Teaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277320251201The Role of Language in Cognitive Development from Vygotsky's Perspective: Analyzing Its Implications in Language Education12223921710.22034/jeltal.2025.specialissue.1ENElahehNegahdariElaheh Negahdari, Master of Arts in Ancient Culture and Languages, Faculty of Humanities, Shiraz University, Shiraz, IranJournal Article20250509Lev Vygotsky's theory of cognitive development emphasizes the fundamental role of language in mental transformation, presenting it as the primary mediating tool for internalizing concepts, problem-solving, and behavior regulation. In this framework, language learning is not merely the acquisition of communication skills, but a cognitive and social process shaped within the context of cultural interactions. The present study aims to explain the role of language in cognitive development from Vygotsky's perspective and analyze its applications in the design of second language learning environments. This theoretical-analytical and qualitative study uses document content analysis to examine classic works and empirical research related to Vygotsky’s theory. Key concepts such as private speech, the Zone of Proximal Development (ZPD), inner speech, dynamic assessment, and language as a cultural tool have been selected as the main axes of analysis.Findings indicate that private speech plays a significant role in developing self-regulation and problem-solving abilities in language learners. Moreover, applying the concept of ZPD and scaffolded instruction in language teaching enhances learners' cognitive and linguistic skills. The analysis suggests that interactive learning environments, dynamic assessment, and the use of modern technologies—aligned with Vygotsky’s principles—can make the language learning process more effective and humane. Language is not merely a vehicle for conveying meaning but a tool for the formation of thought. Vygotsky’s theory, with its emphasis on social interaction and cultural tools, offers a comprehensive model for language education. Its practical application in instructional design can lead to the simultaneous development of language and cognition.https://www.jeltal.ir/article_239217_7c9d8f84f728dd19425e1c0471a35db5.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277320250909Effect of Drama-Based English Classes on Iranian EFL Learners’ Speaking Fluency, Class Engagement, and Self-Esteem235523921910.22034/jeltal.2025.specialissue/2ENYasamanEsmaeiliEnglish Department. Faculty of Letters and Humanities, Shahrekord University, Shahrekord, IranMahmoodHashemianEnglish Department, Faculty of Letters & Humanities, Shahrekord University, Shahrekord, Iran0000-0003-3631-8662JavadAlipourEnglish Department. Faculty of Letters and Humanities, Shahrekord University, Shahrekord, IranJournal Article20250509Some challenges L2 teachers face in L2 classrooms can be eliminated through some techniques, like using drama and theater. The goal of this study was to investigate the (possible) effects of theater on Iranian L2 learners’ speaking fluency, classroom engagement, and self-esteem. For this purpose, 60 intermediate L2 learners were selected from Safir Institute of Shahrekord, using a placement test, and were divided into 2 groups: Those interested in theater made up the experimental group, and the rest formed the control group. The participants answered 2 speaking questions orally and 2 questionnaires for class engagement and self-esteem as the pretest. After 12 hr of treatment, they answered 2 other speaking questions and 2 questionnaires for class engagement and self-esteem as the posttest to investigate whether they had improved during the treatment. After collecting the data and running one-way ANCOVA, the results revealed that using theater improved the participants’ L2 speaking fluency and class engagement. However, there was no significant difference between the performances of the experimental participants and the control participants in terms of self-esteem. Implications of the findings of this study are that L2 teachers can take advantage of theater to make their L2 classrooms more entertaining and effective.https://www.jeltal.ir/article_239219_93ddec78b1352c549eced92d6ff636e6.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277320251201Stepping into the World of Young English Learners through Experiential Learning: Proactive Practical Action Research on Pre-service Teachers’ Perception Evolvement and Professional Empowerment567824051210.22034/Jeltal.2025.specialissue/3ENŞakireErbay ÇetinkayaForeign Language Education, Trabzon University, TürkiyeJournal Article20250425Today, like the Aladdin's magic lamp, English proficiency offers avenues for education, career development, communication, entertainment, and partnerships. Coupled with the possible benefits of an early start, this situation has turned Teaching English to Young Learners into a truly global phenomenon. The abundance of studies with in-service teachers as research site has yielded to recent calls to complete the existing understanding with pre-service teacher perspective. Responding to those calls and informed by the Experiential Learning Theory and Reflective Practice, the current action research aimed at exploring 34 ppre-service English teachers’ views and experiences regarding the impact of a TEYL course accompanied by collaborative mock lesson experiences, teacher educator feedback, and reflective entries. The findings underlined almost complete agreement on the role of such an experiential and reflective process on their awareness of the rewarding yet arduous nature of the profession, young children’s world, and teaching skills, thereby the development of a self-confident teacher identity. Particularly classroom management including managing the time, L1 use, classroom space, resources as well as student roles and acts emerged as the primary concern. It ends with pedagogical implications informed by the insights of the action researcher, i.e., the pracademic, and solid theoretical knowledge.https://www.jeltal.ir/article_240512_f0e457f838ab075064221bd566418246.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277320251201Exploring the Role of Vocabulary Instruction Modes in Enhancing Speaking Proficiency Among Iranian EFL Learners in Flipped Classrooms7910424687710.22034/Jeltal.2025.specialissue/4ENHamedBarjestehDepartment of English Language and Literature, Am.C., Islamic Azad University, Amol, Iran0000-0002-4018-4487NedaFatehi RadDepartment of English Language and Literature, Ke. C., Islamic Azad University, Kerman, Iran0000-0003-1295-9078MaliheRezanezhadDepartment of English Language and Literature, Am.C., Islamic Azad University, Amol, IranMehdiManoochehrzadehZerodale Inc. Centre for Research in Entrepreneurship Education and Development, Toronto, CanadaHosseinIsaeeDepartment of English Language and Literature, Am.C., Islamic Azad University, Amol, Iran0000-0002-9028-2907Journal Article20250509This study investigates the impact of implicit and explicit vocabulary instruction on Iranian EFL learners’ speaking proficiency within a flipped classroom context. Sixty male and female learners, aged 14 to 17, from the Iran Language Institute in Tehran (the capital of Iran), participated in the study. Following a general English proficiency test, participants were divided into two experimental groups: one received implicit vocabulary instruction, and the other received explicit instruction. Speaking proficiency was assessed through pre- and post-intervention oral tests. Data analysis was conducted using SPSS version 22. The findings indicate that flipped instruction significantly enhanced learners’ speaking skills. Additionally, both implicit and explicit vocabulary instruction positively influenced speaking proficiency; however, explicit instruction yielded greater improvements. These results suggest that integrating innovative instructional methods, such as flipped learning combined with explicit vocabulary teaching, can effectively support EFL learners’ oral language development. The study offers practical implications for curriculum developers and language educators seeking to optimize vocabulary instruction strategies in communicative language teaching to enhance educational quality.https://www.jeltal.ir/article_246877_566393f91b0b5bed661191c242bab792.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29277320251201Pathways to Educational Excellence: Understanding How Internal and External Factors Shape Academic Success10513224688510.22034/Jeltal.2025.specialissue/5ENMehdiManoochehrzadehZerodale center for execellence in language education, research, and publication, CanadaJournal Article20250515This study investigates the perspectives of teachers and EFL learners on the significance of internal and external factors in achieving academic success. Two scales, referred to as the IEAS (Internal and External Academic Success), were developed and validated in stages to address this. Due to the broad scope of internal and external factors, this research focused on key internal factors- such as intelligence, self-esteem, introversion, and extraversion- and external factors, including intrinsic/extrinsic motivation and socio-cultural status. These factors were selected based on influential frameworks by Dörnyei (2005), Ellis (1994), Horwitz (2000), and Segalowitz (1997), emphasizing those with the strongest correlation to language acquisition. The validated scales were then administered to 35 EFL students and 20 university instructors within their standard coursework. Results highlighted self-esteem and socio-cultural status as particularly impactful on academic success. Integrating these factors into language education may foster a more supportive learning environment, contributing to the broader goals of sustainable development education.https://www.jeltal.ir/article_246885_63ca752102bb90cb6781e13fe4c89e6f.pdf