@article{ author = {Shabani, Gholamhossei}, title = {A Comparative Study of the Effectiveness of Unimodal versus Bimodal Input Sources on Enhancing Iranian Intermediate EFL Learners’ Lexical Collocations}, abstract ={Objective: Learning collocation is learning how to communicate idiomatically. The storage of collocations enables nonnative speakers to add a special flavor to their speech. This study sought to examine the impact of teaching two various modes of reading manipulation, including reading-while-listening versus reading-aloud on Iranian intermediate EFL learners’ enhancement in lexical collocations. Method: For this purpose, 50 L1 Persian EFL students were selected out of 75 students through administrating the Comprehensive English Language Test (CELT), as the standard proficiency test. They were studying English as the foreign language whose age range was 19-27. They were then assigned to two comparison groups involving Reading-while-Listening Group (RWLG) and Reading-Aloud Group (RAG). Both comparison groups were pretested through a piloted lexical collocation test. Then both groups were instructed through a ten-session treatment. The RWLG was treated through reading while listening mode, via which the participants read and listened to the target collocations throughout texts simultaneously, and the RAG was instructed through reading aloud the target collocations presented through texts. Upon the completion of the treatment, both groups were posttested through the same version of lexical collocation test to check the effectiveness of the treatments. Results: The finding of the study through running paired-samples and independent samples t-tests indicated the two reading modes of input were effective on the learners’ enhancement in collocation gains, but there were significant differences in the lexical enhancement of the two groups. The impact of reading-while-listening mode on the learners' enhancement in lexical collocation far outweighed that of the reading-aloud mode. Conclusion: The implications and recommendations were also presented. The findings of the study are valuable in EFL contexts and have pedagogical implications for L2 teachers and L2 learners.}, Keywords = {EFL learners,Lexical Collocations,Reading-while-listening task,Reading-aloud task}, volume = {11}, Number = {2}, pages = {1-15}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1071-en.html}, eprint = {http://ijreeonline.com/article-1-1071-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Panahi, Malek and MadadiAsl, Zahr}, title = {The Impact of Chatbot-Based Dialogue on Pragmatic Competence Development: 11th-Grade Iranian EFL Learners in Focus}, abstract ={Objective: Technology-based instruction is gaining momentum in the field of language learning. The purpose of this study was to investigate the effect of Chatbot-Based Dialogue on learners’ pragmatic competence development in an EFL context which is frequently overlooked in conventional classrooms.   Methods: To this end, sixty female Azerbaijani students were chosen randomly from two public high schools in Ardabil, Iran. The participants were selected based on their scores on a pre-test designed to determine the homogeneity of their performance levels. They were assigned randomly to a control group (who practiced speech acts including making requests, making refusals, making apologies and making compliments through textbook based role playing) and an experimental group (who practiced similar speech acts with an AI chatbot for a total of ten weeks; 2 sessions per week). Pre and post-test data were collected for each individual to assess their ability to produce and recognize correct forms of language used in the context of the test. Results: The statistical analysis of the data indicated that the experimental group experienced statistically more significant increases in their pragmatic competence than did the control group. Participants also offered positive feedback in brief individual interviews regarding their level of interest and their perceived ability to communicate. Conclusion: The results of this study boosted the use of AI chatbots as an effective tool to supplement EFL instruction by providing learners with an interactive and low pressure environment to practice linguistic accuracy and awareness of how to use appropriate forms of speech pragmatically.  }, Keywords = {,AI learning,Chatbot-based Language learning,English as a foreign language,Pragmatic competence,Technology-enhanced instruction}, volume = {11}, Number = {2}, pages = {17-34}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1076-en.html}, eprint = {http://ijreeonline.com/article-1-1076-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Parviz, Maryam and Fazilatfar, Ali Mohamm}, title = {Conceptualization of Iranian English Teachers’ Emotional Fatigue and the Ways They Handle It}, abstract ={Objective: Teaching is an emotionally demanding job that frequently has negative effects on teachers, especially when done within the setting of a second or foreign language (L2). Methods: In order to close the gap, this phenomenological investigation looked at the reasons behind emotional fatigue among Iranian EFL teachers as well as its consequences and regulating strategies. Twenty teachers participated in a semi-structured interview. Results: The results of the thematic analysis demonstrated that there were numerous causes and consequences of this emotional state. The most frequent reasons were ‘Pressures at work,’ ‘Mismatches and Identity Conflicts,’ ‘Stressful Environments in Classrooms,’ ‘High Expectations,’ ‘Students' Disengagement and Poor Cooperation,’ ‘Students Poor Academic Performance,’ ‘Out of Class Activities,’ ‘Repetitive and Boring Behaviours.’ Furthermore, It was found that teachers' emotional fatigue can result in ‘Poor Quality of Instruction,’ ‘Burnout at Work,’ ‘Insufficient Work Engagement,’ ‘lack of Passion for teaching,’ ‘A Lack of Self-efficacy,’ ‘Low Student Performance,’ ‘Feeling Several Negative Emotions.’ The participants employed a range of responsive and preventive techniques both before and after the event of negative emotion in order to regulate it. Conclusion: The study provides some conclusions and implications for Iranian L2 teachers, teacher trainers, and policymakers to enhance their understanding of the nature and process of emotional fatigue in English teaching and its regulation.  }, Keywords = {positive psychology,emotion regulation strategies,emotional fatigue,EFL teachers,teacher emotions}, volume = {11}, Number = {2}, pages = {37-57}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1070-en.html}, eprint = {http://ijreeonline.com/article-1-1070-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Negahi, Mohammad and Mardani, Mahdi and Goldust, Mehdi}, title = {The Effect of Unfocused Direct and Indirect Screencast Feedback on the Writing Accurateness and Self-Efficacy of EFL Learners}, abstract ={This quasi-experimental study juxtaposes the efficiency of direct and indirect unfocused screencast feedback on the writing exactitude and self-efficacy of EFL students. Three classes participated: direct feedback, indirect feedback, and no-feedback control class. The study employed a pre-test, post-test, and delayed post-test design. Direct feedback provided corrected forms, while indirect feedback indicated error locations. Unfocused feedback was chosen for its ecological validity in real classroom settings. 97 third-year undergraduate students participated, divided into three groups. The Oxford Quick Placement Test ensured homogeneity among groups. Data was collected using the Second Language Writer Self-Efficacy Scale (L2WSS) and a Writing Test (WT). The L2WSS measured self-efficacy, and WT assessed writing accuracy. Both instruments showed high reliability. The study used argumentative writing tasks for the WT, with topics varied for the pre-, post-, and delayed post-tests. Data analysis was performed via SPSS 21, with MANOVA used to determine class differences. Rules of normality and homogeneity of variance were tested and met. Outcomes showed significant differences among classes post-treatment, with the feedback groups outperforming the control class. The study concludes that both varieties of unfocused screencast feedback are effective in improving writing accuracy, but no noteworthy difference between direct and indirect feedback was found.  }, Keywords = {,direct and indirect unfocused screencast,feedback,writing,self-efficacy,EFL learner}, volume = {11}, Number = {2}, pages = {59-79}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1066-en.html}, eprint = {http://ijreeonline.com/article-1-1066-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Aghajani, Mojtaba and khalaji, hamidreza and AshooriTootkaboni, Arezoo and Bayat, Abbas}, title = {A Comparative Study on Washback Effect on Task-Based and Traditional Assessment with Regard to Gender and Attitude}, abstract ={Objective: The objectives of this mixed-methods study were to investigate the washback effect of Task-Based Language Assessment (TBLA) on the development of reading skills among EFL learners, as well as to explore students' attitudes toward the implementation of TBLA. Methods: A total of 108 male and female EFL learners were selected randomly and assigned to two equal groups of 54 (a control group and an experimental group). A Preliminary English Test (PET) was administered to ensure the homogeneity of the participants' proficiency levels. Both groups attended a 90-minute reading class per week over a period of three months (24 sessions in total) and received identical instruction. However, the experimental group was additionally assessed using researcher-designed task-based reading quizzes every four sessions. Pre- and post-test data were collected to measure reading improvement. Furthermore, an "Attitude Questionnaire on Reading" was administered to the experimental group, and the data were analyzed using a paired-samples t-test to evaluate learners' perceptions of TBLA. Results: The statistical analysis of the data indicated that the experimental group experienced a significantly positive washback effect, leading to greater improvements in reading skills compared to the control group. Additionally, the quantitative analysis of the questionnaire results revealed that the participants held a highly positive attitude and showed a strong tendency toward the application of TBLA in the reading classroom. Conclusion: The results of this study suggest that TBLA serves as an effective alternative to traditional assessment procedures. Incorporating task-based assessments can maximize educational achievements and foster more positive student attitudes toward language learning and development  }, Keywords = {,Attitude,Reading skill,Task-Based Language Assessment,Washback effect}, volume = {11}, Number = {2}, pages = {81-97}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1063-en.html}, eprint = {http://ijreeonline.com/article-1-1063-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Bahador, Hamid and Khalesi, Sobh}, title = {The Effects of Self- and Other-Regulation Strategies on Language Proficiency Development among High School EFL Students in Iran}, abstract ={Objectives: This study investigated the impact of self-regulation strategies on language proficiency development among high school EFL students in Iran, examining the effectiveness of explicit cognitive and motivational strategy training on overall language achievement. Method: In a quasi-experimental pretest-posttest design, 28 male intermediate-level learners (CEFR B1) were randomly assigned to control (n=14) and experimental (n=14) groups. Over 8 weeks, the experimental group received explicit training in six key self-regulatory strategies: memory enhancement techniques (mnemonics), SMART goal setting, reflective self-assessment, strategic help-seeking, learning responsibility, and organizational approaches (concept mapping). The control group continued standard instruction. Using the Pearson Placement Test as pre- and post-assessment, data were analyzed using SPSS version 18 with descriptive statistics, Pearson correlation, and independent samples t-tests. Results: A robust positive correlation emerged between self-regulation strategy implementation and language proficiency gains (r = 0.932, p < 0.01). The experimental group showed significantly higher post-test scores (M=120.79, SD=24.48) than controls (M=103.50, SD=16.06). Effect size calculations (Cohen's d=0.82) indicated large practical significance. Conclusion: These findings substantiate Zimmerman's (2000) self-regulation theory and provide empirical evidence that systematic strategy instruction enhances EFL learning outcomes. This study advocates integrating metacognitive awareness and motivational regulation into secondary language curricula, particularly in contexts with limited authentic input. Pedagogical implications emphasize the need for teacher training programs to incorporate explicit strategy instruction methodologies.  }, Keywords = {EFLR, Language proficiency, Metacognition, Motivation, Self-regulation}, volume = {11}, Number = {2}, pages = {99-118}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1055-en.html}, eprint = {http://ijreeonline.com/article-1-1055-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} }