University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Bridging the Gap: A Comparative Analysis of Iranian EFL and ESP Teachers’ Beliefs and Characteristics 1 14 3406 10.22077/ali.2025.8756.1067 EN Hassan Soodmand Afshar Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba’i University, Tehran, Iran Farzaneh Kasraee Nejad M.A. in Applied Linguistics, Department of English Language, Bu-Ali Sina University, Hamedan, Iran Maryam JaliliKia Ph.D. in Applied Linguistics, Department of English Language and Literature, Ferdowsi University of Mashhad, Mashhad, Iran Journal Article 2024 10 16 The present study attempted to comparatively investigate English as a Foreign Language (EFL) teachers’ and English for Specific Purposes (ESP) teachers’ beliefs about language learning and teaching and their distinctive characteristics. To this end, 150 EFL and ESP teachers, selected randomly from various universities in Iran, were asked to fill out two pilot-tested validated five-point Likert-scale questionnaires, one on beliefs (including 45 items) and the other on characteristics (comprising 16 items). To do multiple-level analysis and triangulate the data for validation purposes, 25 teachers, selected randomly from among the study participants, were also interviewed. The results of (Quantitative data analysis such as Independent Samples t-tests, Chi-Square and Pearson product-moment correlation analyses, as well as qualitative content analysis of interviews) found no significant mismatch between ESP teachers and EFL teachers’ beliefs overall; however, significant differences were found between characteristics of ESP teachers and EFL teachers overall as well as between the specific beliefs and also between specific characteristics of the two groups of the teachers. The results are discussed in detail in the paper, and the implications, which are significant for the field of language education and ESP, and the pertinent implications are presented. teacher beliefs teacher characteristics ESP teachers EFL teachers language teaching https://ali.birjand.ac.ir/article_3406_b02944c8dad20f20c165acb51e5229b4.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 The Role of Chat-GPT-Driven Materials in Shaping EFL Education: A Comparative Study across Iranian Language Institutes, Public Schools, and Private Schools 15 30 3407 10.22077/ali.2025.8775.1072 EN Mohadeseh Sedghi Ph.D. Candidate in Applied Linguistics, English Language and Literature Department, Language and Literature Faculty, Yazd University, Yazd, Iran Ali Mohammad Fazilatfar Professor of Applied Linguistics, English Language and Literature Department, Language and Literature Faculty, Yazd University, Yazd, Iran Journal Article 2024 11 18 Artificial Intelligence (AI) is affecting various aspects of education and there is a need to consider the consequences of this technological improvement on achievement and attitudes of the most direct stakeholders. Therefore, this study has focused on the effect of AI on teaching English with three key areas of concern: the effect of Chat-GPT-driven materials on learning outcomes, the attitudes of teachers who use Chat-GPT -informed pedagogy, and the students’ attitudes towards Chat-GPT-integrated materials. This study used a quasi-experimental intervention-based research design to achieve the intended objectives. Based on the type of educational institution, the participants were divided into three groups (90 students from Iranian language institutes, 100 students from public high schools, and 100 students from private high schools). Furthermore, fourteen teachers from these institutions shared their viewpoints on the use of AI, particularly Chat-GPT, in developing instructional materials. Pre- and post-tests were administered to check the effect of treatments on each group (based on the syllabus developed for those specific educational institutions). Moreover, two researcher-developed questionnaires were administered among teachers (composed of 27 Likert-Scale items) and students (composed of 23 Likert-Scale items). The obtained results indicated that Chat-GPT significantly improved EFL learners' performance in language institutions. Teachers looked upon AI with favor. This was based on its potential to change the produced educational materials and improve students’ engagement in the learning process. Students, in all three environments, looked positively toward Chat-GPT-driven materials. In short, this study showed the potential for AI to upgrade EFL teaching in Iran. Artificial intelligence Language Institutes Material Development Private High Schools Public High Schools https://ali.birjand.ac.ir/article_3407_bf1448b1ff17dbbd9ad30213dff2e1dd.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Exploring AI-based Collaborative Reflective Practice in Light of ChatGPT: Insights from EFL Preservice Teachers 31 43 3408 10.22077/ali.2025.9022.1108 EN Mohammad Hossein Arefian Ph.D. Candidate in Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran Rajab Esfandiari Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran Abbas Ali Zarei Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran Journal Article 2024 11 27 Few studies have explored how English-as-a-foreign-language (EFL) preservice teachers can do collaborative reflective practice (CRP) to enhance their knowledge and skills, using artificial intelligence (AI) tools. The main purpose of this study, adopting a basic interpretive qualitative design, is to investigate how CRP can be implemented with ChatGPT to develop preservice EFL teachers professionally. After selecting the participants through a purposive sampling procedure and exploring the perspectives of eight preservice EFL teachers and two teacher educators through narratives, interviews, observations, and group discussions, the data were analyzed through thematic analysis. The results of data analysis showed that employing CRP implemented in ChatGPT has the potential to provide several benefits, including the ability to contemplate new experiences, connect theory and practice, acquire knowledge and expertise, become critical and autonomous, embrace challenges and opportunities, improve professionally, socially, and emotionally, regulate emotions and thoughts, and foster creativity. Furthermore, the use of ChatGPT in CRP can function as a virtual mentor and collaborator to engage with preservice teachers, find problems and resolve issues, and enhance professional growth. The findings of the present study may carry implications for teacher educators and policy makers to enhance social and reflective practices as they integrate AI into teacher education programs to enhance preservice teachers’ cognitive and social functioning. Artificial intelligence ChatGPT collaborative reflective practice pre-service teachers teacher education https://ali.birjand.ac.ir/article_3408_9653df373dd294480ad28f8bda869ebc.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 The Effect of Task-Specific Anxiety vs. Task-Specific Enjoyment on Language Mindset in L2 Listening Tasks 44 57 3409 10.22077/ali.2025.9157.1123 EN Amin Bigverdi Ph.D. Candidate in Applied Linguistics, Department of English Language and Literature, Faculty of Humanities, University of Guilan, Rasht, Iran. Abdorreza Tahriri Associate Professor of Applied Linguistics, Department of English Language and Literature, University of Guilan, Rasht, Iran Ayatollah Razmjoo Professor of Applied Linguistics, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran 0000-0002-6542-9399 Journal Article 2024 11 27 This study addresses a significant knowledge gap in understanding the effects of task-specific enjoyment and anxiety conditions on the language mindset of Iranian EFL learners in a listening course. Using a quasi-experimental design, 75 male high school students were divided into three groups: a task enjoyment (TE) group, a task anxiety (TA) group, and a control group. The TE group participated in a low-stakes, autonomy-based listening task designed to foster enjoyment, while the TA group completed a high-stakes, evaluative listening task intended to induce anxiety. Data were collected using standardized instruments, including the Foreign Language Enjoyment Scale (FLES), the Foreign Language Classroom Anxiety Scale (FLCAS), and the Language Mindset Inventory (LMI). A series of T-tests and ANOVA were conducted to analyze pre- and post-test scores across the three groups. Results showed that the TE group experienced significantly higher levels of task enjoyment and subsequently developed significantly stronger growth-oriented beliefs regarding overall linguistic intelligence and second language learning compared to both the TA and control groups. Conversely, the TA group exhibited significantly higher anxiety levels and a shift toward more fixed language mindsets. No significant differences were found between groups regarding beliefs about age sensitivity in language learning. These findings highlight the importance of considering task-related emotions in language teaching and suggest that fostering enjoyment through autonomy-supportive tasks can promote a growth mindset, while anxiety-inducing tasks may reinforce fixed beliefs about language learning. Language mindset Listening comprehension Task anxiety Task enjoyment https://ali.birjand.ac.ir/article_3409_18a3d6969c980b01e5196a1f8ed58c94.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Developing and Validating an Attentional Literacy Model for Language Learners: A Fuzzy Delphi Study 58 72 3410 10.22077/ali.2025.9119.1116 EN Maryam Zarrabi Ph.D. Candidate in Applied Linguistics, Department of English, SR.C., Islamic Azad University, Tehran, Iran Mojtaba Mohammadi Assistant Professor of Applied Linguistics, Department of English Language Teaching, WT.C., Islamic Azad University, Tehran, Iran Zohreh Seifoori Associate Professor of Applied Linguistics, Department of English, SR.C., Islamic Azad University, Tehran, Iran Agnieszka Palalas Associate Professor of Applied Linguistics, Department of Distance Education, Athabasca University, Athabasca, Canada Journal Article 2024 12 08 In a world with multifarious sources of disarray, learners must be equipped with many literacies to handle their learning challenges. As a macroliteracy, attentional literacy refers to the learners’ awareness of maintaining their attention on the information from the self, others, and the environment without being judgmental toward differing viewpoints and contexts. Assuming attention as not purely cognitive but social, cultural, affective, and technological, the researchers could not find any theoretical model underpinning different dimensions of attentional literacy in the literature. This study aims to develop a conceptual model of attentional literacy for English language learners. Using a Fuzzy Delphi Method, we surveyed the related literature to identify the factors of attentional literacy. We proposed an initial model with six factors and a list of measures which, after preliminary proofreading and piloting, was administered to a group of 20 experts in two rounds. The results of Fuzzy Delphi led to the conceptualization of a new attentional literacy model comprising two dimensions (internal and external), five factors (cognitive, socio-emotional, environmental, technological, and pedagogical), and 40 measures. The findings cast light on the theoretical foundations of attentional literacy and elucidate the dimensions, factors, and measures for language learners. Pedagogical contributions are discussed for researchers in language education. Attentional literacy model Fuzzy Delphi method Cognitive factors Socio-emotional factors Twenty-first-century literacy https://ali.birjand.ac.ir/article_3410_3507cdcc5b4e41b46596eb47b7e6d2c0.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Impact of Employing Photovoice Integrated with Creative Problem Solving Model on Iranian Intermediate EFL Learners' Speaking Skill and Attitudes 74 88 3425 10.22077/ali.2025.9031.1109 EN Somayeh Pournia Ph.D. Candidate in Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Azizeh Chalak Professor of Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Hossein Heidari Tabrizi Professor of Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran 0000-0002-9360-1555 Journal Article 2024 12 20 Speaking is a multifaceted skill that involves many different areas, such as discourse, grammar, and sociolinguistics. As a primary means of communication, speaking is essential in any instructional program for language learning. Besides, Photovoice is a participatory learning method that represents the viewpoints, issues, and experiences of individuals or communities through photography. Following a mixed-methods design, the present study tried to investigate employing Photovoice on Iranian intermediate language learners' skill in speaking English. It also looked at how the participants felt about using Photovoice to learn languages. Using a convenient sampling procedure, a total number of 60 participants were chosen. Once their homogeneity was confirmed based on the Preliminary English Test, they were randomly divided into two equal groups of thirty participants, one experimental group and one control group. While the control group received typical language teaching using conventional methods, the experimental group followed the PHOTO model, which emphasized participatory photography, as well as the Creative Problem Solving (CPS) model for generating innovative solutions. Triangulation was also accomplished through conducting pre/post tests, a questionnaire, and an interview. Then, the data were summarized, and descriptive and inferential statistics such as one-way ANCOVA and paired samples t-tests were used. The results showed that Photovoice integrated with CPS was an effective method for enhancing students' speaking skill and emotional engagement in language learning. The findings can be helpful through new insights into language pedagogy, suggestions for researchers and language teachers in the study of speaking skill, and visual methods such as Photovoice. Creative Problem Solving (CPS) model Participatory learning PHOTO model Photovoice Speaking skill https://ali.birjand.ac.ir/article_3425_e5308326cfec9906fb48a5586f39a3f5.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 The Neuroimaging Aspects of Second Language Learning in Educational Environment: A Systematic Review of Literature 87 107 3460 10.22077/ali.2025.8828.1083 EN Mehran Sayyadi Ph.D. Candidate in Applied Linguistics, Faculty of Literature and Humanities, Department of English, Ilam University, Ilam, Iran Reza Khany Professor of Applied Linguistics, Faculty of Literature and Humanities, Department of English, Ilam University, Ilam, Iran Mehrak Rahimi Associate Professor of Applied Linguistics, Faculty of Humanities, Department of English, Shahid Rajaee Teacher Training University, Tehran, Iran Journal Article 2024 12 15 Neuroimaging has a substantial pedagogical advantage when applied to language learners who are experiencing cognitive procedures during educational settings. Among such learners are L2 learners who may encounter new experiences that neuroimaging may be able to clarify. The purpose of this study is to investigate whether neuroimaging tools are capable of revealing more information about the experience of L2 learners. A systematic review of the literature on the use of neuroimaging in the context of L2 learning is presented in the study. According to a comprehensive search of numerous known databases, 19 articles met the criteria for extensive analysis. The results of the analysis indicate that neuroimaging tools can be used to reveal brain function during L2 learning. Furthermore, it may enable us to uncover brain function during the learning of L2 skills and its neural responses to them. Researchers have also mentioned the challenges in the implementation of neuroimaging tools in L2 procedures. In addition to presenting the testimonies found in the literature, it is emphasized that neuroimaging in L2 learning remains relatively unknown. systematic review English L2 Neuroimage https://ali.birjand.ac.ir/article_3460_279bebf0596ed5988d3a79b2167559a0.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Interplay of Spiritual Intelligence and Foreign Language Enjoyment in Willingness to Communicate: A Case of High School EFL Students 108 120 3411 10.22077/ali.2025.9117.1115 EN Farzad Sabeki Ph.D. Candidate in Applied Linguistics, Faculty of Management and Humanities, Department of English, Chabahar Maritime University, Chabahar, Iran Ali Beikian Assistant Professor of Translation Studies, Faculty of Management and Humanities, Department of English, Chabahar Maritime University, Chabahar, Iran Elahe Alikarimi M.A. in Applied Linguistics, Rafsanjan Office of General Education, Ministry of Education of Rafsanjan, Rafsanjan, Iran Rezvaneh Karimzadeh M.A. in Applied Linguistics, Chabahar Office of General Education, Ministry of Education of Chabahar, Chabahar, Iran Journal Article 2024 12 16 Language learning is a multifaceted process influenced by a range of cognitive, emotional, and psychological factors. This study explores the relationships among spiritual intelligence (SI), foreign language enjoyment (FLE), and willingness to communicate (WTC) among Iranian high school learners of English as a Foreign Language (EFL). A quantitative approach was employed, utilizing structural equation modeling (SEM) to analyze data collected from 280 high school students in Kerman Province, Iran. The participants, selected through convenience sampling, included 78 males and 202 females, with ages ranging from 16 to 19 years. Data were gathered using three validated instruments, i.e., a WTC questionnaire, an SI scale, and an FLE scale. The findings reveal robust positive correlations among the three constructs, with both SI and FLE emerging as significant predictors of WTC. Additionally, a strong interdependence was observed between SI and FLE, highlighting their mutually reinforcing roles in shaping learners’ communicative tendencies. These results underscore the importance of integrating psychological and emotional dimensions into language education, offering valuable insights for educators seeking to enhance learners’ willingness to engage in communication. Foreign language enjoyment Iranian EFL learners Spiritual Intelligence structural equation modeling willingness to communicate https://ali.birjand.ac.ir/article_3411_6f24330dfee0eca412a343bc91e3800a.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Examining Strategies and Supportive Moves in Requestive Speech Acts: A Comparative Study of 'Top Notch' and 'Summit' English Series 121 132 3412 10.22077/ali.2025.8527.1055 EN Mohamad Reza Farangi Assistant professor of Applied Linguistics, Department of Applied Humanities, Kashmar Higher Education Institute, Kashmar, Iran Zahra Kheradmand Ph.D. Candidate in Neuroscience, Department of Psychology, Faculty of Arts, University of British Columbia, Vancouver, Canada Journal Article 2024 12 07 This study investigated the discourse features of requestive speech acts in 10 textbooks from the Top Notch and Summit series to assess their potential for developing learners' pragmatic competence. Requests were analyzed in terms of directness strategies, head acts, and supportive discourse moves, drawing on the frameworks of Blum-Kulka et al. (1989) and Farch and Kasper (1989). The findings revealed a bias towards direct request strategies in both series, likely influenced by their utilitarian discourse structure. While Top Notch provided a wider range of directness levels, Summit, designed for advanced learners, offered limited exposure to diverse request strategies. Internal supportive moves, particularly the use of questions, were more prevalent than external moves in both series. These findings suggest that while the series contribute to language learning, they may not fully equip learners with the pragmatic competence necessary for effective intercultural communication. Further research is needed to explore the impact of explicit instruction and implicit learning on the acquisition of request strategies. Textbook evaluation requestive speech acts supportive discourse moves Request strategies directness level https://ali.birjand.ac.ir/article_3412_96ab836254e9db4969020d2078b6d8c7.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Predicting Teachers’ Stroke, through Identity, Immunity, and TPACK: Iranian EFL Teachers in Focus 133 146 3441 10.22077/ali.2025.8873.1090 EN Shabnam Kadkhodaei Ph.D. Candidate in Applied Linguistics, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran Mohammad Reza Talebinejad Associate Professor of Applied Linguistics, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran Mohsen Shahrokhi Associate Professor of Applied Linguistics, Department of English Language, Shahreza Branch, Islamic Azad University, Shahreza, Iran Journal Article 2024 12 12 Despite extensive research on teacher qualities, a significant knowledge gap persists regarding the interplay among psychological and professional factors influencing Iranian EFL teachers' performance, particularly concerning teacher stroke. This study aims to address this gap by examining the predictive power of teacher identity, immunity, and Technological Pedagogical Content Knowledge (TPACK) on teacher stroke, within the Iranian EFL context. Participants included 124 Iranian EFL teachers, randomly selected from various regions across Iran, who completed a set of validated questionnaires. Data were collected using the Teacher Immunity Questionnaire, TPACK Questionnaire, Teacher’s Identity Questionnaire, and Teachers’ Stroke Scale. Statistical analysis involved Multiple Regression Analysis to explore the predictive capacity of teacher identity, immunity, and TPACK on stroke. Results revealed a statistically significant relationship among these variables, indicating that teacher identity, immunity, and TPACK collectively explain 46% of the variance in teacher stroke. These findings underscore the importance of integrating these factors into frameworks for supporting teachers' well-being and enhancing teaching effectiveness. The implications extend to stakeholders in EFL education, suggesting targeted interventions to bolster teacher development and instructional quality. EFL teachers identity Immunity TPACK Stroke https://ali.birjand.ac.ir/article_3441_91456f7e1d0daad551ec5290a036932c.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Scaffolding Through Google Docs and Writing Achievement: The Mediating Role of Metacognitive Knowledge 147 161 3413 10.22077/ali.2025.8592.1058 EN Mojgan Amiri M.A. Student of Applied Linguistics, Department of ELT, Ker.C., Islamic Azad University, Kermanshah, Iran Majid Farahian Assistant Professor of Applied Linguistics, Department of ELT, Ker.C., Islamic Azad University, Kermanshah, Iran Journal Article 2024 12 16 Previous studies have explored the significant function of writing in the language development process, the essential role of metacognition in learning, the efficacy of scaffolding in developing students’ writing skill, and the application of technology in the learning and training process. However, the relationship between writing metacognitive knowledge and scaffolding via Google Docs and academic writing achievement needs further investigation. Therefore, the present study sought to examine whether writing metacognitive knowledge mediates the relationship between English as a foreign language (EFL) learners’ scaffolding via Google Docs and academic writing achievement. The participants were 90 EFL undergraduate students enrolled in a writing course. The proficiency level of the participants was assessed through an online DIALANG test. Then, a quantitative correlational design was used to test the research hypothesis. Two questionnaires were used to gather quantitative data, and students’ performance on academic writing achievement was assessed. To evaluate the data, Pearson correlation, multiple linear regression, simple linear regression, and path analysis were run. The findings uncovered the hypothesized model of relationships among the variables of the study. More specifically, the results supported the mediator role of writing metacognitive knowledge. EFL writing skill peer feedback technology-mediated writing writing metacognitive knowledge https://ali.birjand.ac.ir/article_3413_d9227ceb1da0ef422225175ea94e34ea.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 3 1 2025 03 31 Review of AI in Language Teaching, Learning, and Assessment (2024) edited by Fang Pan. IGI Global: 384 pp., ISBN: 9798369308738. 162 164 3414 10.22077/ali.2025.8602.1059 EN Neda Kianinezhad Ph.D. Candidate in Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Iran Journal Article 2024 12 18 AI in Language Teaching, Learning, and Assessment (2024), edited by Fang Pan, offers a comprehensive and insightful exploration of how artificial intelligence (AI) is reshaping language education. The book is thoughtfully divided into three well-structured sections Preview, Perspectives, and Practice, each addressing essential dimensions of AI integration. In the Preview section, Pan examines AI's transformative role in enhancing educational delivery and personalizing learning experiences, paving the way for greater efficiency and accessibility. Subsequently, the Perspectives section collates diverse global viewpoints that critically address challenges such as algorithmic bias, data privacy, and equity concerns. Finally, the Practice section offers evidence-based case studies, showcasing tangible innovations such as adaptive tutoring systems and AI-powered assessment tools, which have demonstrated real-world impact. More importantly, Pan strikes an impressive balance between highlighting AI's vast potential and scrutinizing its ethical and practical complexities. By combining theoretical perspectives, empirical findings, and practical applications, this book stands as an essential resource for educators, researchers, and policymakers, aiming to navigate AI-driven developments in language education with both responsibility and clarity. language teaching language learning Assessment Tools Personalized Learning https://ali.birjand.ac.ir/article_3414_068bc80fd0785fee7d5ec6a80623344c.pdf