Applications of Language Studies

Abstract Rendering Shakespeare’s sonnets into Persian is notably difficult because their complex language, rich metaphors, and rigid iambic pentameter often conflict with the unique rhythmic patterns and stylistic norms of Persian poetry. This study examines how three Persian translators—Behnam Moghadam, Taghi Tafazoli, and Omid Tabibzadeh—addressed these complexities. A corpus of 77 sonnets, translated across different decades in the 20th century, was analyzed to determine the frequency and application of Lefevere’s (1975) seven strategies for poetry translation. Results revealed that literal translation was the most prevalent strategy (37%), with two translators favoring word-for-word accuracy to preserve semantic fidelity, while one prioritized metrical adaptation to align with Persian poetic forms. These findings highlight varied approaches to balancing textual fidelity with cultural and poetic norms, shedding light on the translators’ negotiation of linguistic and aesthetic constraints. The study contributes to translation studies by offering insights into effective strategies for translating complex literary works and fostering cross-cultural literary understanding, with practical implications for translators and scholars of comparative literature.

Abstract Cognate objects are verbal nouns that are morphologically related to their preceding verb by being derived from it. For all their widespread use in Arabic, such constructions are almost non-existent in Persian and their use in the language is considered deviation from the normal syntax of Persian. Given this, translating them into a language with no exact equivalents is likely to pose challenges in the way of translators. This language-related problem has been probed in this investigation through a descriptive – analytical research methodology. To see how translators of the Quran set about rendering them into Persian and what compensational syntactic devices they might resort to, a content analytic approach was applied to an aggregate of 53 instances of Cognate Object Constructions with their translations by five Persian translators of the holy book freely available on the website ParsQuran. It was found the translators had mostly resorted to deletion procedure rather than literal rendition probably to help render them more naturally in the target language. The deleted cases of COC had been supplemented by a range of minor procedures including transposition through using prepositional phrases and adverbs, the use of metaphors, amplification via absolute adverbs/adjectives and synonymy, and explicitation.

Abstract This study explored the effects of AI-assisted education on long-term learning outcomes and retention among Iranian intermediate EFL learners, employing a quasi-experimental design. Through convenience sampling, 60 participants (male and female, aged 19–22) from an institute in Tehran were divided into two groups: an experimental group using AI tools (adaptive platforms, personalized feedback, and simulations) and a control group following traditional instruction. Both groups completed pre-tests, 12 weekly learning modules over four months, post-tests, and a six-month retention test. Quantitative data analyzed via ANOVA and regression revealed significantly higher mean scores for the AI group (85.2 vs. 78.5, p = 0.002) and greater retention consistency (SD = 10.5 vs. 12.3). Regression analysis identified AI usage as a strong predictor of performance improvement (β = 0.72, p < 0.001). Qualitative findings from focus groups highlighted enhanced engagement through personalized learning trajectories and real-time feedback, with 78% of AI-group participants reporting increased motivation. These results demonstrate AI-assisted education’s efficacy in promoting sustained academic achievement, particularly through adaptive content delivery and interactive problem-solving tasks. The study advocates for strategic AI integration in curricula to optimize long-term retention and critical thinking skills in intermediate learners.

Abstract Translating book titles requires fidelity to the source text and cultural adaptation. Franklin Publishing House (FPH), active in Iran between 1954 and 1976, played a key role in shaping translation norms. This study investigates the translation strategies applied to book titles published by FPH during this period, using a microhistorical approach. A corpus of 790 translated titles from diverse genres was compiled through archival research in the Princeton University Library, the Library of Congress, the National Library of Iran, and other Iranian repositories. Titles were classified by genre and analyzed according to Yin’s (2009) framework, which distinguishes source-oriented strategies (literal translation, transliteration, and explication) from target-oriented strategies (adaptation, new title). Frequencies and percentages were calculated for each category. Literal translation was the most frequent strategy (n = 444, 56.20%), while explication was the least common (n = 53, 6.70%). Genre-specific patterns revealed a predominance of literal translation across most categories, particularly in historical and pure science titles. FPH’s predominant use of literal translation reflects its commitment to preserving source-text identity, a practice that aligned with its Cold War cultural diplomacy objectives and influenced translation norms within Iran’s publishing industry.

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 Translation inherently diverges from the original to varying degrees, making it a manipulative task that is never neutral. Manipulation types and the reasons behind their use were investigated in the Persian-subtitled and Persian-dubbed versions of the “The Big Bang Theory” Utilizing Zauberga’s (2004) and Reinelt's (2007) classifications, respectively. The findings showed that Persian subtitlers mainly manipulated the sensitive and incompatible source content via adding some content to soften their perceived impact and adapt it to the socio-cultural norms of the target linguaculture. In contrast, the translators of the dubbed version mostly chose to substitute and replace such content with the alternatives acceptable in the target linguaculture. The reasons for the manipulations were found to be multifaceted, with subtitlers often relying on their personal judgment rather than the existing target linguaculture constraints. In contrast, dubbing translators operated under much stricter and wider sociocultural considerations. In addition, the impact of the observed manipulations was examined on the humor conveyed in the series. It was found that the subtitled version preserved nearly all the comedic content while the dubbed version suffered a notable loss of humor, which points to the superiority of subtitling over dubbing in preserving the comedic essence of content.

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 homogenized the participants at each proficiency level and indicate that the junior students were truly more linguistically proficient that 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 moderate significant correlation between grammatical and pragmatic competences and language proficiency has a significant effect on pragmatic competence of the learners, as the junior students outperformed the freshman students.

Abstract Abstract
This study investigates the effect 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 (OPT) 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 This study explores the cultural and linguistic aspects of two English translations of Sadegh Hedayat’s The Blind Owl through the lens of Katharina Reiss’s (2000) translation theory. Employing a qualitative-descriptive approach, it compares translations by Iraj Bashiri, a native Persian speaker, and Desmond Patrick Costello, a non-native translator. The analysis examines how linguistic features—such as syntax, semantics, and stylistic nuances—and extra-linguistic elements—including culture-specific references, idiomatic expressions, and socio-historical contexts—are conveyed in English. Key passages reveal notable differences in translation strategies, highlighting the influence of the translators’ cultural and linguistic backgrounds on their work. Bashiri’s native proficiency and cultural insight allow for a more accurate and nuanced rendering of Hedayat’s complex themes, while Costello’s translation, though competent, sometimes loses subtlety. These findings emphasize the importance of cultural familiarity and linguistic competence in literary translation and contribute to ongoing discussions in translation studies and cross-cultural communication. The study concludes by reflecting on the implications for translator training and the challenges of bridging cultural divides in global literature.

Keywords: The Blind Owl, literary translation, linguistic features, cultural references, native translator, non-native translator, Katharina Reiss, translation strategies.

Abstract The idea of peer correction in English language teaching has grown in contemporary years, primarily due to the growing emphasis on learner-centered courses. Scholars have determined that active engagement occurs when learners are required to think critically and correct one another. This study targeted to examine the influence of peer modification on the pronunciation enhancement of Iranian EFL pupils during verbal production activities. To achieve this goal, two research questions were formulated, and 60 members were meticulously nominated from English language learners at a private language school. They were assigned into two groups by administering a PET test. In the peer correction class (experimental group), the members revised each other's pronunciation errors and for the control class, learners’ errors were rectified by the instructor. This practice lasted for 20 sessions. A pre-test and a post-test were administered. The outcomes indicated a substantial change in pronunciation between the peer correction class and the other class, with the peer modification group outperforming the teacher correction group. It can be determined that a direct relationship exists among the use of the peer corrective feedback method of correcting pronunciation and learners' pronunciation improvement in EFL classes.

Abstract This study investigates the structure of complex Determiner Phrases (DPs) in Persian, particularly those containing an embedded Complementizer Phrase (CP). It explores the syntactic properties and internal organization of these complex DPs, demonstrating that traditional generative accounts fall short in adequately explaining their characteristics. Instead, a new approach is proposed based on the principles of Parallel Architecture (Culicover & Jackendoff, 2005), which offers a different perspective on the distribution and structure of complex DPs in Persian. Employing the principles of Simpler Syntax Hypothesis (Culicover & Jackendoff, 2005), the study embraces a flat configuration for syntactic structures, suggesting that complements and adjuncts are directly combined with their heads as sisters. Additionally, the research addresses the phenomenon of disjoint associate CPs within complex DPs, utilizing a syntax-semantics interface rule to elucidate this occurrence. Overall, the findings contribute to a deeper understanding of the unique syntactic landscape of Persian complex DPs and their embedded structures.

Abstract This study seeks to conduct a comparative analysis of proverbs as vehicles of ideology in the novel Things Fall Apart and its Persian translation by Ali Hodavand, employing Nordic's classification of proverbs, which encompass synecdochic, metaphorical, metonymic, hyperbolic, and paradoxical proverbs. Proverbs are regarded as ideological items; thus, translating them without grasping their conceptual and ideological meanings, as well as their cultural significance, is inadequate and unacceptable. The purpose of this analysis is to gain insights into Igbo culture and to understand the translator's strategies in addressing these culturally and ideologically significant items. The paper also utilizes Baker's translation strategies to analyze the translation strategies used in the Persian translation. These strategies include the use of proverbs with similar meanings and forms, proverbs with similar meanings but dissimilar forms, borrowing from the source language, paraphrasing, and omission of the entire proverb. The aim is to determine if the Persian translations is able to convey the ideologies implied in the proverbs to the Iranian readers. The paper concludes that Hodavand's translation approach is source-oriented that is not part of the central and canonized literary works but rather exists on the margin and therefore it takes a peripheral position in Iran based on Even-Zohar polysystem theory.

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 This paper examines the traditional and materialist conceptions of subjectivity, as portrayed in Shakespeare’s Richard II. The traditional view theorizes a human subject with a unified, coherent, and unchanging core, independent of its historical and social contexts, and characterized by self-determination. In contrast, materialist thought, as articulated by thinkers like Dollimore, rejects the notion of a fixed, essential self and emphasizes instead the constructed and contingent nature of identity. This perspective views identity as shaped by social, political, and ideological forces, and as inherently fluid and other-determined. The paper applies this theoretical framework to the character of Richard, who embodies the traditional view of a divinely ordained, autonomous king. Richard's inability to recognize the constructed nature of his identity leads to his political downfall and personal disintegration. Conversely, Bolingbroke, who succeeds Richard, demonstrates a keen awareness of the contingent and relational aspects of identity and emphasizes the importance of social and political legitimation. The examination of Richard II highlights the shift from a medieval, essentialist understanding of identity to a Renaissance, materialist one, underscoring the political and ideological implications of these differing conceptions of the self.

Abstract This study examines the themes of hybrid identities and postcolonial displacement in Jhumpa Lahiri’s Interpreter of Maladies, focusing on the liminal experiences of diasporic characters. Set against the backdrop of contemporary postcolonial literature, the research explores how Lahiri’s narratives articulate the complexities of cultural negotiation, belonging, and unhomeliness. The aim is to analyze how Lahiri’s characters embody Homi K. Bhabha’s theories of hybridity and the "Third Space," highlighting their struggles and adaptations in transcultural contexts. The methodology involves a close textual analysis of selected stories, particularly "Mrs. Sen’s," alongside theoretical frameworks from postcolonial studies, including Bhabha’s concepts of liminality and cultural translation. The discussion reveals how characters navigate their in-between identities, oscillating between assimilation and cultural retention, and how Lahiri’s hybrid storytelling challenges monolithic cultural representations. The findings underscore the dual nature of liminality as both a source of conflict and a catalyst for hybrid identity formation. The conclusion emphasizes Lahiri’s contribution to postcolonial discourse by portraying diasporic experiences as fluid and transformative. Ultimately, the study highlights the resilience of Lahiri’s characters in negotiating displacement, offering a nuanced understanding of identity in a globalized world.

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 Drawing on Black feminist literary analysis grounded in Patricia Collins’s (2000) “Other Mothering” theory, the overarching argument of this paper is to consider the mother figures as deviations from conventional maternal models, including other mothers, who are deprived or aware of their skin color which put them under severe pressure and even disoriented. The principal objective of this paper is to investigate the concept of Collins’s other mothering, considering the detrimental role of the male-oriented White society on it in Morrison’s God Help the Child (2015). Given Queen Olive’s other mothering for Bride and Booker, this paper aims to respond to fundamental question, why is Collins’s idea of “other mothering” functional in Morrison’s God Help the Child? In order to fill the gap, Andrea O’Reilly’s (2004) extremely extensionist study of other mothering that includes Black male gender is excluded, because it can be changed into other fathering. The findings indicate that maternal instinct is rejected as a single factor for Sweetness to necessarily be a mother. Her parturition and lactation capacities do not guarantee that she can appropriately perform her mothering missions, as an adequate other mother like Queen Olive can have an opportunity to be Booker’s and Bride’s caretakers.

Abstract This study, using a structural equation modeling (SEM) approach, tests an integrated 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 validated instruments, including the Metacognitive Awareness Questionnaire, the Epistemological Beliefs Questionnaire, the California Critical Thinking Skills Test, and the EFL Teachers’ Perceptions of Professional Development Scale. After assessing the measurement model, structural equation modeling 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. 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 Voice recognition and text-mining tools have democratized corpus construction, allowing educators to create responsive materials based on authentic discourse trends. In global healthcare contexts, where English functions as a lingua franca, cultivating discourse competence is essential for safe and effective communication. This study employs corpus linguistics methods to analyze authentic medical English sourced from YouTube videos. A specialized corpus was compiled and analyzed using Otter.AI and SketchEngine to examine linguistic patterns, collocations, and discourse structures in real-world medical communication.
Findings reveal that medical professionals frequently employ modal verbs (e.g., can, should, must), passive constructions, and high-frequency collocations (e.g., blood pressure, heart rate, patient care) that serve distinct pragmatic functions. Moreover, interactional phrases such as let me explain and can you see and discourse markers like so and now are pervasive, reflecting the interpersonal and procedural nature of clinical discourse. Cross-cultural comparison further indicates notable variation in communication style, with Western contexts showing greater empathy and shared decision-making, and South Asian contexts favoring directive, authoritative tones.
These patterns provide insight into the pragmatic and intercultural dimensions of medical English and highlight the potential of YouTube-based corpora as authentic resources for English for Medical Purposes (EMP) instruction.

Abstract The present study aimed at examining the repertoire of strategies employed by Iranian translators in translating English idioms into Persian. To achieve this aim, the study focused on Charles Dickens' novel Great Expectations. The strategies proposed by Mona Baker (1992) were the selected framework for the analysis. The results of descriptive statistics helped the researchers answer two research questions with regards to the types and frequencies of the strategies used. The findings showed that the least frequently employed strategy was paraphrasing (4.28%) and the most frequently used one was “using an idiom of similar meaning but dissimilar form” (67.14 %). The findings of the study can be of help to educators in providing a comprehensive map of strategies used by Iranian translators in their translation tasks.

Abstract The present study aimed to examine the intersection of perceived Teacher Enthusiasm (TE) and Learner Engagement (LE) in the context of second-language classrooms. To this goal, 92 Iranian advanced English as a Foreign Language (EFL) learners completed a self-report questionnaire on the effectiveness of teaching and learners’ engagement. Two focus-group interviews were conducted, and a correlational analysis was performed. The results indicated a significant correlation between the two variables. Additionally, the analysis revealed three main themes testifying that perceived TE led to higher excitement and enjoyment for L2 learners, feelings of security and confidence, and a positive appraisal of teacher quality. It was also found that self-set goals and personal vision are significant antecedents of engagement, which may even outdo perceived TE. Emotional consequences were identified as the dominant links between the two variables. The results also revealed that perceived TE influences LE through stimulation and emotional arousal. The findings of this study recommend that ELT teachers’ performance, enthusiasm, and behavior have a significant impact on EFL learners’ evaluation of the quality of instruction.

Abstract This study was an attempt to consider the effect of using Telegram application for EFL (English as a Foreign Language) learners' writing accuracy and learning grammar points. Twenty intermediate EFL learners were selected from the vacant language learners in a language institute to participate in this study. The students who achieved the required score on a language proficiency test (the Oxford Placement Test, OPT) were selected as the participants. Pre-test were given before the treatment sessions to control the participants' grammar knowledge and writing accuracy at the beginning of the research. During a term which has sixteen-session course, the teacher presented the instruction on grammar and accuracy in writing to the participants by instant messaging, using above application. At the end of semester, they were given the post-test. Achieved data were analyzed through Paired Samples t-tests to compare the means of the pre-test and the post-test of the learners. It has discovered that writing accuracy of the participant had improved by receiving instruction of grammar points through social network (Telegram App). There was a significant difference in the means of the participants on the pretest and posttest. They performed more effectively on the posttest, which can be attributed to instruction through social networking. The results of the study can be beneficial for language teachers, materials developers and students

Abstract This paper provides a comprehensive review of literature on the significance of intercultural competence in language learners, emphasizing its crucial role in an increasingly globalized world. Various factors that impact the development of intercultural competence, including attitudes, prior knowledge, pedagogical methods, and Byram's competence model are examined in detail. To lay the groundwork for a deeper understanding of this concept, Swain and Bachman's models of language competence are initially presented. Furthermore, the paper briefly explores some well-known perspectives and key stages in the development of intercultural competence. It is suggested that effective language programs should incorporate intercultural competence development through a multifaceted approach, while also being mindful of potential drawbacks such as the reinforcement of stereotypes or power imbalances. Additional research is warranted to investigate the influence of pedagogical strategies and other factors on the enhancement of intercultural competence. It also underscores the importance of fostering intercultural competence in language learning and underscores the necessity for educators and policymakers to prioritize this aspect when designing curricula and navigating an increasingly diverse global landscape.

Abstract This study applies Sigmund Freud's psychoanalytic theory of trauma to Katherine Mansfield’s (1922) work called 'the Fly'. It discusses the ways in which the protagonist of the story called the Boss attempts to deal with his traumatic memories. Freud in his Studies on Hysteria characterized the individual trauma as when a person is unable to react to a traumatic or affective memory in a way that successfully “discharges” those feelings, and therefore feels powerless in the situation. It is this feeling of powerlessness that leads to the trauma. This relationship between trauma and a lack of power manifests in the boss, which can be seen in his attempts to exert his hegemonic masculinity through the dominance and ownership at any given point of time. The idea of ownership is established throughout the story. The Boss wants to be able to feel traumatized at will or to have ownership on his own trauma so trauma becomes a part of the commodity economy in this particular narrative. It is concluded that although normally we associate trauma with loss and inability but trauma becomes the loss that has equitation of ownership.

Abstract Comparing human and machine abilities for translating English literary texts into Persian and paying attention to the differences in the readability levels of the items to be translated into Persian by machine and human translators were the main impetus to conduct this study. Accordingly, the present study aimed to examine the legibility of two versions of Persian translation of the book “The Old Man and the Sea” (1951) by Google translate and human translator (namely, Azima, 2006). The comparison was done by Flesch Kincaid Grade, with different sub-criteria for evaluation. The findings suggest that both machine and human translations are very different based on Flesch Kincaid Grade criteria so that human translation may even be more readable. The results of this study can affect curriculum planning, especially in the field of translation. Another benefit of this study is that students could become familiar with their strengths and weaknesses in translation and hence it can be effective in evaluating translation students as would-be translators.

Abstract This research paper examines two translations of Charles Dickens’s Great Expectations by Yunesi and Akhavan, utilizing House’s model. House’s model of Translation Quality Assessment (TQA) provides a comprehensive framework for evaluating the quality of translations in terms of linguistic accuracy, cultural equivalence, and stylistic appropriateness. The selection of these two translations was based on their popularity and relevance to the study. Based on this model, overt or covert translation and the implication of cultural filters were determined. Moreover, the translation that effectively conveys the core meaning of the original text was also found. In this study, a comparative analysis of 50 pages of the translated texts compared to their original version was done. The main focus was on determining which translation was superior, more subtle, and more explicit. The study utilized House’s model as a framework for evaluation, allowing for a structured and systematic approach for comparing the two translations. The findings revealed that Yunesi’s translation was overt and superior because of fewer overt errors, and Akhavan’s translation was covert. Cultural filters were applied in Akhavan’s translated text in order to make proper translated texts for children’s and teenagers’ ages.