Applications of Language Studies

Abstract Translation criticism is essential for effectively conveying meaning and representing foreign cultures, languages, and literatures to target readers. The study contributes to the field of translation studies by demonstrating the application of Reiss’s (2000) revised model in the evaluation of a literary translation and underscoring the need for rigorous translation criticism to uphold the integrity of cross-cultural communication. It provides an objective assessment of the Persian novel Khomreh (The Water Urn) by Moradi Kermani (2004), translated into English by Caroline Croskery in 2014. The results established that the book is a form-focused text, where the primary function of language is expressive. They also revealed that the translator has successfully preserved most linguistic elements and extra-linguistic determinants in her English translation. Therefore, this translation can be regarded as a faithful equivalent of the source text, effectively representing the Iranian culture, society, and atmosphere of the narrative. Additionally, the study underlines the necessity of considering both linguistic and cultural aspects of a text during the translation process to ensure a high-quality, meaningful, and accessible translation for the target readership.

Abstract Speaking skills are at the core of learning a language and are needed twice as much as reading and writing skills in daily communication. Many factors influence the development of speaking skills. One of the most important factors is the learners' speaking self-efficacy. However, in what ways can EFL teachers promote learners' self-efficacy? The present study aimed to investigate one such method and examine whether there is a relationship between translation and speaking self-efficacy. For this purpose, three groups of advanced Iranian EFL learners were asked to perform several speaking tasks before and after rating a speaking self-efficacy questionnaire in an experiment. The first experimental group (EG1) was taught through intralingual translation, the second experimental group (EG2) through interlingual translation, and the third group, the control group (CG), without using any translation. The data were analyzed using ANOVA tests. The results revealed a significant relationship between interlingual translation and the learners' speaking self-efficacy, and EG2 outperformed both EG1 and CG. The study concluded with some practical implications for both EFL learners and teachers.

Abstract Phonological awareness is the recognition of the sound structure of words, and it is an important and reliable predictor of reading ability. Furthermore, it has been identified as a skill related to the development of mathematics skills for children. The present study aimed to explore the effect of phonological awareness on the mathematical performance of Persian female students. This research employed a quasi-experimental study, which included a pre- and post-test design with the control group. The population included 140 female second-grade students divided into a control and an experimental group. The experimental group underwent phonological awareness training for ten weeks, each session lasting 30-35 minutes, whereas the control group did not receive any intervention. The findings revealed that instructing phonemic awareness techniques in mathematics had a considerable effect on the operation area of the second-grade female students in elementary school. Phonological processing acts as a prerequisite for retrieving mathematical data and a facilitator for mathematical operations, and people with good phonological skills perform better in mathematics.

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 General English Course (GEC), considering its syllabus, is a misnomer for the English for Academic Purposes (EAP) instruction in Iran. The major goal of GEC, as set by the Ministry of Science, Research and Technology, is to help undergraduate students develop a reasonable ability to read and comprehend their reference textbooks in their majors. Since a lot of time, money, and energy are spent on GEC and given the dropout rate among students, its efficiency needs to be evaluated meticulously. This study was an attempt to assess the efficiency of GEC in achieving its purported objectives. Two hundred and sixty-six university students taking their GEC sat for the pretest of the study in order to get a preliminary profile of their reading comprehension ability as well as their knowledge of vocabulary. After 15 sessions of treatment, based on the GEC syllabus, the learners took a posttest. Results of a Wilcoxon Signed Rank Test revealed an improvement from the pretest to the posttest, which is negligible with regard to a small effect size. This state of affairs denotes that GEC has not achieved its goals completely. The implications of the study for policymakers, curriculum developers, and educators are discussed.

Abstract Through academic self-regulation, learners use affective, cognitive, motivational, and behavioral feedback to adjust their strategies and behaviors to attain their goals. The present study utilized a correlational research design to explore how EFL intermediate learners’ self-reported self-regulation ability would predict their attitude toward EFL reading. The participants were 91 Iranian EFL learners in some English language institutes. They were put in the intermediate classes at the beginning of their program on the basis of their scores on the Preliminary English Test (PET). They were assigned the L2 Reading Attitude Questionnaire and the Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ). The results of multiple regression analysis indicated that the metacognitive factor played the most strongly predicted attitude toward EFL reading, followed by cognitive, meta-affective, and meta-sociocultural-interactive factors. The sociocultural-interactive factor, albeit still relevant, was the weakest predictor of attitude toward EFL reading. The findings underline the different aspects of attitude toward EFL reading and self-regulation, with implications for EFL reading teachers and curriculum designers.

Abstract This study examined the generic and linguistic features of enquiry-based business emails exchanged between an Iranian shipping company and its international business partners, using English as a lingua franca (ELF). The data for this study comprised 300 emails exchanged between the Iranian company and its partners from Japan, South Korea, and China. Drawing on a combination of Santos’s (2002) and Mehrpour and Mehrzad’s (2013) models of genre analysis, the research investigated the structural and linguistic characteristics of these emails. The findings revealed the presence of four primary moves: establishing the negotiation chain, providing information, requesting action, and concluding the email. Notably, several modifications to the generic structure were identified, reflecting significant flexibility in move ordering. This adaptability underscores the importance of practicality and efficiency in international business communication. Additionally, the study highlights the frequent use of imperative structures, unconventional abbreviations, and acronyms, which are influenced by cultural and contextual factors. These findings enhance our understanding of how ELF functions in professional settings and provide valuable insights for English for Specific Purposes (ESP) learners and instructors.

Abstract The effects of dynamic assessment (DA) principles on enhancing academic vocabulary learning of Iranian dentistry PhD applicants through Telegram were investigated in this study. The Oxford Quick Placement Test (OQPT) was conducted to evaluate 60 Iranian dentistry PhD applicants' general English knowledge. Then, 30 intermediate applicants were chosen, divided and assigned into three equal groups of control (CG), DA without using Telegram (DWTG), and DA using Telegram (DUTG). Initially, a pretest was taken to assess the participants’ previous academic knowledge of vocabulary in the field of dentistry. The research was conducted in 10 sessions of two hours and 25 words, in each session, were presented to the three groups of the study utilizing narrow reading techniques involving repeated readings from thematically relevant short texts. After completing the treatment, they were tested to assess their vocabulary improvement. Then, they were tested again after two weeks to assess their vocabulary retention. The findings indicated that the participants in the experimental groups demonstrated significantly better performance, and the participants who learned vocabulary by Telegram significantly exceeded the ones who learned without telegram on the posttest. The same findings were also obtained for the delayed posttest.

Abstract This study was an endeavor to analyze how English as a foreign language (EFL) teachers at Iranian senior high schools perceive the challenges of teaching idiomatic expressions and how they address them in the classroom. To this end, the researcher conducted face-to-face semi-structured interviews with 30 Iranian male and female teachers who teach English as compulsory courses at all grades of senior high schools in Qom, selected through convenience sampling based on their availability and willingness to participate in this inquiry. Grounded theory was used to analyze the data. The results revealed that many teachers were concerned about the inadequacy of the textbooks used in senior high schools (Vision series), as they do not emphasize the teaching of English idiomatic expressions, even though such expressions have been included in the recent University Entrance Examinations. Regarding teaching strategies for idiom comprehension, on the other hand, the teachers often provided first language (L1) equivalents for L2 idioms, guided students' attention to contextual clues, and explained the meanings of idioms. Additionally, for idiom production, they had students make stories, conversations, or sentences using the target idioms and provided them with lists of frequent idioms to memorize and use as needed. These findings shed light on the challenges teachers face and their strategies when teaching idioms at school.

Abstract Teachers’ attitudes, beliefs, and identities are regarded as the key elements in boosting their effectiveness in improving their learners’ performance. Professional identity as a quality of a teacher can be evolved in a constant and continuous process. It is usually shaped in educational and social contexts. Among the teacher characteristics which influence teachers’ performance, professional identity and self-efficacy are considered to be vital characteristics. The current study was set to explore the association between Iranian English as a foreign language (EFL) teachers’ professional identity and self-efficacy. Therefore, in order to gather the data required for the aims of this research, 92 English language teachers were chosen as the participants of this research study. Two questionnaires were utilized to gather the data. The data collected was analyzed via Pearson’s correlation coefficient. The results revealed a positive bond between Iranian EFL teachers’ professional identity and self-efficacy. The findings of this study can be of help for teacher educators and English language teachers.

Abstract The current project was an attempt to explore processes of critical peer feedback using patterns of pair interaction in order to improve both the quality of peer feedback and the quality of English writing, and to summarize the model of critical peer feedback. A 16-week qualitative case study was conducted with a group of 12 Iranian EFL students for one semester at Poldokhtar University. The Revised Bloom’s Taxonomy Model was introduced to the participants in the workshop. Collaborative learning through peer interaction was used in workshops to teach the model of critical thinking. Three kinds of data, including semi-structured interview transcripts, six writing assignments, and artifacts of critical peer feedback, were analyzed by QSR NVivo 8.0 with the thematic analyses. The codes were quoted in descriptions, and the nodes and models were illustrated with visualization in the findings. The findings revealed that critical peer feedback improves both the quality of peer feedback and the quality of English writing. This study may be significant for the knowledge of higher-order peer feedback to improve the quality of higher-level writing.

Abstract This study sought to empirically investigate the effects of task-based instruction on the listening comprehension and metacognitive strategy awareness of intermediate English as a Foreign Language (EFL) students in Iran. A sample of 60 male EFL learners was selected based on their performance on a proficiency test. Following a pre-test assessing their listening skills and the completion of a metacognitive awareness questionnaire, participants were assigned to either an experimental group, which received task-based instruction, or a control group that underwent traditional listening instruction. The experimental group was engaged in task-based teaching through three designated tasks: Input-driven tasks, Pedagogical-driven tasks, and Performance-based tasks, whereas the control group experienced conventional instruction methods. After the instructional intervention, all participants undertook a listening post-test alongside a metacognitive awareness questionnaire. A thorough analysis of the data, conducted using independent sample t-tests, indicated a significant positive effect of task-based instructional methods on both the listening comprehension and metacognitive strategy awareness of intermediate EFL learners in Iran.