Teaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240601Evaluating Textbooks in Iranian EFL Context; Vision 1 in Focus11721960110.22034/Jeltal.2024.6.1.1ENMohammadrezaSadeghiArak University0000-0003-2060-3653Journal Article20240330The current study was an attempt to evaluate the Vision 1 textbook and explore whether all the language skills were covered by the current English textbook Vision 1 in Iran by the Ministry of Education. To this end, an evaluation checklist was distributed among 30 high school teachers in Isfahan, Iran. It was carried on during the first semester in the schooling year 2017-2018. In order to perform an effective internal inspection of the material on the part of the participants, it was important to examine all units of the textbook. The analysis of data indicated that most of the participants favored this textbook since it could meet the criteria within the evaluation checklist. However, the teachers were not satisfied with the vocabulary part. They argued that the words were not accompanied with their phonetic transcription in English. Teachers were not satisfied with the grammar area too. Finally, the pedagogical and theoretical implications of the study are presented.https://www.jeltal.ir/article_219601_7560e84af9ec3d3323c9216161f56404.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240901Investigating the Common Types and Sources of Iranian EFL Learners’ Writing Errors183721960210.22034/Jeltal.2024.6.1.2ENZahraHajiyaniMA in TEFL, Department of English Language and Literature, Bushehr Branch, Islamic Azad University, Bushehr, IranMohammadExirAssistant Professor, Department of English Language and Literature, Bushehr Branch, Islamic Azad University, Bushehr, Iran0000-0003-3788-5693Journal Article20240330The purpose of the study was to investigate common English errors in the writing of Kangani EFL learners and to identify the sources of these errors. The participants in the research consisted of 28 English language learners residing in Kangan, located in Bushehr province, who were studying English at various institutes in Kangan at the intermediate level. The learners were required to write a text of at least 10 to 20 sentences about their hometown as their assignment, which was to be completed in 30 minutes. According to Keshavarz’s (2015) taxonomy, which is adapted from Corder (1982), orthographic errors were the most frequent, while morphological errors were the least frequent. The findings revealed that Kangani EFL learners made errors in all categories except for comparative adjectives and possessives. Additionally, based on the Brown’s (2007) framework, interlingual errors was the main sources of identified errors by the EFL learners. These results highlight the necessity for enhanced writing instruction.https://www.jeltal.ir/article_219602_0d6a88269776ac9eb0ae565618442fa5.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240901Exploring Iranian EFL Teachers' Trust in AI-based Education Technology386521960310.22034/Jeltal.2024.6.1.3ENMasoudNeysaniDepartment of English Language and Literature, Yazd University, Yazd, Iran0009-0001-3365-4639AhmadrezaNikbakhtDepartment of English Language and Literature, Yazd University, Yazd, Iran0009-0004-4090-0406AbolfazlJafariDepartment of English Language and Literature, Yazd University, Yazd, IranJournal Article20240310There has been an expanding tendency in English language education during the past few years as different digital tools are used more frequently. Artificial intelligence (AI) technology is one of the burgeoning educational innovations. It is frequently asserted that AI technology can transform the conventional educational environment through features like intelligent guiding, and personalized learning environments. Robotic educators, adaptive learning systems, and intelligent tutoring systems are examples of AI employed by teachers and students in the various contexts. This transition depends on trust, the fundamental principle of human interaction with AI. Higher Education has a substantial knowledge gap regarding teachers' feelings about AI-based educational technology. Consequently, this preliminary case study evaluates EFL instructors' trust in AI, specifically in Iranian English language teaching and learning. Ten EFL teachers participated in an online survey that served as the foundation for this investigation. Despite the small number of participants, the study examines the advantages of AI and perceived trust in it in a classroom setting. In addition, AI diagnosis was viewed with skepticism because current AI technology frequently comprises black-box models with unclear explanations of how the system's fundamental operations operate. The study concludes that implementing AI-based technology in education will never fully replace the conventional educational system regarding social contact, even in how teachers collaborate with AI to improve pedagogy.https://www.jeltal.ir/article_219603_bc93b0f7be5f51f3c545ae46e06e0a46.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240901Considering the Effect of Cognitive Strategies and Risk-taking on EFL Learners’ Language Achievement668221960410.22034/Jeltal.2024.6.1.4ENFarnazSahebkheirAssistant Professor of TEFL, Department of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, IranSaharShaghaghitabriz azad universityJournal Article20240330Emphasis on learners and learning has increased recently in the language learning procedure. Students should be asked to become less reliant on teachers and try to be independent. Accordingly, language-learning strategies (LLSs) and the various aspects of language learners (such as cognitive, social, affective, and personality factors) have become significant parts of learning. This research aimed to find the relationship among cognitive strategies, risk-taking, and language achievement of Iranian intermediate EFL learners.100 intermediate EFL learners of Atlas Institute in Tabriz were chosen. The sample of the study included both male and female participants who were between 18 to 22 years of age. Two instruments were used for data collection in this study: the Persian version of Eysenck’s Personality Test and the Strategies Inventory of Language Learning (SILL) Questionnaire. This study was a descriptive-analytical study conducted using a quantitative design. Researchers found a positive relationship between cognitive strategies and language achievement of Iranian intermediate EFL learners. However, there was a low positive correlation between risk-taking and intermediate EFL learners’ language achievement.https://www.jeltal.ir/article_219604_946bec21323a41473bddbc93f89741fb.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240901From Good to Great: Exploring the Traits of Successful EFL Teachers with a Focus on Professional Development and Social Emotional Competence8310721960510.22034/Jeltal.2024.6.1.5ENZahraZohoorianDepartment of English, Mashhad Branch, Islamic Azad University, Mashhad, IranMitraZeraatpisheDepartment of English, Mashhad Branch, Islamic Azad University, Mashhad, IranAbouzarHoushmandDepartment of English, Mashhad Branch, Islamic Azad University, Mashhad, IranJournal Article20240322Language teaching has gained a significant consideration in the current era due to the global interconnections. Most of the studies done in this field have focused on the methodologies of teaching and less emphasis has been put on language teachers’ attributes and characteristics which can make them exceptional. Accordingly, the present study investigates professional development and social emotional competence among successful teachers within a mega planning framework and through employing a sequential/ explanatory descriptive mixed method design. The initial stage involved the participation of 628 EFL students assessing their teachers’ success. For the quantitative phase the 72 selected teachers as successful participated. Also, 8 randomly chosen teachers participated in the qualitative phase. Key findings through the descriptive analysis revealed that self-awareness was the most significant aspect of social-emotional competence, while staying updated through reading was the top priority for professional development. Most successful teachers indicated a positive self-assessment in both areas. Thematic analysis revealed seven themes in professional development, with preparedness and being up-to-date being the most frequent, and seven themes in social emotional competence, emphasizing understanding students and fostering relationships. The findings of the present study can benefit novice teachers through suggesting more sophisticated and understandable criteria for their improvement on the way of success. Results can also help teacher trainers in focusing on the areas of strength in successful teachers when providing professional development.https://www.jeltal.ir/article_219605_d9de2f557c12dc5c7c864760e200b5e9.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240531Enhancing Idiom Mastery in Iranian EFL Students Through Drama Instruction10812322102310.22034/Jeltal.2024.6.1.6ENSeyedeh KhadijehNajafiDepartment of English, Kazerun Branch, Islamic Azad University, Kazerun, Iran²0000-0003-2320-5263ZahraEftekhar Al HosseiniDepartment of English Language and Literature, Bushehr Branch, Islamic Azad University, Bushehr, Iran¹Journal Article20240322This study explored the impact of drama-based instruction on the comprehension of idioms among Iranian EFL learners at Islamic Azad University, Bushehr. A total of 41 EFL learners participated, divided into control and experimental groups. The research employed an experimental design, utilizing pre- and post-test evaluations to assess the effect of drama instruction on idiom knowledge. Initially, there was no significant difference between the two groups' idiom knowledge. However, the experimental group demonstrated significant improvement in their post-test scores, despite having lower initial scores. These results indicate that drama instruction can effectively enhance idiom comprehension among Iranian EFL learners, offering a creative and engaging approach to language teaching. The study highlights the positive role of drama-based teaching methods in language acquisition and provides valuable insights for curriculum developers, educators, and language learners. By emphasizing the potential of innovative instructional strategies, this research contributes to the ongoing discourse on effective language teaching methods and the importance of incorporating diverse pedagogical approaches to foster deeper language understanding and proficiency.https://www.jeltal.ir/article_221023_35e0490cd0aa17212695880b1d7d7a94.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240301Syntactic Complexity in the Discussion Sections of Master's and Doctoral Theses: A Cross-Linguistic Study in Applied Linguistics12415022368310.22034/jeltal.2024.6.1.7ENZahraShahbazi Sham AsbiMA in English Language Teaching, Department of Literature and Foreign language, Payam Noor University, Tehran, IranMaryamFarniaAssistant Professor of Applied Linguistics, Department of English Language and Literature, Payame Noor University, Tehran, IranJournal Article20240112The current study investigates syntactic complexity in the discussion sections of master's and doctoral dissertations in applied linguistics. To this end, 30 local Iranian MA theses and 30 local Iranian PhD dissertations in applied linguistics were randomly selected from those published in IranDoc (Iran Document Center). Additionally, an international corpus comprising 30 doctoral dissertations in applied linguistics was randomly selected from research databases such as ProQuest. The data were then analyzed using syntactic complexity variables through both descriptive (frequency) and inferential (chi-square) analyses. Furthermore, eight indices of syntactic complexity were considered as the basis for this comparative study. The findings indicate a significant effect of education on the use of these eight syntactic complexity indices. At the conclusion of this paper, the significance of syntactic complexity in terms of structural writing is discussed, along with the implications of these findings for English for academic purposes writing research and pedagogy. Finally, the results and statistics support the conclusion of meaningful differences and considerable frequency in the use of certain syntactic structures over others. Given its practical implications, further research is necessary to better understand the impact of syntactic complexity on writing quality and development.https://www.jeltal.ir/article_223683_a4ca1100faffa41e83c66050b25d216c.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240901The Effect of Concentration-Attention Raising Tasks on Iranian Beginner EFL Learners’ Vocabulary Achievement: Gender in Focus14917222396410.22034/Jeltal.2024.6.1.8ENSajedeHoseinpoor SiukiDepartment of TEFL , Mashhad Branch, Islamic Azad University, Mashhad, IranJournal Article20240112Concentration-attention is likely to make important contributions to language learning among learners, particularly beginners. To improve this ability, the researcher of this study designed several tasks (e.g. concentration-attention raising tasks: CARTs) to investigate their effects on vocabulary achievement among beginner EFL learners in Iranian settings. To do so, 48 beginner EFL learners studying at a language institute in Torbat-e Hedariyeh were homogenized and selected by administering the Key English Test (KET) through a convenience sampling. The study used a quasi-experimental design. The eligible participants were randomly assigned to control and experimental groups. It is necessary to mention that both males and females took part in the study since the study, also, focused on the gender’s correlation to vocabulary achievement. At the outset of the study, both groups sat for the pretest (researcher-made vocabulary test). The t-test results showed no significant difference between the two groups before the study. While participants in the experimental group received CARTs before instructing new words, those in the control one did not receive any task. At the end of the study, a post-test (the same as the pretest) was administered to the participants of the two groups. Data analysis (t-test) indicated significant outperformance of the experimental group over the control one in the post-test and, it supported the role of CARTs in improving concentration-attention among beginners as an effective factor in vocabulary achievement. Also, it was found that there was not any significant relationship between gender and vocabulary achievement in control and experimental groups.https://www.jeltal.ir/article_223964_5ef1e17502abf3ac467fce002c494e9d.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240901The Effect of L1 Use on Self-Efficacy Among Iranian Intermediate EFL Learners17318722543310.22034/jeltal.2024.6.1.9ENSeyedeh KhadijehNajafiDepartment of English, Kazerun Branch, Islamic Azad University, Kazerun, Iran²0000-0003-2320-5263ZahraEftekhar Al HosseiniDepartment of English, Bushehr Branch, Islamic Azad University, Bushehr, IranJournal Article20240115This study aimed to evaluate the impact of L1 use on self-efficacy of Iranian intermediate EFL students.The research involved 50 intermediate-level EFL students from the Islamic Azad University, Bushehr branch. To achieve the study’s objectives, Oxford’s Quick Placement Test, version 2 (2004), was administered. Participants were then divided into two groups: control and experimental. Both groups underwent a self-efficacy pretest. The control group followed the standard curriculum, which prohibited L1 use in the reading comprehension course, while the experimental group was allowed to use L1 during instruction. The study spanned 14 sessions, each lasting 90 minutes, with the first and last sessions dedicated to administering the pretests and posttests (identical self-efficacy tests). The collected data were analyzed using SPSS software, version 26, employing descriptive statistics, independent sample t-tests, and paired sample t-tests. The findings indicated that L1 use positively impacted the self-efficacy scores of the experimental group. These results have practical implications for EFL teachers, students, and syllabus designers.https://www.jeltal.ir/article_225433_f24df0deae1e53c22cf9fc33b618dd49.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29276120240331Comprehending Political Terms from English into Persian Through Using Receptive Skills Instruction18821023231710.22034/jeltal.2024.6.1.10ENMisaSayahiDepartment of English, Arv. C, Islamic Azad University, Abadan, IranJournal Article20231212Training interpreters to render political texts effectively, particularly in terms of using appropriate equivalents in political discourse, can be demanding. Training translators at the academic level can be very challenging, as trainers must be proficient in both English and Persian languages and cultures. Politics is both a linguistic and cultural issue, and Iranian students should be aware of both; however, translational studies often fail to do so effectively. This research focused on using receptive skills (i.e., listening and reading) in training university students to render political texts. In doing so, 30 students, majoring in Translation, were selected in two intact classes in their eight semesters. They were assigned to two experimental groups (i.e., the oral and written modes of translation). Treatment sessions were in oral and written translation tasks. The participants translated 10 lectures from Barack Obama and Mrs. Moghreini in 10 sessions. They used Weber's criteria for a good interpreter. The criteria for translation evaluation included not only linguistic-based factors, but also extra-linguistic factors in the processing of interpreting the meaning. Finally, they took a translation test on two lectures other than the ones that had been translated in the classes. Results revealed that the written tasks more significantly affected the quality of translation than the oral ones. Implications suggest that written courses in training translators should be held first. In addition, if they need to translate the tasks orally, the teachers may work on oral interpretation in the second phase.https://www.jeltal.ir/article_232317_d125c3809c1c347f0ba23e708e8a1e96.pdf