Applications of Language Studies

Abstract This mixed‑methods study investigates the efficacy of an emotionally intelligent (EI) AI platform, Amazon Alexa, in enhancing English speaking skills among EFL learners. Forty Iranian high‑school students (aged 16–18) were randomly assigned to an experimental group (n = 20) that received EI‑driven, real‑time adaptive feedback via Alexa, or a control group (n = 20) that used a standard ChatGPT‑3.5 interface. Following an eight‑session intervention, quantitative data from a researcher‑designed Speaking Assessment System and a Perception Questionnaire were analyzed alongside qualitative insights from classroom observations and semi‑structured interviews (n = 15). A one‑way between‑subjects ANCOVA, controlling for pre‑test scores, revealed a statistically significant main effect of the EI‑enhanced intervention on post‑test speaking proficiency, F(1, 37) = 41.27, p < .05, η² = .197. The Alexa system demonstrated 94% accuracy in real‑time emotion detection, enabling personalized feedback that directly addressed learners’ affective states. Results indicate that the integration of emotionally intelligent AI not only improves speaking performance but also substantially reduces speaking anxiety by simultaneously targeting cognitive and affective dimensions of language acquisition. The findings underscore the scalability and cross‑cultural applicability of EI‑aware platforms, positioning them as transformative tools for advancing global language‑education practices.

Abstract This quasi-experimental quantitative research investigated the roles of computer-mediated and conventional written corrective feedback in enhancing Iranian high school EFL learners’ spelling knowledge. 74 male high school students ranging from 15 to 16 were selected randomly and assigned into two experimental and one control groups. The first experimental group received computer-mediated written corrective feedback while the second experimental group were given conventional (pen and paper) corrective feedback. However, the control group didn’t receive any written corrective feedback at all. Data were collected within five treatment sessions and via a pre-test, post-test, and delayed-post-test. For each treatment session, the participants were provided with a picture description task involving ten pictures and were asked to write the appropriate spellings by either typing them through computers or writing on a paper. Findings indicated that (1) written corrective feedback (WCF) significantly affected enhancing participants’ spelling knowledge, (2) computer-mediated written corrective feedback improved learners’ spelling proficiency, (3) conventional written corrective feedback significantly affected promoting EFL learners’ spelling proficiency, and (4) conventional written corrective feedback was much more effective than computer-mediated feedback in enhancing participants’ spelling knowledge. This study would hopefully pave the way for academics to gain deeper insights into computer-assisted instruction experience in Iran and improve its implementation afterwards.
Keywords: Computer-mediated corrective feedback, Conventional corrective feedback, Iranian EFL learners, spelling knowledge, written corrective feedback (WCF).

Abstract Understanding the perceptions of effective online classroom discourse is crucial for improving EFL learning experiences. This study aimed to explore Iranian EFL learners’ views on what constitutes effective online classroom discourse and to determine if there were any gender-based differences in these perceptions. The sample consisted of 20 intermediate EFL learners (13 females and 7 males) at Safir Language Institutes. To gain a comprehensive understanding of the themes and concepts related to online classroom discourse, qualitative analysis in the form of thematic analysis was employed. The findings highlighted three main factors influencing learners’ perceptions: classroom-related factors, teacher-related factors, and learner-related factors. The results also indicated that Iranian EFL learners focus on various aspects of classroom discourse, including teacher, learner, and contextual elements. Despite this, the differences in their comments were not significant. It was concluded that there is no notable difference between males and females regarding their perceptions of effective online classroom discourse. The implications of this study suggest that educators should focus on the identified factors—classroom-related, teacher-related, and learner-related—to improve the overall effectiveness of online EFL instruction.

Abstract Beliefs are central to all areas of human behaviour including language learning and teaching. Teachers’ beliefs are significant in different dimensions of their teaching as well as the improvement in educational process. Beliefs affect teachers while they decide on teaching strategies and their attitude towards classroom challenges. A variety of factors like teachers’ gender, age and years of experience shape their beliefs. The possible difference in Iranian EFL teachers’ language learning beliefs considering their years of experience has been investigated in this study. The population of the study comprised 202 EFL teachers in Iranian high schools setting. Data were gathered using the BALLI instrument teachers’ version developed by Horwitz (1985), a demographic information questionnaire and structured interviews. The MANOVA results revealed slight differences among the teachers’ language learning beliefs considering their years of experience. The content analysis of the follow-up interviews confirmed the results obtained from the BALLI questionnaire. The results of this study has implications for teachers and teacher trainers to pay attention to teachers’ beliefs with regard to language learning and to increase their alertness about their beliefs.

Abstract The study aimed to identify differences in writing quality (e.g., organization, content, grammar, task fulfillment) between individual and collaborative writing products. It also examined variations in time allocation across writing process stages (i.e., planning, drafting, revising) for individual versus collaborative writing. A quantitative experimental design was employed, with 60 intermediate-level 9th graders assigned to collaborative or individual writing conditions based on their proficiency levels, as determined by the Oxford Quick Placement Test (OQPT) used as a pre-test. In class, participants completed three narrative essay tasks either collaboratively in groups or individually, with their writing processes (planning, drafting, revising) recorded via video or think-aloud protocols and evaluated using a rubric for quality and time allocation. According to statistical analysis, collaborative and individual writing resulted in noticeably different levels of writing quality and employed distinct writing processes. In class, 60 intermediate-level 9th-graders, assigned based on Oxford Quick Placement Test scores, completed three narrative essay tasks collaboratively in groups or individually, with processes recorded via video or think-aloud protocols and assessed using a rubric. Collaborative essays consistently scored higher on all four quality dimensions, with collaborative writers spending more time on planning, less on drafting, and more on revising.

Abstract Due to the globalization of English, mastery of the four English skills, especially writing, as the most complex language skill, has become more and more important in the context of English as a foreign language. This study examined the possible relationships among personal interest, motivation, linguistic self-confidence, and writing performance. To this end, 184 male and female Iranian EFL learners at the advanced level participated in the study. The participants completed questionnaires on individual interest, linguistic self-confidence, and motivation. They were also required to produce a written text on either of the two assigned topics. To analyze the data, the researchers employed Pearson correlation and regression. The results indicated significant positive correlations among the three psychological variables and writing performance, demonstrating that an increase (decrease) in learners’ individual interest in English, English learning motivation, and self-confidence in language abilities would lead to an increase (decrease) in writing scores. It was also revealed that writing performance was better predicted by interest than the other two variables. The findings imply that to improve EFL learners’ writing performance, educational stakeholders should stimulate learners’ interest and boost their motivation in learning English and their overall confidence to perform both pedagogic and real-life tasks.

Abstract This study explores the relationship between motivation, classroom engagement, and speaking proficiency among Iranian English as a Foreign Language (EFL) learners. Speaking skills are essential for language acquisition, yet Iranian students often face challenges in effective oral communication. Using a quantitative, cross-sectional approach, the research sampled 120 intermediate-level EFL students aged 15–18, divided into three proficiency groups (A2, B1, B2) based on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Data were collected through a motivation questionnaire (Dörnyei, 2005), classroom participation scores, and a standardized speaking rubric (Brown, 2007). The analysis revealed significant positive correlations between motivation, engagement, and speaking performance, with higher motivation (r = .362, p < .001) and greater classroom involvement (r = .319, p < .001) linked to better speaking outcomes. Proficiency level was crucial, with B2 learners outperforming B1 and A2 peers (p < .001). A multiple regression analysis indicated that motivation, participation, and proficiency explained 51% of the variance in speaking performance (R² = .51, p < .001). These findings underscore the importance of motivation and active engagement in improving speaking skills, supporting the use of tailored communicative, task-based strategies and highlighting the need for differentiated teaching approaches.

Abstract This study investigates Iranian English teachers’ perceptions of transformational leadership within their educational context and explores novice and experienced teachers’ effective leadership strategies in the classroom. A total of 60 male and female English teachers participated in the study, and a mixed-methods design was employed using three instruments: The Multi-Leadership Questionnaire, semi-structured interviews, and observations. Results of exploratory and thematic analysis indicated that Iranian EFL teachers generally hold positive perceptions of transformational leadership, recognizing it as beneficial for classroom management and creating positive classroom climates. Novice and experienced teachers employ transformational leadership effectively but through different approaches: novice teachers build authority through confidence and adaptability, whereas experienced teachers focus on collaborative, student-centered strategies, enhancing engagement and mentorship. The findings revealed that experienced teachers, unlike their novice counterparts, view leadership as a skill that can be developed over time. These findings underscore the need for targeted professional development programs to enhance transformational leadership qualities among Iranian EFL teachers, particularly addressing misconceptions about classroom management. The study contributes valuable insights to the discourse on leadership in educational contexts, especially within culturally specific settings like Iran.

Abstract This review critically examines Enhancements and Limitations to ICT-Based Informal Language Learning: Emerging Research and Opportunities, edited by Rashad Ahmed, Abdu Al-Kadi, and Trenton Hagar (IGI Global, 2020). The volume explores the transformative role of digital technologies (ranging from mobile devices and social media to interactive online platforms) in supporting informal second language learning beyond traditional educational frameworks. Integrating theoretical and empirical perspectives, the book situates informal, technology-mediated learning within broader applied linguistics paradigms such as CALL, MALL, and learner autonomy. The contributors collectively demonstrate how English functions as a global lingua franca within digital spaces, reshaping language use, pedagogy, and assessment practices. This review evaluates the book’s organization, theoretical rigor, and methodological diversity, while highlighting its contributions to contemporary debates on digital literacy, self-directed learning, and pedagogical innovation. Ultimately, the volume stands as an important scholarly resource for educators, researchers, and policymakers committed to bridging formal instruction with the dynamic realities of online and informal language learning.

Abstract The present study investigated and compared the effectiveness of uni-thematic and multi-thematic classroom discussions on Iranian EFL learners’ vocabulary achievement. Through a quasi-experimental design, 60 intermediate EFL learners were selected based on a convenience sampling procedure and the Oxford Placement Test (OPT) results from intact groups in a private language institute in Tehran. They were divided into two experimental groups: the uni-thematic discussion group (UTDG, N=30) and the multi-thematic discussion group (MTDG, N=30). Then, pre and post teacher-made vocabulary tests were administered. The data were analyzed using descriptive statistics, paired sample t-tests, and independent-sample t-test analyses. The findings showed that both uni-thematic and multi-thematic classroom discussions can significantly develop vocabulary knowledge. The theoretical implications of the findings lay in the fact that the effectiveness of classroom discussions in enhancing vocabulary knowledge is not dependent on the specific approach, whether it is multi-thematic or uni-thematic discussion. Curriculum designers, decision makers, and teachers are hoped to benefit from the results to update the curricula and integrate more oral activities into the curricula to enhance the students’ word knowledge.

Abstract This study examined the impact of the Collaborative Teaching Model (CTM) on Iranian EFL learners’ oral proficiency and explored learners’ and teachers’ perceptions regarding its implementation. Using a mixed-methods design, 30 pre-intermediate EFL learners were assigned to experimental and control groups. The experimental group received instruction through CTM, while the control group received traditional instruction. Pre- and post-test results demonstrated that learners exposed to CTM showed significantly greater improvement in both speaking and listening skills. Qualitative findings indicated that collaborative teaching enhanced instructional support, increased exposure to diverse linguistic input, and promoted learner engagement. This study contributes empirical evidence from the Iranian EFL context by integrating learner performance data with stakeholder perceptions to explain how collaborative teaching influences oral proficiency development. The findings suggest that structured collaborative teaching can serve as an effective pedagogical strategy for improving oral communication skills and can inform teacher training and classroom instructional design in EFL contexts.

Abstract Corrective feedback has been studied in second language acquisition, especially in relation to pronunciation development. This study compared the effects of implicit and explicit oral corrective feedback on Iranian intermediate EFL learners’ pronunciation accuracy in reading aloud tasks. Sixty female learners aged 18 to 25 participated in the study. They were divided into two groups and received ten sessions of instruction across six weeks. A pronunciation test was designed by the instructor and reviewed by two teachers for content validity. The test was reliable with Cronbach’s alpha of .87 and intraclass correlation coefficient of .91. Pretest results showed no significant difference between the groups. Posttest results showed that the implicit feedback group scored higher than the explicit feedback group, with partial eta squared of .74. The findings suggest that implicit feedback supported segmental pronunciation accuracy in this context. The study was limited to female learners from a single institute, and only segmental features were analyzed. Further research with suprasegmental features, different learner groups, and learner attitudes is needed for a fuller understanding of feedback in pronunciation teaching.

Abstract This research looked at how using AI in education affects long-lasting learning results and maintaining English language abilities and vocabulary for Iranian intermediate EFL learners. The study used a quasi-experimental design. 60 students from a school in Tehran were split into two groups. The experimental group used AI tools like adaptive platforms, personalized feedback, and simulations. The control group learned with traditional teaching methods. Both groups took pre-tests, went through 12 weekly learning modules over four months, completed post-tests and then had a retention test six months later to see how well they understood English grammar, picked up new vocabulary, and developed language skills. The results showed that the AI group had a much higher average score and better consistency in keeping the language learned. The regression analysis also showed that using AI was a strong reason for improvement in performance. Feedback from focus groups revealed that students were more involved because of the personalized learning and instant feedback. About 78% of the participants in the AI group said they felt more motivated. These findings suggest that AI-assisted education is effective for achieving long-term academic success, especially through tailored content and interactive problem-solving tasks that help retain English skills over time. The study recommends that schools embrace AI in their curricula to increase the long-lasting retention of language skills and critical thinking in intermediate pupils.

Abstract This study investigates the impact of listening to English songs on the acquisition of phrasal verbs among Iranian intermediate EFL learners. A sample of 100 learners initially took the Oxford Placement Test to assess language proficiency. Based on the homogeneity test results, 80 learners, whose scores were within one standard deviation of the mean, were selected for the study. These participants were divided randomly and equally into an experimental group and a control group, each consisting of 40 female learners. The experimental group was taught phrasal verbs using English songs as examples in eight instructional sessions, which incorporated interactive speaking activities and feedback. Conversely, the control group received the same instruction and activities without the use of songs; instead, written examples and teacher narration were provided. All sessions were conducted via Telegram, with identical content for both groups, except for the presence of songs in the experimental group. An independent samples t-test was performed to analyze the differences between the two groups in pretest and posttest performance. Results showed that listening to songs significantly enhanced the learning of phrasal verbs in the experimental group. The study concludes with theoretical and pedagogical implications for EFL teaching.

Abstract Pragmatic competence, being a crucial aspect of communicative competence, is among the key competencies necessary for successful communication. The present study was an attempt to investigate the effect of EFL learners’ grammatical competence (knowledge of linguistic features such as grammar and vocabulary) and proficiency level on their pragmatic competence. The participants were 165 Iranian intermediate and upper intermediate EFL learners. They were freshman and junior students (considered as intermediate and upper intermediate learners) in eight intact classes (four freshman and four junior classes) at some universities in Qom, Iran. Initially, the participants took a general proficiency test (TOEFL Test, 2002) to homogenize the participants at each proficiency level and indicate that the junior students were truly more linguistically proficient than freshman students. Subsequently, they were given a discourse completion test, involving 12 multiple-choice questions assessing learners’ recognition of appropriate speech acts and pragmatic markers. The results were analyzed using some SPSS statistical techniques, which revealed that there was a moderately significant correlation between grammatical and pragmatic competences, and language proficiency has a significant effect on the pragmatic competence of the learners, as the junior students outperformed the freshman students.

Abstract The concept of peer correction in foreign language teaching has been a dominant concern in recent years due to the increased consideration of learner-centered curricula. The researchers have concluded that active engagement happens when learners have to think and correct each other. The purpose of this study was to investigate the effect of peer correction on the pronunciation improvement of Iranian EFL learners in oral productions. To do this, two research questions were raised, and 60 participants were carefully chosen from among English language learning students at a private language school. By assigning a PET test, they were divided into two groups. In the peer correction group (experimental group), the participants corrected each other's pronunciation errors, and for the control group, learners’ errors were corrected by the teacher. This process continued for 20 sessions. A pre-test and a post-test were administered. The results showed that there is a significant difference in the pronunciation of the peer correction group compared to the other group, and the peer correction group outperformed the teacher correction group. It can be concluded that there is a direct relationship between using the peer corrective feedback method of correcting pronunciation and learners' pronunciation improvement in EFL classes.

Abstract This study investigates an integrated model linking Iranian English as a Foreign Language (EFL) teachers’ epistemological belief, metacognitive awareness, critical thinking abilities, and their professional development. Using a structural equation modeling (SEM) approach, the research tests a hypothesized model in which epistemological beliefs and metacognitive awareness predict critical thinking, which in turn mediates their relationships with professional development. Data were collected from 150 Iranian EFL teachers using some validated instruments. After assessing the measurement model, SEM was employed to test the direct and indirect pathways. The results supported the hypothesized model, revealing that critical thinking skills significantly mediated the relationship between epistemological beliefs and professional development. Furthermore, metacognitive awareness demonstrated both a direct effect on professional development and an indirect effect through critical thinking. The findings underscore the importance of fostering metacognitive and critical thinking skills in EFL teachers to enhance their professional growth. This study contributes to the literature by elucidating the cognitive mechanisms underlying teacher development, offering practical implications for designing teacher education and professional development programs in Iran and similar contexts.

Abstract This research examined whether using a language model called ChatGPT could help Iranian learners of English improve their speaking abilities, particularly by teaching them commonly used phrases and conversation techniques. The study involved 55 intermediate-level students, aged 20-32, divided into two regular conversation classes. After a pre-test, both groups learned the same English course material. However, the group using ChatGPT received additional support from the model in understanding and practicing fixed expressions and conversational strategies. The instructor also explained the purpose and importance of these phrases. After the intervention, the group that used ChatGPT showed significantly better speaking skills compared to the pre-test. This suggests that incorporating ChatGPT into language learning can be effective for teaching specific expressions and conversation strategies, ultimately improving students' speaking abilities. The study highlights the potential of utilizing AI-powered language models like ChatGPT to provide learners with immediate feedback, comprehension support, and additional examples, which can significantly benefit their learning journey. It also encourages educators and curriculum developers to explore new ways of integrating such models into language teaching methods.

Abstract This study aimed to investigate the impact of Dialogue Journals (DJs) on EFL learners' paragraph writing skills, focusing on principles of paragraph writing, comparison and contrast, across synchronous and asynchronous online communication. Following the Oxford Placement Test (OPT), 40 homogenized participants were selected and divided into two groups. Participants, aged 13 to 18, attended classes twice a week for 90 minutes each. Pre-test and post-test paragraph writing assessments were administered and scored analytically using a rubric by Soleimani et al. (2008). Both groups followed Peyton's (2000) suggestions for DJ writing, with experimental group one using face-to-face instruction (synchronous online communication) and experimental group two utilizing the WhatsApp application (asynchronous online communication) over a 6-session study period. Results indicated significant improvements in paragraph writing skills for both synchronous and asynchronous groups, with no significant difference between the two modes of communication. This research can provide various advantages for all language teaching and learning participants. In addition, the students can benefit from the results as they face problems in various stages of writing, including preparation, drafting, editing, and final revision.

Abstract This study investigated the effectiveness of digital flashcards (DFs) in enhancing young learners' (YLs) acquisition of idiomatic expressions and speaking skills. A quasi-experimental pre-test post-test design was employed with 34 Iranian EFL learners randomly assigned to an experimental group (utilizing DFs) and a control group (receiving traditional instruction). Over five structured sessions, the experimental group used DFs featuring engaging visuals, contextual examples, and interactive activities to practice idiomatic expressions and speaking. In contrast, the control group followed textbook-based instruction. Both groups completed pre-tests, post-tests, and delayed post-tests assessing idiomatic expression knowledge and speaking ability. Data analysis confirmed normal distribution and acceptable reliability for all tests, and the groups were homogenous in general language proficiency. Repeated measures analysis revealed significant improvement in the experimental group’s post-test and delayed post-test scores, particularly in idiomatic expression retention and speaking performance. These findings support the efficacy of technology-assisted learning tools, highlighting the potential of DFs for promoting idiomatic expression acquisition and speaking fluency among young EFL learners.

Abstract A convenient means of identifying learners’ linguistic abilities is the study of the grammatical errors in the sentential constructions in their spoken outputs. In so doing, this cross-sectional qualitative study aimed to examine the spoken syntactical constructions produced by the young EFL institute learners in light of the accuracy level and types of errors. Linguistic error analysis was used to chart grammatical knowledge of the learners and assess aspects of grammatical deviances that unfolded in their productions. Findings indicated that the learners’ grammatical errors, in most cases, adhered to their misuse and misapplication of the rules and linguistic patterns learnt. However, most of the errors committed were local; that is, they did not disrupt understanding, including tense marking, omission, misformation, and disordering errors. Misapplication of verb-word, concordance violation, and the use of double verbs and pronouns, as well as tense-marker, alternating forms, and regularization, were the frequent errors observed in the samples of the participants’ discourse. Eventually, pedagogical implications and applications ensued, which are dispensed to provide insight into the materials development and instruction for the enhancement of grammatical competency and proficiency in speaking skills in EFL programs.

Abstract This study focused on the correlation between writing anxiety and ambiguity tolerance among Iraqi university freshmen students. The participants were 75 intermediate Iraqi freshmen students (40 female and 35 male). They aged from 19 to 24 years. The study delved into the prevalent types and degrees of writing apprehension experienced by participants, along with the primary triggers behind their apprehension. The Language Writing Anxiety Survey and the Causes of Writing Anxiety Survey were administered. After completing these scales, the Second Language AT Scale was completed by them. Data was analyzed using SPSS. The study revealed that cognitive anxiety predominantly characterizes writing apprehension among students, indicating a high level of apprehension overall. Notably, apprehension primarily stems from the fear of receiving negative comments from instructors. Moreover, the majority of participants exhibited low levels of ambiguity tolerance, though no statistically significant correlation between ambiguity tolerance and writing anxiety was observed. The findings underscore the need for educators to take into account both writing anxiety and ambiguity tolerance when designing their courses and instructional methods.

Abstract In this research, the problems that English teachers face in teaching speaking and writing skills to young learners were examined from the perspective of pre-service and in-service teachers. The related challenges and strategies were explored to gain a better insight into teaching productive skills in language education.  The authors adopted a case study research design and interviewed six English (three pre-service and three in-service) teachers. The pre-service teachers were selected from a university, and the in-service teachers were chosen from instructors who had been teaching English to young learners at elementary proficiency levels. For data collection, in-depth interviews and class observations were conducted to triangulate the data. The problems highlighted by the teachers were a lack of motivation, autonomy, a lack of positive attitude toward language learning, and an insufficient tendency to participate in learning English in classes. The challenges also included pronunciation problems, managing class, poor role model teachers, a lack of confidence-building in learning English, a lack of appropriate technology in classes, and a lack of appropriate and entertaining materials. This research has implications for language teaching to young learners in Iran.

Abstract The current research aimed to explore how teaching grammar via flipped instruction impacts the expository writing of Iranian EFL learners. For this purpose, 64 out of 75 Iranian male EFL learners were chosen as the study sample by administering the Oxford Placement Test (OPT). The intermediate-level participants who were selected were randomly divided into an experimental group and a control group. Subsequently, both groups underwent a pretest in English composition writing. The learners in the experimental group were tasked with watching and studying materials related to the target instruction through WhatsApp Messenger prior to attending class. The control group received grammatical instruction through the same textbook, supplemented by viewing relevant video clips or listening to audio recordings in class using traditional teaching methods. After 14 sessions of instruction, both groups were given a posttest. The findings from the Mann-Whitney U Test comparing the writing scores revealed a statistically significant difference between the control and experimental groups, with the experimental group performing better. Consequently, it is recommended that EFL teachers implement flipped instruction for grammar teaching, as it creates a dynamic and interactive learning environment that overcomes the constraints of time and space.

Abstract The integration of technology into second and foreign language education has facilitated the adoption of e-portfolios as an alternative assessment method, particularly within the Communicative Language Teaching framework. An e-portfolio serves as a digital repository for storing, organizing, and providing feedback on students' coursework and assignments throughout a course, offering a comprehensive view of their proficiency in various language skills. By compiling information on an individual's learning journey, both educators and students can gain a clearer understanding of academic progress, identify strengths and weaknesses and assess development over time. Furthermore, e-portfolios enhance interaction between teachers and students, as well as among peers, making them especially effective in classrooms with learners of different proficiency levels. This study aimed to investigate the perspectives of Iranian English instructors on e-portfolio-based assessment. Using both descriptive and inferential research methods, data were collected through a survey completed by 41 language instructors across Iran and analyzed with SPSS 16.0. The findings revealed that although most instructors are only somewhat familiar with e-portfolios, they generally have a positive view of their use in assessment. Instructors believe that e-portfolio-based assessment boosts learner motivation and supports academic progress. Additionally, the results indicated that factors such as teaching experience and gender do not significantly affect instructors' attitudes. The study underscores the importance of institutional support in establishing the necessary infrastructure for the successful implementation of this assessment method.