https://www.jeltal.ir/ Journal of new advances in English Language Teaching and Applied Linguistics en daily 1 Mon, 01 Dec 2025 00:00:00 +0330 Mon, 01 Dec 2025 00:00:00 +0330 https://www.jeltal.ir/article_239217.html Lev 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_239219.html Some 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_240512.html Today, 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.