Islamic Azad University, Mashhad, IranMaedeJafarzade ZibaDepartment of English, Ma.C., Islamic Azad University, Mashhad, IranElaheAtf NavakhiDepartment of English, Ma.C., Islamic Azad University, Mashhad, IranJournal Article20241222https://www.jeltal.ir/article_226235_e9ed0a38ae765e5c706f47a921db1286.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250331The Impact of Using ChatGPT and DALL-E2 on Developing EFL Teaching Content and Materials20624022642910.22034/jeltal.2025.7.1.8ENSamiraNanbedehM.A in TEFL, Department of English Language and Literature, Yazd University, Yazd, Iran.AhmadrezaNikbakhtPh.D. candidate of TEFL, Department of English Language, Shahre-kord University, Shahre-kord, Iran.0009-0004-4090-0406MasoudNeysaniPh.D. candidate of TEFL Department of English Language and Literature, Yazd University, Yazd, Iran.0009-0001-3365-4639Journal Article20240911The integration of artificial intelligence (AI) models, such as ChatGPT and DALL-E2, into education has garnered increasing attention during recent years. These AI tools have shown promise in enhancing teaching materials, but concerns about their potential negative impacts persist. This research study investigated the impact of ChatGPT and DALL-E2 on developing EFL Teaching Content and Materials. The researchers employed a mixed-method approach, including surveys, interviews, and content analysis, to investigate the diverse dimensions of AI integration in developing English teaching materials. Twenty-four EFL teachers, students, and instructional designers made up the target population of the current research. The results of the paired samples t-test revealed a statistically significant difference in assessment scores for a group of educators or instructional designers. The results of chi square showed that there is no association between the use of AI tools and the reported negative impacts. Additionally, AI-generated content was seen as valuable supplementary learning resources. However, the study also uncovers legitimate concerns related to depersonalization of learning, potential erosion of critical thinking skills, quality control challenges, bias in content generation, ethical considerations, technical challenges, and fears of losing educator expertise. These findings underscore the need for a balanced and thoughtful approach to AI integration in education.https://www.jeltal.ir/article_226429_71ae5f88664b7471cee48637122a46b7.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250331Effect of Word Sorting Techniques on Iranian Low and Mid Achievers' Vocabulary Recall and Retention24125622651810.22034/jeltal.2025.7.1.9ENFarzanehMirTEFL Instructor, Department of Foreign Languages, Arv. C., Islamic Azad University, Abadan, IranBahmanGorjianAssociate Professor, Department of Foreign Languages, Arv. C., Islamic Azad University, Abadan, Iran0000-0003-4932-5028Journal Article20241111The present study examined the effect of word sorting techniques on intermediate Iranian low and mid achievers' vocabulary recall and retention. To fulfill this purpose, 100 intermediate EFL learners aged 18 to 45, majoring in TEFL and Translation courses at Islamic Azad University of Abadan, participated in this research. Regarding their performance on a standard language proficiency test (PET), already piloted, the participants were randomly divided into one experimental (N=50) and one control group (N=50), each of which was subdivided into two levels, namely low (N=25) and mid (N=25). First, the participants took a researcher-made vocabulary pre-test to assess their homogeneity regarding the degree of word familiarity with the target words. During the treatment, the target words were taught with word sorting in the experimental group, while traditional techniques were employed with the control group. Two weeks after the end of the treatment, a parallel post-test (already piloted) was administered. A month later, the participants also took a piloted follow-up posttest. The descriptive and inferential statistics of the mean scores indicated that word sorting had affected the experimental groups’ recall and retention. Their test performances were significantly different from those of their control group counterparts. They outperformed the control group in terms of word recall and retention.https://www.jeltal.ir/article_226518_9452c5e5b96eaa3ff25f8bc22785126c.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250330Comparing the Impact of Conceptual and Strategic Scaffolding on Paragraph Writing Proficiency among Iranian EFL Learners25727322710510.22034/jeltal.2025.7.1.10ENBitaBakhshiDepartment of English Language, Ha.C., Islamic Azad University, Hamedan, IranSaeidNajafi SaremDepartment of English Language, Ha.C.,
Islamic Azad University, Hamedan, Iran0000-0001-9634-9992Amir HosseinLotfiMA in Applied Linguistics, Department of English Language and Linguistics, University of Kurdistan, Iran0009-0008-2267-0386Journal Article20241222This study examined the comparative effects of conceptual and strategic scaffolding on paragraph writing proficiency among Iranian EFL learners. A total of 40 intermediate-level female learners from a language institute in Hamedan, Iran were selected via the Oxford Placement Test (OPT) and randomly assigned to two groups: one received conceptual scaffolding, and the other strategic scaffolding for paragraph writing. Over eight sessions, the conceptual scaffolding group focused on foundational writing principles such as topic sentences, coherence, and unity, while the strategic scaffolding group learned techniques like brainstorming, outlining, and revising. A pretest and posttest, scored using Jacob’s (1981) rubric, assessed learners' writing proficiency. Both groups showed significant improvement, as indicated by the Wilcoxon Signed-Rank test. However, the Mann-Whitney U test revealed that the strategic scaffolding group outperformed the conceptual scaffolding group in terms of writing gains. These findings suggest that while both scaffolding methods are effective, strategic scaffolding may lead to greater improvements in writing proficiency. The study has important implications for EFL instructors, learners, and curriculum developers.https://www.jeltal.ir/article_227105_6d0e0d96963ca7c0cce13b16f6c27c6d.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250301English for Specific Purposes (ESP) for Business Communication: A Review of Pedagogical Approaches, Material Development, and Challenges27430023231510.22034/jeltal.2025.7.1.11ENAkramSharifiDepartment of English Language Teaching, AK.C., Islamic Azad University, Aliabad Katoul, IranSeyyed HassanSeyyedrezaeiDepartment of English Language Teaching, AK.C., Islamic Azad University, Aliabad Katoul, IranJournal Article20241115Due to the rapid development of the businesses around the world, people need to find effective ways to communicate with each other. Therefore, in today's globalized economy, effective business communication is essential for success through English for Specific Purposes (ESP). This paper provides a comprehensive review of ESP in business communication. Following the queries on main journals of the field, and those that publish related articles, and strategies for inclusion and exclusion, final 25 articles on this issue were selected from among the most important and relevant findings, and the common themes of these studies were explored and presented in the study. The results of the study revealed three main themes from the studies. These emergent themes were pedagogical approaches, material development, and challenges as specified by a general coding scheme and they will be elaborated in the subsequent parts. Key components of effective ESP programs include the development of materials and pedagogy in real-world business contexts, and the incorporation of technological advancements. The paper also addressed challenges within ESP in business communication, such as adapting to evolving industry demands, developing cultural competence, integrating technology and artificial intelligence, and ensuring diversity, equity, and inclusion.https://www.jeltal.ir/article_232315_0c08c23ea83c7b9a19f712738a76d990.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277120250930Ideological Manipulation in Political Power Relationships: A Case Study of English Translation of Political News in MEMRI Website Based on CDA Model30133223921210.22034/jeltal.2025.7.1.12ENNeginNaderiDepartment of English Language Teaching, Shi. C., Islamic Azad University, Shiraz, Iran,Journal Article20250702The present study aimed at analyzing the ideological manipulations in the English translation of Persian news articles. To this end, fifteen Persian political articles, were extracted from the online Fars, Tasnim, Yjc, Kayhan, Mehr, Ilna, Isna, and Mashregh news agencies, as well as their corresponding English translation from MEMRI News Website. Fairclough's (1989) CDA model was selected to extract and analyze the ideological manipulations at three descriptive, interpretive, and explanatory dimensions. The results at the micro level revealed that from the whole 184 experiential values found for vocabulary items, synonyms and antonyms were the most and least frequent strategies with 32% and 3%, respectively. Indeed, negative sentences (47%) were the most frequent grammatical strategy at the experiential values, compared to active sentences (11%) as the least frequent one. Data analysis showed the same frequency of formal words in 90 Persian sections and the English translations, and no manipulation in rendering formal words occurred. Moreover, analyzing the experiential, relational, and expressive values of vocabulary and grammatical items as translation strategies revealed various examples of ideological shifts in rendering. It was concluded that the MEMRI news website selectively and purposefully translated the Persian political news articles according to the social necessities and the political and power struggles between Iran and U.S. Indeed, MEMRI shifted many vocabulary and grammar values, resulting in the occurrence of different ideological manipulations in the translation of political discourse in Iran. Consequently, the claimed loyal and faithful translation of news articles proposed by the MEMRI team was rejected.https://www.jeltal.ir/article_239212_1a750c3ec0e1dd38a2ba32b80f59ea0f.pdf