Applications of Language Studies

Abstract Simultaneous interpreting often involves omission, traditionally viewed as an error but increasingly recognized as a strategic choice to optimize fluency. This study examined interpreters’ self-awareness regarding omission, investigating whether it stems from conscious strategy or cognitive overload. A structured questionnaire administered to 42 professional interpreters with diverse language combinations and experience levels revealed that omission is common, with 76% considering it intentional condensation rather than a mistake. Interpreters employed strategies like simplification (55%), pausing (43%), and replacing specific terms with general alternatives (59%), yet omission remained the primary coping mechanism, particularly under high cognitive demand. The findings align with Gile’s (1999) Effort Models and Tightrope Hypothesis as well as Pym’s (2008) risk-based distinction, emphasizing the role of contextual awareness in interpreters’ decision-making. While experienced interpreters showed greater strategic awareness, many struggled to assess omission’s impact. The study underscores omission as an unavoidable yet double-edged strategy, suggesting interpreter training curricula should emphasize the development of situational judgment, cognitive monitoring, and evaluative reflection, enabling practitioners to navigate deliberate omissions with both efficacy and ethical awareness. Future research should seek to synthesize theoretical inquiry, empirical research, and pedagogical innovation within interpreting studies.

Abstract The primary objective of this investigation was to examine the two Persian renditions of Daddy Long Legs (Webster, 1912) with regard to their adherence to the original sentence and syntactic patterns, as well as the manipulative alterations made during translation, as per Antoine Berman's distorting inclinations. In order to accomplish the objectives of this study, the researchers employed content or document analysis as a qualitative method to scrutinize the strategies employed in the translation of the novel from English to Persian. The data for this analysis were derived from an examination of two translated volumes by Soleimani (2020) and Dana (2018), respectively. The findings obtained from the comparison and contrast of two translated books with their original text, as well as with each other, revealed that the two Persian translations of the work experienced a form of stylistic distortion in their sentence and syntactic structures. Consequently, there were discrepancies between the translations and the original work in terms of textual patterns, which could be attributed to stylistic distortion resulting from manipulations in the sentence and syntactic elements.

Abstract Lexical cohesion (LC) is an important index that could make a text scholarly and publishable. Despite the recognition of LC as a vital component of scholarly writing, the extent to which authors’ linguistic background might influence LC use has been rarely addressed. This paper was a novel attempt considering the effects of four linguistic backgrounds on LC negotiation in thesis literature reviews crafted by bilingual and multilingual graduate students in applied linguistics. The study selected 70 theses developed by multilingual Kurdish and Turkish and bilingual Farsi and Arabic MA and PhD students in applied linguistics. Two types of LC, namely local and global, each consisting of three indices of lemmas, synonyms, and content words, were considered for our thematic analysis. The corpus analysis showed that synonym congruity was the most commonly employed LC index, followed by lemmas and content words. The findings also revealed that multilingual Kurdish students used a higher number of LC indices, particularly in terms of global LC. The second group that ranked at the top involved multilingual Turkish writers who mainly relied on local LC. On the other hand, bilingual Farsi and Arabic students used a lower number of LC indicators compared to the other two. The study offers helpful insights for academic writing research and pedagogy.

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.

Abstract A crucial part of building vocabulary in a foreign language is to understand lexical errors. Among these mistakes, non-transfer errors are commonly found at all levels of language proficiency, while the incidence of transfer-related errors generally diminishes as proficiency improves. Besides their vital role in the comprehension of language acquisition (especially in the context of second or foreign language learning) errors have significant implications for the various communicative tasks that learners engage in and the effects their errors can have when conversing with native speakers of the target language. To grasp the characteristics of lexical errors, it is essential to utilize a thorough and structured classification system that recognizes the intricacies involved in ESL/EFL students’ word choice processes. The author of this study sought to examine the frequent lexical errors encountered by EFL learners and to offer solutions for mitigating this challenge. From the author’s viewpoint, the lexical errors made by students in EFL courses prompted an inquiry into the root causes of these errors. The outcomes of this research can guide the creation of corrective classroom activities that assist EFL learners and enable students to use vocabulary correctly in their English lessons.