University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Enhancing L2 Classroom Interactional Competence Through Teacher Education 1 13 3916 10.22077/ali.2026.10490.1221 EN Hamid Allami Associate Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran 0000-0001-7882-856X Zia Tajeddin Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran Zeena M Hameed Ph.D. Candidate in Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran Journal Article 2025 11 14 Classroom interaction plays a significant role in helping consolidate academic knowledge in the learners. This study examined the interactional resources and moves employed by novice and experienced EFL teachers before, during, and after a teacher education intervention, aiming to understand their classroom interaction management strategies. Utilizing qualitative analysis, the study identified differences and similarities in the use of act selection, repair strategies, turn-taking practices, and boundary as resources and interactional features (moves). Experienced teachers demonstrated a more diverse deployment of interactional resources and moves. However, the novice teachers also showed some improvement in the deployment of interactional resources and moves, indicating the effectiveness of teacher education in enhancing their interactional competence. Conversely, experienced teachers exhibited a substantial number of resources and moves even before the intervention, maintaining a relatively stable performance throughout the study phases. These findings underscore the importance of ongoing teacher education programs to develop novice teachers' interactional skills and enhance their classroom interaction quality. Classroom interaction novice teacher experienced teacher interactional resources interactional moves https://ali.birjand.ac.ir/article_3916_d65fd028969e2162dc979aae35afa114.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 How EFL Learners Navigate Language-Learning Complexities Through Their Imagined Communities and Imagined Identities: Cases of Spanish and Iranian Learners 14 25 3917 10.22077/ali.2026.10561.1222 EN Melika Mobaraki Ph.D. Candidate in Applied Linguistics, Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran Seyyed Mohammad Reza Adel Associate Professor of Applied Linguistics, Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran/Department of English Language and Literature, Faculty of Letters and Humanities, Ferdowsi University of ‎Mashhad, Mashhad, Iran Saeed Ghaniabadi Assistant Professor of Applied Linguistics, Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran Andreea Rosca Associate Professor of Applied Linguistics, Department of English and German Philology, University of Valencia, Valencia, Spain Mohammad Davoudi Associate Professor of Applied Linguistics, Department of English Language and Literature, Hakim Sabzevari University, Sabzevar, Iran Journal Article 2025 11 24 Learning language as a social process can be shaped by learners’ imagined communities and imagined identities. This study explores the strategies EFL learners use in navigating the complexities of language learning in a foreign cultural context. The participants were sixteen senior university students (eight from Spain and eight from Iran). The instruments used to collect the data were semi-structured interviews, written narratives, and focus groups. After applying qualitative content analysis, three themes emerged: intercultural negotiation and communicative adaptation; identity construction and transformation; and strategic resource use to build imagined communities and future opportunities. It was found that the participants exercised different strategies to navigate their identity-related challenges. Spanish learners mainly used pragmatic and stylistic adaptations based on cultural interests, whereas Iranian learners engaged in deeper identity construction shaped by professional aspirations. This highlights that language education should be culturally sensitive considering learners’ imagined communities and identities to enhance sociocultural adaptability. imagination intercultural negotiation identity construction learner agency language learning strategies https://ali.birjand.ac.ir/article_3917_eb60641a55b4cf90172da2ccc6cba457.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Online Language Learning Self-Efficacy and Anxiety: Do Types of Instruction Make a Difference? 26 38 3744 10.22077/ali.2025.10074.1199 EN Azadeh Alizadeh Tabaghi Ph.D. in Applied Linguistics, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran Abbas Ali Zarei Professor of Applied Linguistics, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran Ali Malmir Associate Professor of Applied Linguistics, Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran Journal Article 2025 09 10 Advances in technology have necessitated a shift from conventional instruction to online instruction. Different online platforms have been developed and several teaching methods have been adapted for online instruction. However, this created both opportunities and challenges. On the one hand, it may have facilitated the teaching and learning process in several ways. On the other hand, it may also have negatively affected the learners’ psychological traits like anxiety and self-efficacy. This study aimed at comparing the potential effects of three online methods of language teaching including ‘Technology-Mediated Task-Based Language Teaching (TMTBLT)’, ‘Problem-Based Instruction Online (PBIO)’, and ‘Online Flipped Learning (OFL)’ on EFL learners' online language learning self-efficacy and online foreign language anxiety (FLA). To this end, 120 male and female intermediate English students were selected and randomly assigned to three experimental groups and one control group, each with 30 students. Each of the experimental groups was instructed for 15 sessions with one of the mentioned online methods, while the control received conventional instruction. The telecollaborative foreign language anxiety scale (T-FLAS) the online learning self-efficacy (OLSE) questionnaires were administered before and after the treatment to measure the anxiety and self-efficacy. The collected data were analyzed using one-way analysis of covariance (ANCOVA). The results showed that all the three experimental methods were more effective than the control condition in improving the participants’ self-efficacy and reducing their anxiety. In addition, PBIO was significantly more effective than the other two methods in increasing self-efficacy, whereas TMTBLT was more effective than OFL in reducing anxiety. Online instruction language learning anxiety language learning self-efficacy teaching methods https://ali.birjand.ac.ir/article_3744_89c83ab1efc46a0f1c8c614fd45f4647.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Protective Resources Against Teacher Burnout: A Structural Equation Model of Self-Compassion, Mindfulness, and Emotion Regulation Among EFL Teachers 39 56 3915 10.22077/ali.2026.10189.1208 EN Jalil Fathi Associate Professor of Applied Linguistics, Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran Habib Soleimani Assistant Professor of Applied Linguistics, Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran Rozhin Ghaslani Ph.D. in Applied Linguistics, Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran 0000-0003-1431-1427 Journal Article 2025 10 02 Teacher burnout threatens educator well-being and educational quality, particularly within the demanding English as a Foreign Language (EFL) context. While personal resources like self-compassion and mindfulness are known protective factors, the psychological mechanisms through which they mitigate burnout remain underexplored. This study investigated the mediating role of emotion regulation strategies (cognitive reappraisal and expressive suppression) in the relationship between these resources and the core dimensions of burnout (emotional exhaustion, depersonalization, and personal accomplishment). Using a cross-sectional survey of 315 practicing Iranian EFL instructors, we tested a hypothesized structural equation model (SEM) with formal bootstrapping for mediation. The model demonstrated excellent fit, explaining substantial variance in emotional exhaustion (48%), depersonalization (41%), and personal accomplishment (44%). Results revealed that self-compassion was a potent protective factor against all burnout dimensions, while mindfulness also directly predicted lower exhaustion and higher accomplishment. Critically, mediation analysis confirmed that emotion regulation was a key mechanism; expressive suppression, in particular, emerged as a significant risk pathway linking lower self-compassion to higher burnout. The findings underscore the multifaceted role of self-compassion and have significant implications for teacher training and professional development. They suggest that fostering self-compassion and adaptive emotion regulation skills is a crucial strategy for mitigating burnout in the EFL profession. Teacher burnout self-compassion mindfulness emotion regulation structural equation modeling EFL teachers https://ali.birjand.ac.ir/article_3915_a26a9f281f889f0cf69367f99ca55d5e.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Second Language Speakers’ Perception of Swearing as a Socio-Pragmatic Device 57 71 3912 10.22077/ali.2026.9921.1193 EN Ariana Mohammadi Professor of English, Faculty of Sciences humaines et sociales interdisciplinaires, Université de Hearst, Hearst, Ontario, Canada Journal Article 2025 08 13 This study examines the perception of English swearing in speakers of English as a second language (ESL) within two socio-communicative contexts: private speech and interpersonal interactions. Participants included 34 ESL speakers who watched 14 short, muted videos in which subjects experienced an emotion-evoking negative event either in private or in the presence of others. Participants then took the subject’s perspective and produced impromptu responses to the emotion-evoking scenarios. The results indicated that ESL speakers judge more occurrences of English swearwords in interpersonal interactions than in private speech. The swearing patterns were further modulated by the role of gender, whereby ESL speakers attributed a higher frequency of swearing to male subjects in interpersonal communications, while the frequency of swearing did not show a significant difference between male and female subjects in private speech. It is argued that second language swearing functions as a socio-pragmatic device in interpersonal interactions and reflects ESL speakers’ assessment of the second language sociolinguistic norms to achieve social goals. Further, different patterns of swearing in relation to gender are discussed through the lens of stereotyped female speech. communication context private speech interpersonal communication second language swearing bilingual emotional expression https://ali.birjand.ac.ir/article_3912_81963692c8bdbcac8e44ab5dec3e5b6f.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Exploring Consciousness-Raising of a Genre-Based Pedagogy through Virtual Reality for Academic Writing Development in Iranian EFL Context 72 87 3610 10.22077/ali.2025.8859.1088 EN Esmaeel Ali Salimi Associate Professor of Applied Linguistics, Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran Seyedfarid Beheshtinezhad Ph.D. Candidate in Applied Linguistics, Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran Mohammad Mostafa Mohammadi Assistant Professor of Mechanical Engineering, Department of Mechanical Engineering, University of Zanjan, Zanjan, Iran Journal Article 2025 01 29 This study innovatively reports on the use of a genre teaching course through virtual reality (VR) to enhance the writing proficiency of six Iranian EFL writers. The teaching and learning process was carried out in a cycle included setting the context, modeling, joint construction, independent construction, and comparing the texts. Notably, at the second stage of the cycle, virtual reality was capitalized for the deconstruction of the culture-bound conventions of the genre of information report as the focus of the study. Data were collected through learners’ pre-test and post-test writing samples, semi-structured interviews, and experts’ feedback. A genre analysis framework of the Sydney genre school was applied to examine the macro-level features, while micro-level analysis focused on lexical density and nominalization using principles from systemic functional linguistics (SFL). Findings reveal that VR-enhanced genre pedagogy significantly raised learners’ awareness of macro-structural and micro-linguistic features, yielding more coherent and informationally dense texts. The study demonstrates VR’s potential as a consciousness-raising tool in genre-based EAP instruction, offering practical implications for curriculum designers and educators seeking to integrate technologically enriched, culturally informed writing pedagogy. pedagogical innovation genre-based approach English for academic purposes (EAP) consciousness-raising pedagogy immersive learning EFL writers https://ali.birjand.ac.ir/article_3610_dea8cd9fc32f625bca0a2e9b72f7e3f7.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Modeling and Contribution of Mastery and Performance Climates to Emotional Exhaustion and Feedback Seeking Behavior among EFL Teachers 88 103 3914 10.22077/ali.2026.10041.1198 EN Monireh Norouzi Assistant Professor of Applied Linguistics, Department of English Language Teaching, Kharazmi University, Tehran, Iran Parvaneh ShayesteFar Assistant Professor of Applied Linguistics, English Language Teaching Department, Farhangian Teacher Education University, Hafez Street, Tehran, Iran Journal Article 2025 09 05 Previous research highlights the importance of motivational climates created by supervisors but lacks a detailed understanding of how these climates influence specific teacher behaviors. This study aims to explore how different motivational climates, as perceived by EFL teachers, affect their emotional exhaustion and engagement in feedback-seeking behaviors. Employing a cross-sectional design, the study involved 549 EFL teachers from various language institutes using three questionnaires, one of which was developed for the purpose of this study. Structural Equation Modeling was utilized to assess the relationships among the constructs. Results demonstrate that mastery climates are positively associated with seeking self-improvement feedback, while performance climates correlate with increased emotional exhaustion and a preference for self-validation feedback. Autonomy-supportive climates significantly reduced emotional exhaustion, whereas autonomy-controlling climates exacerbated it. These findings suggest that supervisor-training programs should focus on developing leadership styles that promote supportive and mastery-oriented climates. Implications and suggestions for future research are discussed. Motivational climates emotional exhaustion feedback-seeking behavior Self-determination Theory achievement goal approach https://ali.birjand.ac.ir/article_3914_d20a6922fec5a482b2f234e7a5a2fd90.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Impact of Recruitment Pathways on EFL Teachers’ Identity Shifts During the Induction Year: A Qualitative Case Study 104 119 3743 10.22077/ali.2025.9617.1168 EN Shahab Moradkhani Associate Professor of Applied Linguistics, Department of English Language and Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran Aida Boojari Ph.D. Candidate in Applied Linguistics, Department of English Language and Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran Journal Article 2025 06 18 The purpose of this study is to investigate the identity shift of English as a Foreign Language (EFL) teachers in Iran during the induction year, focusing on two major recruitment pathways. Farhangian University is a state-run teacher training institution offering a four-year program, while Article 28 is a fast-track Ministry of Education initiative providing short-term training for teachers from varied backgrounds. Employing activity theory as the conceptual framework, this study examines how these pathways influence the shift of teachers' professional identities, the determinants impacting their career trajectories, and the challenges encountered during their initial year of teaching. Through narrative inquiry and semi-structured interviews with three Iranian EFL teachers, it was found that teacher identity is dynamic and influenced by various factors such as previous teaching experience, institutional expectations, and socio-cultural issues. The findings indicated that the teacher trained at Farhangian University benefited from structured pedagogical preparation, while Article 28 teachers often experienced sudden identity changes due to insufficient pre-service training. The study also emphasizes the need for teacher education programs to balance theoretical knowledge with practical teaching experience, provide stronger institutional support, and encourage professional collaboration. Along with some recommendations for further research, the implications for L2 teacher education programs, EFL teachers, and school administrators are discussed. The findings offer valuable insights that inform ongoing discourse on enhancing teacher education programs and devising strategies to mitigate teacher shortages. Activity Theory Article 28 EFL Teacher Identity Farhangian University Teacher Shortage https://ali.birjand.ac.ir/article_3743_88a18deef751b3dfcc94d37d49cce7ee.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 30 Beyond Whiteboard EFL Classrooms: Uncurtaining the Links between AI Self-efficacy, AI Cognitive-emotion Regulation, AI-assisted L2 Learning Attitude, and AI Psychological Flow in Higher Education 120 134 3609 10.22077/ali.2025.9448.1152 EN Tahereh Heydarnejad Assistant Professor of Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran Journal Article 2025 05 21 The incorporation of artificial intelligence (AI) in English as a Foreign Language (EFL) instruction has led to a closer look at how it affects the experiences and outcomes of learners in this field. This study looks at how psychological flow, AI cognitive-emotion regulation, AI-assisted second language (L2) learning attitudes, and AI self-efficacy are related among 318 university students. By applying Structural Equation Modeling (SEM) via AMOS, the study explains how these variables cooperate in order to make the language learning experiences better. The results suggest that a more favorable attitude toward AI-assisted L2 learning is cultivated as a result of the positive impact of higher levels of AI self-efficacy on cognitive-emotion regulation. Additionally, a robust correlation was observed between these attitudes and the experience of psychological flow, indicating that the integration of AI can substantially improve student engagement and overall learning outcomes. The findings also emphasize the importance of cognitive-emotional processes in influencing students' perspectives on AI tools, demonstrating that emotional modulation strategies can alleviate feelings of apprehension and uncertainty, thereby fostering a more optimistic learning environment. Furthermore, the implications of these discoveries for curriculum development and teaching practices are addressed, offering educators valuable insights on how to effectively utilize AI technology. AI Self-efficacy AI Cognitive-emotion Regulation AI-assisted L2 Learning Attitude AI Psychological Flow Higher education https://ali.birjand.ac.ir/article_3609_26f9e55cc7f23a12c1da283f3950d83e.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Exploring Augmented Reality (AR) Literacy among Iranian EFL Teachers: A Mixed-Methods Study 135 152 3737 10.22077/ali.2025.9425.1151 EN Mehrdad Amiri Assistant Professor of Applied Linguistics, Department of English Language Teaching, Farhangian University, Tehran, Iran Sajjad Askari Matin Assistant Professor of Applied Linguistics, Department of English Language Teaching, Farhangian University, Tehran, Iran Journal Article 2025 05 19 Augmented reality (AR) has emerged as an important pedagogical tool, attracting the attention of educators and researchers over the past decade. Despite this growing interest, its application within technology-enhanced language teaching and learning remains underexplored. The present study investigated the AR literacy of Iranian EFL teachers using a mixed-methods approach. A sample of 300 EFL teachers, randomly selected from Iranian public high schools (n=100), private (non-profit) schools (n=100), and private language institutes (n=100), completed an augmented reality literacy questionnaire. Additionally, a portion of participants from each group (n=30) participated in semi-structured interviews developed by the researchers. A two-way MANOVA analysis indicated that teachers from private language institutes exhibited the highest mean scores across all four AR literacy domains (Computer skills, AR practice, experience, and perception), followed by those from public and private high schools. No significant gender-based differences were observed in teachers’ awareness of AR components. The interview results revealed that Iranian EFL teachers rarely integrate AR into their classroom practices, often equating it narrowly with basic computer skills such as internet use, video playback, and online sea<br />rch. Based on the findings, utilization of AR into EFL context is suggested, as this integration holds potential for language educators and material developers to create more engaging and dynamic learning tasks. Augmented Reality Iranian EFL Teachers Mixed Methods Study Technology-Enhanced Language Teaching https://ali.birjand.ac.ir/article_3737_38318da42228a788dc4db3a91eefc23c.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Investigating the Impact of Oral and Written Corrective Feedback on the Utilization of Discourse Markers in Iranian EFL Learners' Academic Writing 153 164 3741 10.22077/ali.2025.9359.1146 EN Saeid Najafi Sarem Assistant Professor of Applied Linguistics, Department of English Language, Ha.C., Islamic Azad University, Hamedan, Iran Masume Soltani M.A. in Applied Linguistics, Department of English Language, Ha.C., Islamic Azad University, Hamedan, Iran Amir Hossein Lotfi M.A. in Applied Linguistics, Department of English Language and Literature, University of Kurdistan, Iran Journal Article 2025 05 09 Discourse markers are linguistic elements that organize written or spoken communication, guiding the flow of ideas. In academic writing, their effective use enhances clarity and coherence, making it a crucial skill for learners. Corrective feedback, both oral and written, is a key strategy for improving writing by addressing errors and guiding learners toward proficiency. This study investigates the impact of oral and written corrective feedback on the use of discourse markers in academic writing among Iranian EFL learners. Seventy learners, aged 19-27, enrolled at Pardis Language Institute in Hamedan, Iran, were initially selected through convenience sampling. To ensure proficiency homogeneity, the Oxford Placement Test (OPT) was administered, and 50 upper-intermediate learners were chosen. These participants, all Persian speakers, were randomly assigned to two experimental groups of 25, with balanced gender representation. A pretest involving three academic writing tasks—a persuasive essay, a comparison essay, and a narrative task—was used to assess discourse marker usage. Over eight sessions, one group received oral corrective feedback, and the other written corrective feedback. A posttest, similar to the pretest, was conducted to evaluate progress. Data were analyzed using a scoring rubric adapted from Hamp-Lyons (1992), with inter-rater reliability calculated to ensure consistency. Results revealed that both forms of feedback significantly enhanced the use of discourse markers, with written feedback yielding more pronounced improvements. These findings highlight the essential role of corrective feedback in advancing EFL learners' writing proficiency, offering practical insights for educators and material developers. Oral corrective feedback Written corrective feedback Discourse markers Academic Writing Iranian EFL learners language proficiency https://ali.birjand.ac.ir/article_3741_6cc7bbe4a00c4a88cb5521ca848bbeea.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Navigating Cultural Dynamics: A Qualitative Study of Teacher Agency in the Hierarchical and Collectivist Educational Context 165 177 3736 10.22077/ali.2025.9257.1133 EN Hossein Ali Manzouri Assistant Professor of Applied Linguistics, English Department, University of Zabol, Zabol, Iran Vahid Ghafrooi English Department, University of Zabol, Zabol, Iran. Journal Article 2025 04 20 Teacher agency, defined as educators’ capacity to act purposefully and autonomously, is vital for fostering innovative and effective educational practices. In Iran’s collectivist and hierarchical educational context, teachers navigate a complex interplay of cultural expectations, systemic constraints, and professional aspirations. Using semi-structured interviews for data collection and content analysis through a constant comparative method, this qualitative study explores the lived experiences of 32 English language teachers, to reveal that agency-framed teachers' decisions and acts are deeply influenced by collectivist cultural norms. Teachers shared stories of resilience and resourcefulness, striving to balance respect for authority with their desire to innovate and adapt teaching methods according to students’ needs. The findings revealed that collectivist values, hierarchical social structures, rigid curricula, parental expectations, and economic challenges constrain language teachers’ agency. Results of the current study emphasizes the need for systemic reforms that assist teachers in exerting their agency advocating for educational policies that humanize and empower educators as agents of transformative change in diverse global contexts while honoring cultural values. implications of the findings for language teachers, macro-policy makers, and other stakeholders are discussed in details. Teacher agency Hierarchical social systems Collectivist culture Educational reform
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 Bridging technology and confidence: Linking AI acceptance to writing self-efficacy among English instructors 178 193 3461 10.22077/ali.2025.9184.1127 EN Majid Farahian Associate Professor of Applied Linguistics, Department of Foreign Language Teaching, Ker.C., Islamic Azad University, Kermanshah, Iran Mehrdad Rezaee Assistant Professor of Applied Linguistics, Department of English Language, CT.C., Islamic Azad University, Tehran, Iran 0000-0002-5604-3064 Journal Article 2025 06 04 The present study examined the relationship between artificial intelligence (AI) acceptance and writing self-efficacy among 278 Iranian English university instructors. The quantitative findings indicated a statistically significant positive relationship between AI acceptance and writing self-efficacy (r = 0.42, p < 0.01). The qualitative phase examined the instructors' perceptions and their practices using four main domains from Khalifa and Albadawy's framework (2024). Based on the findings, the interviewees indicated that AI tools had alleviated their writing difficulties in (1) Content Development and structuring, with more experienced instructors utilizing advanced text structuring while novice instructors focused on grammar; (2) Idea Development, where AI warranted research design with assistance particularly in identifying gaps in the literature; and (3) Editing/Publishing support (all users appreciated being able to check for plagiarism, though the more experienced instructors did take advantage of peer revision options); (4) Literature Review and Synthesis, the data showed that instructors evaluated texts differently albeit dependent on experience level. Additionally, it appeared that emotional responses such as enthusiasm or skepticism were also mediating factors that influenced acceptance. Barriers to AI use and acceptance also emerged regarding institutional support and ethical considerations. The data suggest that self-efficacy is influenced positively through prior experience or use, and the self-efficacy gains were more pronounced for more experienced instructors. This reveals how a cycle of adopting technology establishes confidence. The findings suggest that AI benefits are conditional based on experience level, institutional and contextual barriers, emotional factors, and contextual differences providing rich practical insights for training programs. Academic Writing AI acceptance English university instructors writing self-efficacy https://ali.birjand.ac.ir/article_3461_1e16927f9edb4c10fb548899664195e2.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 EFL Teachers' Adaptive Thinking: A Rasch Model-Based Validation 194 208 3742 10.22077/ali.2025.9542.1159 EN Neda Kianinezhad Ph.D. Candidate in Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Iran Seyed Mohammad Reza Amirian Assistant Professor in Applied Linguistics, Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Iran Journal Article 2025 06 04 Adaptability is an extremely valuable ability in teachers, particularly in schools with rigid curriculum and scarce resources. Even though all agree about its utmost importance, few investigations have been carried out in Iranian EFL teachers' adaptive thinking and behavior. To bridge this gap, we developed the PATS, an instrument that is culturally specific and drew from the Individual Adaptability Theory of Ployhart and Bliese (2006). PATS assesses six key areas: flexibility, creativity, problem-solving, analytical thinking, self-awareness, and self regulation. We collected data from 150 Iranian EFL teachers, recording their age, gender, education level, and years of teaching experience. The final scale consists of 35 items, and its reliability was tested using the Rasch Rating Scale Model. Results demonstrated high reliability, with internal consistency (Cronbach’s alpha = 0.92) and person separation reliability (0.93). Principal Components Analysis confirmed unidimensionality, with 52.7% of the variance explained and the first contrast’s eigenvalue below 2.0. All items showed good model fit. Person–item maps indicated that item difficulty aligned well with teacher ability levels, confirming the scale's effectiveness in distinguishing levels of adaptability. In general, PATS is a sound and a valid adaptive thinking measure for Iranian EFL instructors. In addition to measurement, it also starts professional growth and awareness; thus, adding adaptability training to teacher preparation courses might have an influence on responsiveness in teaching and motivation in different EFL settings. Adaptive Thinking EFL teachers Rasch Model Validation Teacher Adaptability Persian Adaptive Thinking Scale (PATS) https://ali.birjand.ac.ir/article_3742_373a942ee4e7c39ec98ecd4dc9780f34.pdf
University of Birjand Applied Linguistics Inquiry 2821-0441 4 1 2026 03 31 A Comparative Study of Persuasion Attainment in Iranian and American Newspaper Discourse: Tehran Times vs. The New York Times 209 222 3913 10.22077/ali.2026.9978.1196 EN Asma Jalili M.A. in Applied Linguistics, Department of English Language Teaching, University of Mohaghegh Ardabili, Ardabil, Iran Reza Abdi Professor in Applied Linguistics, Department of English Language Teaching, University of Mohaghegh Ardabili, Ardabil, Iran Afsaneh Saeedakhtar Associate Professor of Applied Linguistics, Department of English Language Teaching, University of Mohaghegh Ardabili, Ardabil, Iran Alireza Asltaleb Maghferat Ph.D. Candidate in Applied Linguistics, Department of English, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran Journal Article 2025 08 26 Metadiscourse has been identified as a valuable rhetorical resource in the process of persuasion. It refers to self-reflective linguistic expressions that guide readers through a text, representing the writer’s interaction with both the evolving discourse and the anticipated audience. Grounded in a view of writing as social engagement, this study investigated the use of metadiscourse markers in opinion articles from two prominent newspapers: Tehran Times (a non-native English publication) and The New York Times (a native English publication). The aim was to identify cross-cultural differences in persuasive writing strategies employed by columnists and freelance writers within the newspaper genre. To this end, a corpus of 200 opinion articles published in 2023 was analyzed using Hyland’s (2005) model of metadiscourse, focusing on the frequency and distribution of interactive and interactional metadiscourse markers. The results indicated that Iranian non-natives used more interactive metadiscourse markers, while natives used more interactional metadiscourse markers. Furthermore, quantitative analysis revealed a statistically significant difference in the overall use of metadiscourse and in the specific use of its two subcategories. The findings highlight distinct rhetorical preferences between native and non-native English writers, suggesting that cultural norms influence persuasive writing styles. These insights have pedagogical implications for language instruction, offering guidance on challenges faced by English language learners in mastering effective discourse strategies. discourse analysis genre analysis interactional metadiscourse markers interactive metadiscourse markers native and non-native English newspapers opinion articles https://ali.birjand.ac.ir/article_3913_e503af2a23bfac7dbdf4831c1c9c6966.pdf