Abstract The rapid advancement of Generative Artificial Intelligence (GenAI), exemplified by ChatGPT, has sparked growing interest for its potential in language education. Despite the growing body of research on GenAI for language learning and assessment, no study has yet examined its integration within the Dynamic Assessment (DA) framework. This exploratory multiple-case study addressed this gap by designing, implementing, and evaluating a novel GenAI-based DA model to enhance English as a Foreign Language (EFL) learners' grammatical accuracy. Over an eight-week period, six intermediate-level Iranian EFL learners engaged with a custom-developed GPT model receiving graduated, ZPD-sensitive mediation on grammatical errors in their writing. Data were collected from multiple sources, including chatlogs, learner profiles, and semi-structured interviews. Microgenetic analysis was conducted to track moment-to-moment developmental changes in grammatical accuracy and self-regulation, while thematic analysis was used to identify recurring patterns in learners' experiences and perceptions. The microgenetic analysis revealed a consistent positive developmental trajectory for all participants, evidenced by a steady reduction in grammatical errors, decreased reliance on explicit mediation, and the successful transfer of learning to more cognitively demanding transfer tasks. Thematic analysis indicated positive perceptions, with learners valuing the model’s mediational approach and the creation of a psychologically safe, non-judgmental environment that fostered autonomy. The model demonstrated high diagnostic reliability, accurately identifying all rule-based grammatical errors and providing contextually appropriate mediations. Ultimately, this study provided a validated proof-of-concept for GenAI-DA integration and distilled six core design principles to guide the development of future pedagogically-aware intelligent assessment tools.

  Using a mixed-methods approach, this study

   مطالعه كمّي و كيفي   پيش رو تاثير سه متغيّر كليدي اعم از خودِ آرماني زبان دوم، اضطراب زبان دوم و ميزان مشاركت در يادگيري زبان دوم را بر ميزان تمايل به برقراري ارتباط در زبان دوم را در ميان دانشجويان ايرانيِ زبان انگليسي بررسي كرد.با توجه به افزايش تمايل و تقاضاي   افراد براي يادگيري زبان انگليسي در   كشور ايران درك عوامل موثر بر يادگيري زبان امري ضروري است . برقراري ارتباط در زبان دوم از جمله عوامل مهم تاثيرگذار بر يادگيري زبان ميباشد( مك اينتاير و همكاران ، 1998)    از اين رو شناسايي و درك عوامل موثر بر برقراري ارتباط از اهميت ويژه اي برخوردار است. مطالعه حاضر سعي داشت با بررسي سه عامل مهم بعنوان پيش بيني كننده هاي برقراري ارتباط ميان دانشجويان به دركي جديد از عوامل تقويت كننده مانند خودِ ايده آل زبان دوم ومشاركت در يادگيري   و همچنين   عوامل بازدارنده مانند اضطراب ، برسد. با توجه به افزايش چشمگير علاقه به يادگيري زبان انگليسي در ايران، شناخت دقيق عواملي كه بر موفقيت دانشجويان در برقراري ارتباط به زبان انگليسي تأثيرگذارند، از اهميت ويژه‌اي برخوردار است. اين پژوهش با هدف بررسي رابطه ميان عوامل مختلفي چون خودانگاره زبان‌آموزي ايده‌آل، مشاركت فعال در فرايند يادگيري و اضطراب زبان خارجي با تمايل به برقراري ارتباط در زبان انگليسي، در ميان دانشجويان ايراني طراحي و اجرا شده است. در اين مطالعه، از يك مدل مفهومي استفاده شده است كه در آن، تمايل به برقراري ارتباط به عنوان نتيجه‌اي از تعامل بين سه عامل اصلي خودانگاره زبان‌آموزي ايده‌آل، مشاركت فعال در فرايند يادگيري و اضطراب زبان خارجي در نظر گرفته شده است. براي بررسي اين مدل، داده‌هاي كمي از طريق پرسشنامه و داده‌هاي كيفي از طريق مصاحبه با دانشجويان جمع‌آوري شده است. يافته‌هاي اين پژوهش نشان مي‌دهد كه ميان متغيير خود ارماني زبان دوم و ميزان تمايل بر برقراري ارتباط در زبان دوم رابطه ايي مستقيم و مثبت وجود دارد. يافته هاي بيشتر حاكي از ان است كه ميان ميزان مشاركت دانش اموزان ايراني در يادگيري و ميزان تمايل ان ها در برقراري ارتباط در زبان دوم همچنان رابطه ايي مستقيم وجود دارد بدان معنا كه هرچقدر ميزان مشاركت دانش اموزان در فرايند يادگيري زبان دوم بيشتر باشد تمايل ان ها نيز براي برقراري ارتباط در زبان دوم نيز افزايش پيدا ميكند . عامل منفي اضطراب زبان دوم رابطه ايي منفي با ميزان تمايل دانش اموز ها در برقراري اربتباط در زبان دوم دارد بطوريكه با افزايش ميزان اضطراب زبان دوم ميزان تمايل ان ها در برقراري ارتباط در زبان دوم نيز بطور چشم گيري كاهش پيدا ميكند.. در نهايت، نتايج اين پژوهش مي‌تواند به معلمان زبان انگليسي كمك كند تا با شناخت دقيق‌تر عوامل مؤثر بر تمايل دانش‌آموزان به برقراري ارتباط، استراتژي‌هاي آموزشي مؤثرتري را طراحي و اجرا نمايند. با ايجاد محيط‌هاي يادگيري حمايتي و انگيزه‌بخش، تقويت اعتماد به نفس دانش‌آموزان و كاهش اضطراب آن‌ها در ارتباطات زباني، مي‌توان به بهبود كيفيت يادگيري زبان انگليسي در ايران كمك شاياني كرد. كلمات كليدي: خود ارماني زبان دوم ، تمايل به برقراري ارتباط در زبان دوم، مشاركت دانش اموز، اضطراب زبان دوم   انگليسي به عنوان زبان خارجي، آموزش زبان انگليسي، دانشجويان آموزش زبان انگليسي         

   The rapid revolutionary advances of computer technologies have led to some major shifts in public education in general and foreign language learning in particular. Integrating technology in the EFL ), high enjoyed control group (HECG, N=16), low enjoyed experimental group (LEAG, N=14), and low enjoyed control (LECG, N=15) group. To collect the required data, three measurement instruments including Oxford Placement Test (OPT), vocabulary achievement test, as well as a Foreign Language Enjoyment Scale were employed. To answer the research questions, independent-sample t-test analysis was run. The obtained results showed that mobile–assisted mind mapping had a significant effect on both low and high enjoyed EFL learners’ vocabulary knowledge. The findings indicated that the high enjoyed   EFL learners who received pleasure reading had significantly much higher performance in vocabulary knowledge compared to the low enjoyed EFL learners’ who   received the same treatment. The findings might be conducive to Iranian language learners, giving them some fruitful insights on the possible alternative ways to learn vocabularies. They would be of significance to language teachers to gain better understanding of the alternative vocabulary teaching's techniques which may facilitate long-term retention and production of lexical items in the minds of the learners.    Key terms: Mobil-assisted Language Learning, Mind-mapping, Vocabulary Learning, EFL Learners, E-learning Enjoyment

      One of the primary issues of the 21st century is the use of technological tools in all aspects of life. However, Machine translation, as one of these tools, has not been fully taken seriously in educational environments. By comparing MT systems to handheld calculators, it becomes evident that MT has yet to be fully embraced in language dir="LTR" >   Keywords: EFL Student, Google Translate, Machine Translation, Post Editing, Translation Output

   Dynamic assessment (DA) helps learners gain knowledge and develop language without losing agency and helps researchers identify effective strategies for teaching language skills. Pragmatic competence, as one of the most important components of communicative competence, is crucial for successful social interactions as it can prevent communication breakdowns or misunderstandings. Technology is an important tool for facilitating learning.   Smartphones' ubiquitous, accessible nature helps tackle the limitations of conventional classrooms. Therefore, this study applied mobile-based dynamic assessment (MDA) to Iranian EFL learners' pragmatic competence, focusing on the disagreement speech act to examine their ability to express disagreements appropriately. It also investigated mediation moves and learners' reciprocity patterns to understand learners' development comprehensively. Fifty-four intermediate students receiving communicative-based instruction in a language school who needed to improve disagreement strategies to perform opinion-based tasks appropriately took the Oxford Quick placement test and an oral interview, which was assessed based on IELTS band scores, to measure their language proficiency. They were randomly assigned to three groups (the control group (CG), the dynamic assessment group (DAG), and the explicit feedback group (EFG). They received discourse completion tasks throughout eight treatment sessions and were asked to express disagreement with specific scenarios through the Telegram mobile application. Following the sociocultural framework, DAG was prompted to correct errors using incrementally-ordered mediation prompts. However, the EFG and CG received explicit feedback and no feedback, respectively. In this study, the pre-test, post-test, and delayed post-test results underwent a mixed method between within-group ANOVA. Also, a one-way ANOVA with post hoc analysis determined the differences between the groups. The results of the quantitative analyses indicated that DAG significantly outperformed the EFG and CG, which proved the effectiveness of the treatment. The qualitative data, that was, the semi-interview results, were subjected to thematic analysis to identify common themes in the participants' perceptions. The results suggested that the participants had a positive attitude toward learning disagreement strategies within an MDA framework. Also, using the microgenetic approach and monitoring students' reciprocity levels, we observed significant improvements in their microgenetic development. Keywords

   Abstract   One of the skills that must be taught to students in any educational system is thinking skills. To implement this, the teacher should try to increase the thinking and reasoning skills of his students and lead them from the stage of parrot learning to the thinking stage and train them to find the right solution which is the basis of learning with thinking. The current research utilized a mixed-methods approach to gather both of quantitative and qualitative data. The data of this research were collected through interviews and observation. Participants in this research were 60 English language teachers selected through convenience sampling, all of them are teaching in foreign language institutes. Due to the researcher's place of residence, this research was conducted in Ravansar city, Kermanshah province, and all teachers participating in this research speak Kurdish as their first language. It was found that English teachers have little knowledge of critical thinking, they pay more attention to analysis skills and then to evaluation skills and give very little importance to other skills. The results show that the three factors of discussing, grouping, and having students express their opinions out loud were considered as opportunities to foster critical thinking in the >Keywords: Critical thinking, Fostering Critical thinking, Foreign language >  

      Abstract The aim of the current study was to find out the EFL teachers’ perceptions regarding the principals’’ leadership style. It also aimed at finding the possible relationship between leadership styles of principals and teachers’’ satisfaction level. Moreover, the current study was an attempt to explore whether there is a significant difference between teachers’’ satisfaction in public schools and language institutes. In addition, the other aim of this study was to find out the teachers’’ perceptions regarding the effect of principals’’ support on their English teaching. To attain the purpose of the study, 50 Iranian EFL teachers were selected. The instruments of this study were two questionnaires, and an interview. The questionnaires were used to assess the participants’’ level of satisfaction and their perception regarding the principals’’ leadership style and the aim of the interview was to assess the teachers’’ perceptions regarding the effect of principals’’ support on their English teaching. Based on the results of data analysis, the current study has some conclusions. First, the results indicated that the Iranian EFL teachers have optimistic and positive views regarding the principals’’ leadership style. Second, the researcher concluded that there was not any significant relationship between leadership styles of principals and teachers’’ satisfaction level. Third, it was also indicated that there is a significant difference between teachers’’ satisfaction in public schools and language institutes. The findings are applicable in the pedagogy context as well as for further research. Key Words: Satisfaction, Leadership, Leadership style, EFL teachers, Principals   

   ABSTRACT

"  پژوهش تركيبي حاضر در كرمانشاه، ايران، سطح دانش زبان انگليسي شركت كنندگان، نمرات دانش آموزان در آرمون كنكور سراسري، عوامل موثر بر دانش انگليسي محدود و راهكارهاي ممكن را مورد بررسي قرار مي دهد.با دانش آموزان دختر پايه دوازدهم از 13 مدرسه نماينده مصاحبه حضوري به عمل آمد.در حالي كه حداكثر نمره زبان انگليسي در كنكور100 مي باشد، در كرمانشاه نمره 3811 دانش آموز كمتر از صفر، نمره 7836 دانش آموز صفر و نمره 2299 دانش آموز زير 5 بوده است. ميانه نمره زبان انگليسي در 22355 دانش آموز صفر بوده است.توانايي خواندن خودارزيابي شده در دانش آموزان به طور معني داري بالاتر از ساير مهارت ها بود. اكثر دانش آموزان يادگيري زبان انگليسي را ضروري مي دانستند. اكثر دانش آموزان پخش روزانه فيلم هاي انگليسي بدون دوبله اما با زيرنويس فارسي را در بهبود دانش زبان انگليسي موثر دانستند. اكثر دانش آموزان به بهبود سطح زبان انگليسي خود تمايل داشتند و دانش انگليسي را درتوسعه اجتماعي-اقتصادي ايران موثر دانستند.مضامين و مضامين فرعي استخراج شده از تحليل محتواي ارائه شده توسط دانش آموزان درباره مزاياي يادگيري زبان انگليسي، عوامل موثر بر ضعف دانش انگليسي و راهكارهاي ممكن عبارتند از:"كسب دانش عمومي و اطلاعات"، "سفر و مهاجرت"، "گردشگري"، "فرصت هاي شغلي و اشتغال زايي""شروع يادگيري زبان در سن بالا"، "كمبود زمان اختصاص داده شده به زبان انگليسي در برنامه مدارس"، "كمبود مهارت معلمان"، "كمبود امكانات آموزشي"، "عدم توجه كافي به مهارتهاي شنيدن و صحبت كردن"، "كتاب هاي درسي نامناسب"، "كمبود انگيزه""شروع تدريس زبان انگليسي در پايه هاي ابتدايي در مدارس"، "تغيير شيوه هاي تدريس"، "توجه به ضعف هاي معلمان"، "بهبود كتابهاي درسي"، "ايجاد انگيزه"يافته هاي اين پژوهش ميتواند پيامدهاي مفيدي براي مسئولان در زمينه آموزش زبان انگليسي به عنوان يك زبان خارجي به طور كلي و به خصوص در مدارس ايران داشته باشد

   Self-directed learning (SDL) has been defined as a process in which students take control of their education, attempt to identify and comprehend their learning requirements and, establish goals. The use of educational a   and websites enables SDL because they provide the opportunity for learners to initiate their learning and independently search for materials and information online at any time. The present mixed-method study aims to examine how Iranian EFL self-directed students feel about educational a   and websites. A sample of 70 students, studying at University BA level, were chosen based on convenient sampling. The participants were then administered a self-rating scale of self-directed learning or SRSSDL. To gather the required data the researchers used an adapted questionnaire and semi-structured interviews to investigate EFL self-directed learners` feelings about educational a   and websites. After the analyses of the data through suitable statistical techniques, the results showed that educational a   and websites have a positive impact on Iranian BA self-directed learners' attitudes and language learning experiences. The findings of this study could be useful in the field of language education since they will determine the attitudes of EFL learners’ toward those a   and websites. Keywords: Self-directed learners, EFL, Educational a  , Educational websites

   This dissertation presents the results of a qualitative case study that explored the effectiveness of interactionist Dynamic Assessment (DA) to develop EFL learners’ speaking fluency in a Synchronous Computer-Mediated Communication (SCMC) environment. This study utilized delayed mediation to overcome the problems regarding the use of mediation in improving fluency. To understand the developmental processes in developing fluency in SCMC, four Iranian EFL learners, who scored between 3.5 to 4.5 in fluency based on the IELTS speaking band descriptor, were employed through convenience and purposive sampling to participate in six one-on-one DA sessions and a Transcendence (TR) session followed by semi-structured interviews. Microgenetic analysis was used as the general framework to generate new mediation and reciprocity typologies of the primary linguistic repertoires that affected fluency negatively. Thematic analysis was also used to analyze the interviews, which aimed at discovering learners’ perceptions of the main features of the study. The findings revealed that vocabulary and grammar are the primary linguistic repertoires that cause disfluencies. Therefore, separate mediation and reciprocity typologies were generated for these two subskills. The microgenetic analysis showed that the requirement for mediation to overcome fluency problems decreased, and the learners became more responsive to mediation. Tracing the learners’ microgenetic development demonstrated the learners’ movement from other-regulation toward self-regulation. The results of the interviews also showed the learners’ positive perceptions of delayed mediation in developing speaking fluency in SCMC. This dissertation provides an in-depth example of how DA and delayed mediation can be applied to developing speaking fluency within the learners’ Zone of Proximal Development (ZPD) in an SCMC environment.   

   Today, people live in a digital world and everyone from children to adults is able to master technology in the form of computers and gadgets. In recent years, the use of gamification has been an important focus of attention in EFL learning. Therefore, studies on the effectiveness of digital game-based learning (DGBL) in various areas including vocabulary learning has been developed. Hence, this study is focused on the influence of using mobile games on the vocabulary improvement of young learners. A mix- quasi-experimental pre-test – post-test design was implemented in which 30 male and female young learners who were studying English as a foreign language at Iran Language Institute in Kermanshah were participated. The quantitative data was gathered through pre and post-tests and analyzed using the independent samples t-test. The qualitative data was gathered through interviews and analyzed using Maxqudia software. The results indicated a statistically significant difference between the control and experimental groups in terms of vocabulary achievement. The experimental group performed better and achieved higher results compared to the control group. However, it was found that there was no statistically significant difference between male and female students regarding their improvement in vocabulary. The results of qualitative part indicated that both male and female students exhibited a positive attitude towards the use of mobile games. The utilization of mobile games proved successful in enhancing the engagement of young learners in vocabulary acquisition. The participants expressed interest, enthusiasm, and motivation while playing the mobile games. They displayed a keen desire to expand their vocabulary knowledge and acquire new words. Moreover, the mobile games facilitated easier memorization of the words. Overall, the study suggested that incorporating mobile games can act as an effective technique to encourage active participation and enhance the learning experience for young learners in vocabulary acquisition. The findings of this study can be useful in language education. It can help EFL teachers and institutes to be aware of the importance of using games for EFL teaching so that they will be able to improve teaching quality.

         The global impact of the COVID-19 pandemic on education, including in Iraq, has led to a rapid transition from traditional in-person >Keywords: Google Classroom, online teaching, COVID-19, EFL, technology acceptance model, mixed-method.

Digital multimodal composing (DMC) refers to an integration of multiple semiotic modes using digital tools as a practice of meaning-making. DMC has recently attracted much attention in second language education. Previous research has primarily revolved around DMC processes and perceptions, with only a few empirical studies exploring DMC effects and scarce is research comparing individual and collaborative DMC. Additionally, learners' foreign language anxiety (FLA) and their willingness to communicate (WTC) are significant indicators of their language performance. However, little is known about how DMC affects FLA and WTC. This study reports the results of a mixed-methods inquiry into the effects of individual and collaborative DMC on English as a foreign language (EFL) learners' FLA and WTC. To this aim, three intact >  

   Target: The purpose of this study is to investigate the relationship between EFL >Research Methodology: This study adopted a correlational design to answer its research questions. The sample for this investigation was taken from Gilan-e Gharb, Kermanshah province, Iran. Two groups were participated in this study. The first group was 60 male and female EFL students and the second group was 15 EFL teachers who were participated in this study based on convenience sampling. Three instruments were utilized in this study: a) Straightforward Quick Placement and Diagnostic Test (www.macmillanstraightforward.com); b) Foreign Language >Findings: The findings showed that there was a positive correlation between high school students’ level of anxiety and their beliefs toward FLL. Also, the results revealed that teachers had different beliefs about foreign language learning in comparison with students. Moreover, this study revealed that gender made no difference regarding the relationship between learners` anxiety level and beliefs toward foreign language learning. Conclusion: The findings of this study revealed that the language educational system should take a step in a direction that eliminates stress and negative attitudes toward foreign language learning. Furthermore, findings revealed that both male and female students have anxiety and negative attitudes toward language learning; therefore, teachers should be aware of FLCA and negative toward language learning; consequently, they should try to create a positive and anxiety-free >Key Words: Foreign language anxiety, beliefs about language learning, FLCAS, BALLI, High school EFL learners

Theoretically drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study investigated the impact of Computerized Dynamic Assessment (C-DA) and Group-based Dynamic Assessment (G-DA) on Iranian high school students’ grammatical ability. It also explored the impact of C-DA and G-DA mediations on learners’ grammatical ability in new and demanding problems through conducting a transcendence (TR) session. Besides, compared to non-dynamic assessment (NDA), C-DA as a diagnostic-assisting program was used to assist English teachers in unravelling learners’ performance in various grammatical structures. Moreover, a semi-structured interview was conducted to explore learners’ attitudes toward Computerized Dynamic Grammar Assessment (CDGA) and Group-based Dynamic Assessment (GDGA). This study used a convenient sample of 54 Iranian third-grade students in a private high school who prepared to participate in the Iranian University Entrance Exam (IUEE). The students of the three groups (i.e., the NEG, C-DAEG and G-DAEG groups) followed the same procedure (i.e., DIALANG test, pre-test, treatment, semi-structured interview, post-test and TR test). Quantitative findings using three Between-Subject ANOVAs and three repeated measure ANOVAs revealed that the C-DAEG and G-DAEG groups significantly outperformed the NEG group regarding grammatical ability and could apply them in more demanding circumstances. Besides, the thematic analysis of qualitative data showed that the C-DA software assisted learners to improve their grammatical abilities. The study's findings highlight the importance of applying CDGA and GDGA as mediational procedures that assist learners in developing their grammatical abilities in L2 contexts.     

In this study, the researcher tried to explore the probable relationship between intercultural sensitivity and EFL learners’ L2 motivational self-system, as well as the effectiveness of their awareness of intercultural concepts on reading comprehension ability. The study also explored to what extent intercultural competence predicts their possible selves. A mix-methods approach was adopted and data were gathered through questionnaires and tests. The results of the data analysis revealed that there was a negative and significant relationship between intercultural sensitivity and L2 motivational self-system among the participants with a weak effect size value of -.228, while the comparison of groups’ performance indicated improvement in reading comprehension ability. The findings of the posttest examined by an Independent-Samples t-test revealed that the experimental group outperformed after the treatment. Additionally, the results of Linear Regression that explored to what extent intercultural sensitivity can predict the L2 motivational self-system indicated that if intercultural sensitivity increased by one unit, the L2 motivational self-system decreased and they both showed that the regression model enjoyed statistical significance. Accordingly, the results provide empirical evidence for the effectiveness of EFL learners’ awareness of cultural concepts and motivational self-system in L2. The study offers implications for addressing intercultural concepts across the academic years and the need for considering EFL learners’ self-image in the learning process.   

   I want to thank everyone who helped finish this thesis. My supervisor Dr. Saman Ebadi's knowledge, expertise, and constant support have been invaluable throughout this journey. his insightful comments and constructive criticism have developed this work. I'm grateful to the participant and his family who provided their time and effort to this study. You've helped illuminate this research's crucial topic. I'm grateful to my family for their support and understanding throughout this academic journey. Your love and faith in me motivated me. Finally, I'd like to thank everyone who helped me improve academically and   

  The current study comparatively investigated the

Online learning has enabled students from different geographical areas to engage with academic institutions and other students online, and to learn at their own pace while working toward a degree or certificate. Therefore, it is important to check whether online learning meets students` educational expectations. The main aim of this descriptive study is to examine the perceptions of EFL students toward online classes in Iraq. In so doing, it focuses on the views of Southern Iraqi students because their conservative environment has limited their access to online learning until recently. The researchers used an adapted questionnaire and semi-structured interviews to investigate EFL learners` perceptions of the benefits and drawbacks of online learning and to determine their challenges in online learning.   The findings of this study could motivate EFL practitioners to understand the factors that facilitate or impede conducting online courses in South of Iraq. Also, it can add an insightful understanding of the existing literature on the application of technology and the use of online classes among Southern Iraqi students learning English as a foreign language.

   Abstract Glosses are one of the most effective strategies for promoting learners’ learning of new words. The present study attempted to investigate the effects of two forms of text-based glosses, namely dynamic and non-dynamic glosses, on vocabulary gain of EFL learners. To this end, two experimental groups and one control group, each comprising 25 participants, took part in the current study. The DIALANG test was used as a homogenizing tool to ensure participants were of the right proficiency level. During ten treatment sessions, the participants were presented with some passages that included a number of unknown words by the researchers via the WhatsApp application. The participants in the dynamic glossing condition were given a set of gradual hints and prompts, from the most implicit to the most explicit, to help them identify the correct definition of unknown words. In the non-dynamic glossing group, learners were provided with their first language (L1) definition of the words following their request. All the groups completed two immediate and two delayed posttests. Statistical analyses of the results provided evidence for the benefits of both dynamic and non-dynamic glossing conditions. It also revealed that the dynamic glossing condition was superior to the non-dynamic glossing condition for L2 vocabulary learning. Key Words: Gloss, Dynamic Gloss, Mobile-mediated Learning, Vocabulary Learning  

Covid-19 pandemic broke out in Wuhan, China toward the end of 2019. World Health Organization proclaimed the disease a pandemic in March 11, 2020. Covid-19 posed a significant threat to the global education system causing school and university authorities find alternatives[N1]     through online[N2]   education to proceed the education during the pandemic. Therefore, the world entered an era[N3]   of [N4]  unprecedented pandemic digitalized education (Boca, 2021). This study investigated the perceptions of Kurdistan university EFL students toward online education in Kurdistan Region (KR) of Iraq. It also tried[N5]   to discover[N6]   the factors forcing the students to formulate negative or positive attitudes toward online learning in KR EFL context. To these goals, an online questionnaire was distributed among 120 university EFL participants to probe their attitudes toward online education. The researcher also performed a series of online semi-structured interviews to investigate factors shaping participants’ positive or negative perceptions toward English online teaching in KR .Technology Acceptance Model theory (Davis, 1989) was used to analyze the factors causing participants to take a positive or negative attitude toward online instruction. Results showed that Kurdistan university EFL students generally took negative attitudes to online id="_anchor_7" href="file:///C:/Users/R!!!/Desktop/%D8%BA%D8%A7%D8%AF%D9%87/Ghadah-MA-Thesis%20-Revised.docx#_msocom_7" language="JavaScript" name="_msoanchor_7">[N7]  , some few participants found online language education advantageous since they discovered it as a pleasant learning experience, which saved their time, helped them join >   Keywords: Online Education, Kurdistan Region, EFL Learner’s Perceptions, Iraq, Technology, Covid-19           

   Following the tenets of constructivism, especially Sociocultural theory of mind, the present study was designed to explore into the perception of EFL teachers regarding their worldviews of what supervision is. This study further aimed to find out the preference of Iranian pre-service and in-service male and female EFL teachers for prescriptive and collaborative models of supervision. The design was explanatory-sequential and data was collected through qualitative and quantitative methods. Regarding the quantitative phase, two hundred (200) participants, 100 pre-service and 100 in-service EFL teachers of schools and institutions in different levels and from both genders participated in the study. Also, 25 participants (10 supervisors,10 in-service teachers, and 5 pre-service teachers) participated in the qualitative phase of the study. For the qualitative phase, participants were selected through convenient sampling, and the required data was collected through a semi-structured interview. The participants in the quantitative phase were selected through simple random sampling and the required data was collected through a 5-point Likert scale questionnaire. To analyze the data, for the qualitative phase, thematic analysis, and concerning the quantitative phase, descriptive statistics and chi-square tests analysis were used. The acquired results through thematic analysis in the qualitative phase which aimed at investigating the three groups attitudes (supervisors, in-service, and pre-service teachers) toward supervision indicated that most of the in-service teachers were in disagreement with the current (prescriptive) supervision model. However, the level of familiarity and required knowledge of supervisors regarding the supervision was not acceptable. The data for quantitative phase which was analyzed through Chi-square tests by    demonstrated that both pre-service and in-service EFL teachers had the same attitudes toward prescriptive and collaborative models of supervision. Furthermore, most of the teachers of both groups were in agreement with the collaborative model. The results of this phase also revealed that gender did not have any significant effect on the preference for already-mentioned models of supervision and most of the teachers were in agreement with collaborative model. Therefore, the findings of the quantitative phase supported the teachers’ beliefs of three groups in the qualitative phase and also proved that there is difference. Albeit not significant, between the teachers’ attitudes in both genders concerning the prescriptive and collaborative models. Finally, some valuable implications for TTC holders, supervisors, and on-the-job mentors, and also several recommendations for further research are presented.    Keywords:

   Abstract The development of listening skills is widely regarded as a critical component of foreign language learning and teaching, and numerous studies have shown that listening comprehension is the most challenging skill for L2 learners. Moreover, inference-making has been regarded as one of the essential cognitive mechanisms for establishing context in listening comprehension. However, few studies have focused on it, and no study, to the researcher's knowledge, has implemented CDA on inferential listening comprehension skills. It is also noteworthy that, in L2 research, guessing is considered a major problem for multiple-choice questions. Students without the capacity to solve a specific item earn points by guessing. Thus, using a mixed-method approach, this study  examined whether EFL learners' responsiveness to CDA mediation significantly enhances their inferential listening skills. Furthermore, it investigated if adding a guess-checking option to multiple-choice questions in the CDA project reduces the impact of guessing. It also explored how participants perceived the online computerized dynamic assessment of inferential listening comprehension skills. This study recruited a sample of 94  Iranian EFL university students of B2 proficiency level (38 male and 56 female) through convenient sampling. The researcher designed and operated a CDA software delivered through a dedicated website, www.lingeli.com. Then, the researcher fed the quantitative data into    and conducted two paired-samples T-tests and three Wilcoxon Signed Rank Tests. Afterward, semi-structured interviews were conducted to collect the qualitative data, and the transcribed interviews went through content analysis. The results showed that learners' responsiveness to mediation results in a significant change in their performance on the CDA of inferential listening skills, and adding guess-checking items significantly mitigates the impact of guessing in the CDA multiple-choice tests. It also revealed that although some learners had similar actual scores in the NDA test, they were not alike in terms of their ZPDs. Finally, six major themes emerged through the interviews' content analysis, encapsulating participants' generally positive perceptions and some negative perspectives about using the software. The current study results provided more insights into the effective role of CDA in improving EFL learners' inferential listening comprehension skills and offered some solutions to improve the design and increase the reliability of inferential listening comprehension tests. This study encourages universities and institutions to redistribute teaching and testing hours by offering such CDA models as the one introduced in this study. Besides, by using sequential CDA tests in a few sessions throughout each term, language teachers can create an amusing, nostalgic, novel, and stress-free learning environment. It, in turn, may result in a positive wash-back effect during exam times, potentially leading to more effective learning. Furthermore, language institutions are suggested to design and implement CDA programs to diagnose learners' deficiencies and strengths as they develop tailored teaching plans for them. In addition, this study found that a great way of improving CDA multiple tests` reliability is including guess-checking items in them. Gaining more reliable test scores can portray a clearer picture of learners' abilities, which may aid teachers in making more precise interpretations of students' ZAD and ZPDs. Adding this option also has a positive impact on participants' perceptions of the fairness of the CDA tests. Finally, it is suggested that researchers move forward in improving the applicability of CDA and adding to its validity by considering EFL learners` perspectives. Keywords

The purpose of this study was to investigate the effects of the automated writing evaluation software Grammarly on Iranian EFL learners' ability to use articles in academic writing. 90 students majoring in different branches of English in Iran were chosen through convenience sampling. They were divided into three groups, with one receiving Grammarly feedback (experimental group 1), one receiving Grammarly as well as teacher feedback (experimental group 2), and the last one receiving teacher feedback (control group). They underwent a pretest, four weeks of treatment, then a posttest. The results showed that the group with both the Grammarly and teacher feedback had the most significant improvement. Hence, it can be concluded that Grammarly and teacher feedback complemented each other in helping students learn how to use articles properly in their writing. This study implies that Grammarly is an invaluable tool in assisting teachers in realizing which grammatical structures to target. Also, it helps students decide whether to use Grammarly to proofread their writing. The researcher recommends future studies be conducted using a larger sample and demographic to further explore the effects of Grammarly as a writing assistant tool.      

   Abstract Technological advancement in this digital age require educational system   to innovatively integrate and use Information Communication Technology (ICT) in teaching and learning across the curriculum. However, the perceptions teachers and students hold towards the use of ICT in teaching and learning are the key determining factor to the success or failure of use of ICT in education. Hence, this research work aims to contextually investigate the Iranian school teachers and students’ perception on the use of ICT in teaching and learningEnglish. semi-structured interview, consisting of seventeen open-ended questions and a 4-likert scales questionnaire were used to collect data from school teachers and students across the city of Kermanshah in the west of Iran. Multi-stage synthesis of the qualitative data including categorical and thematic analysis was adopted to analyse and present the collected data from the 7 participated teachers. The researcher used Microsoft Office Program, “Excel 2016”, for analyzing the students data. The findings indicate that the teacher participants agreed that ICT usage in schools will improve teaching and learning English and increase the students motivation for taking part in >Student participants in the study were eager to participate in smart >Keywords: ICT; teacehrs and students’ perception; Teaching and Learning; Effect of gender         

during future earthquakes in the area  

Developing EFL learners' inferential reading skills through WebQuest-based flipped classroom: Exploring learners' perspectives

  Abstract  This study was conducted with the aim of investigating EFL learners’ attitude toward the use of smartphones in order to learn English vocabulary, grammar, pronunciation, and determining the factors that lead to the selection of a specific smartphone application. This research was conducted at Razi University of Kermanshah. In this research, it has been hypothesized that students have a positive attitude toward the use of smartphones for learning the English language, and factors like the capability of being updated, cheapness, and the ease of use are the main factors that lead to the selection of a particular smartphone application. To test these hypotheses, the study used a mixed methodology which is a combination of qualitative and quantitative methods. For the qualitative part of this study, 5 students were interviewed and their data was analyzed by using thematic coding. For the quantitative part of this study a questionnaire was designed and distributed among 55 EFL students based on the themes drawn from the qualitative part of the research and the modified version of TAM (Technology Acceptance Model) by Davis (1986). The findings of this study revealed that students have a positive attitude toward the use of smartphones for learning English and the factors like the capability of being updated, cheapness, and the ease of use are the main factors that lead to the selection of a particular smartphone application.  Keywords: Attitude, Mobile Learning, MALL, EFL learners, Smartphones’ a  , TAM