Teaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29278120260601The Effect of Pictorial Minimal Pair-based Stories on EFL Beginners’ Pronunciation Accuracy and Vocabulary Recall12724700810.22034/Jeltal.2026.8.1.1ENMaryamKolagarIslamic Azad University of Mashhad, Iran0009-0002-8481-0328Journal Article20250522This study investigated the effect of pictorial minimal pair-based stories on pronunciation accuracy and vocabulary recall among Iranian EFL beginners. Forty-five FFL learners of a language institute aged 11 to 13 were assigned to one control group and two experimental groups. The researchers taught the control group through stories without pictures and minimal pairs. Experimental group 1 used stories, pictorial minimal pairs, and pictures, while experimental group 2 used stories and pictorial minimal pairs without pictures. The current study used a researcher-made test of vocabulary and pronunciation as pre- and post-tests. The researchers ran one-way ANOVA to determine the significance of changes in performance, with an alpha level set at p < 0.05. After eight sessions, post-tests displayed that experimental group 1 had significantly better pronunciation accuracy than the control group. However, there were no significant differences in vocabulary recall among the groups. The study proposes visual aids improve pronunciation but may not significantly influence vocabulary acquisition, highlighting the need for targeted strategies to improve both areas. The findings of this study are valuable for language teachers, curriculum designers, and teacher educators. It recommends incorporating pictorial stories with minimal pair vocabularies to improve pronunciation teaching.https://www.jeltal.ir/article_247008_e3635ad0ee8498c843903b3722220669.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29278120260601Considering the Differences in Translation of Past Tenses between Two Iranian Translators in the book “Animal Farm”285024700910.22034/Jeltal.2026.8.1.2ENNafisehMiyandari HosseiniDepartment of English Language and Literature, Payame Noor University, I.R. of IranّFarnazSahebkheirAssistant Professor of TEFL, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, IranMortezaJafariDepartment of English Language and Literature, Payame Noor University, I.R. of IranJournal Article20250622This comparative study aimed to recognize the differences in translating past tenses between George Orwell's original book titled 'Animal Farm' and its translated versions by two Iranian translators. On a descriptive basis, differences in translating past tense verbs were searched and considered. All the past verbs in the first 60 pages of the book “Animal Farm” were counted and analyzed. In the initial tense, both translators aimed to preserve the simple past verbs in Persian without altering their tense. For the past continuous tense, both translators opted to modify the tense of these verbs, often translating them into various tenses such as simple past or past perfect. Consequently, the number of past continuous verbs retained in the same tense was lower compared to those translated into different tenses in the TL. While the translators followed a similar approach in the last two tenses, their strategies diverged when translating past perfect verbs. Amirshahi predominantly translated past perfect verbs into different past tenses rather than maintaining the original tense from the source language (SL). As a result, in his translation, fewer verbs remained in the same tense, with more being converted into other past tenses. In contrast, Kasaeipour largely preserved the tense of past perfect verbs in the target language (TL). Therefore, in his translation, the number of verbs translated into the same tense as the SL exceeded those translated into other past tenses.https://www.jeltal.ir/article_247009_e65184f4e8c3148491cd6b070169d60c.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29278120260301Native and Non-Native English Teachers Efficacy: Perceptions of Students and Advisors517524734110.22034/jeltal.2026.8.1.3ENSobhi YousefAbuhattabUniversity of NizwaAli JamalArafehUniversity of NizwaJournal Article20250717The present study investigated the perceptions of the students and teacher advisors on the efficacy of native and non-native English teachers in language teaching and learning. This study employed both quantitative and qualitative methods to collect data from two groups of participants. The data was collected by surveying 400 students and 59 teacher advisors and interviewing 40 students and 10 advisors. The findings of this study indicated significant differences between the efficacy of both native and non-native English teachers in four aspects of teaching competencies, pedagogy, students’ learning and awareness of students’ cultural and social background. The students and teacher advisors perceived English native teachers as possessing the strengths of having a good command of the language, a superior ability to teach conversation and speaking, being a good model for teaching pronunciation and communication skills, having a good knowledge of vocabulary, as well as superior skill at teaching language, literature and culture. On the other hand, non-native English teachers possess strengths in teaching grammar, anticipating learners’ difficulties, class management, understanding students’ needs, engaging students in all activities, using varied teaching methods, and being an effective model of language learning. It is recommended that more consideration should be paid to qualifications, expertise and experience while recruiting any English teacher. Both native and non-native English teachers need to develop their performance through reciprocal communication and co-operation. Creating an ideal environment in which native and non-native English teachers meet their full potential will be beneficial to improve teaching and learning.https://www.jeltal.ir/article_247341_d5d0d617957a53292d577e677326d917.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29278120260601Navigating Fragmented Poetics in T.S. Eliot’s The Hollow Men: A Camusian Exploration of Existential Hollowness and the Absurd7610624734310.22034/jeltal.2026.8.1.4ENEhsanKhaefFars Education Department, Ministry of Education, Fasa, Iran0000-0001-9265-6063Journal Article20251022This study employs an interdisciplinary synthesis of modernist literary theory and Albert Camus’s philosophy of the absurd, as articulated in The Myth of Sisyphus (1942), to interrogate T.S. Eliot’s The Hollow Men (1925) and its embodiment of existential hollowness as a precursor to existentialist thought. Addressing four research questions, the analysis explores how Eliot’s fragmented poetics parallel Camus’s absurd, enact the tension between human desire and cosmic indifference, illuminate paralysis and cultural allusions through a Camusian lens, and position the poem as a bridge between modernism and existentialism. The poem’s disjointed structure and “stuffed men” paradox (Eliot, 1963, p. 77) reflect Camus’s absurd confrontation with cosmic silence (Camus, 1955, p. 31); oxymorons like “Shape without form” and repetitions like “prickly pear” (Eliot, 1963, pp. 79–80) underscore desire’s futility; paralysis and allusions to Dante and Guy Fawkes (Eliot, 1963, pp. 77, 80–81) signify existential failure against Camus’s call for revolt (Camus, 1955, p. 55); and the “whimper” ending (Eliot, 1963, p. 82) anticipates existentialism but resists Camus’s clarity through Christian ambiguity. This study reveals The Hollow Men as a contested nexus of literary and philosophical discourses, challenging modernist readings and enriching existential scholarship by illuminating Eliot’s navigation of meaninglessness.https://www.jeltal.ir/article_247343_79ec80623eba239132367940bf7342b3.pdf