@article{ author = {Barani, Ghasem and Shakki, Shaghayegh and Hosseini, Mahshi}, title = {Analytical Hierarchy Process in Identifying and Ranking Factors Affecting L1 Use among Iranian EFL Teachers}, abstract ={Consolidating the students’ L1 permits instructors to supply clear clarifications and moderate potential challenges in comprehension. By recognizing the esteem of L1, instructors can advance more successful dialect instruction. Hence, this ponder investigated the essential variables influencing Iranian instructors’ utilization of L1 in EFL classrooms. The members of the think-about group were chosen through comfort inspection. A pairwise survey was conducted, and 32 tall school English instructors from Gorgan, Golestan, Iran, reacted to the questions. Along these lines, 20 instructors out of 32 were chosen based on their level of instruction and the consistency of their reactions. They were counseled on how the pairwise survey was answered to get more reliable reactions. After analyzing the information utilizing the Master Choice computer program and Explanatory Chain of command Handle (AHP), it was uncovered that instructors, for the most part, favored utilizing L1 to decrease negative full of feeling channels in a classroom environment, such as making less tense environment, additionally improving positive emotional channels like motivating the learners. It was also concluded that the other reasons behind the teacher's L1 utilization were for classroom administration purposes, social targets, and cognitive engagement of the understudies. The discoveries of this thinking suggest that EFL instructors and TEFL approach producers join L1 in teaching-learning and prepare more viably and intentionally.  }, Keywords = {analytic hierarchy process, EFL classroom, first language}, volume = {10}, Number = {1}, pages = {1-17}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-938-en.html}, eprint = {http://ijreeonline.com/article-1-938-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {AbbasiDogolsara, Shokoufeh}, title = {A Comparative Study on the Effectiveness of Varieties of Tasks Manipulation on the Fluency and Accuracy of Iranian EFL Learners’ Oral Speech}, abstract ={Tasks are as useful devices for identifying learners’ needs and thus for designing specific purpose courses. Hence, the present study aimed at examining the viable effects of three varieties of task manipulation, i.e., oral reproduction, role-play, and group discussion, on the accuracy and fluency components of Iranian EFL learners’ oral speech. For the sake of homogeneity of the participants, 60 L1 Persian EFL students were selected through Oxford Placement Test (OPT) and divided into three 20-participant comparison groups: Oral Reproduction Group (ORG), Role-play Group (RPG), and Group Discussion Group (GDG). Each of the three comparison groups was treated just through a single task. ORG, RPG, and GDG were treated by oral reproduction, role-play, and group discussion tasks, respectively. The participants were pretested and posttested by the speaking part of Preliminary English Test (PET). The three groups were exposed to ten sessions of treatment, each of which lasted one hour and thirty minutes. The results of the study, obtained through ANOVA and Post Hoc analyses, revealed that the three types of task manipulation had significant influence on the fluency and accuracy of the participants’ speech. It was also revealed that GDG, treated through group discussion type of task manipulation, outperformed the other groups in terms of accuracy and fluency achievement. Tasks are hence recommended to be used in EFL teaching and testing contexts in that they are assumed to be effective tools to enhance the accuracy and fluency of English learners’ oral speech.   }, Keywords = {accuracy, fluency, group discussion task, oral reproduction task, role-play task}, volume = {10}, Number = {1}, pages = {18-37}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-977-en.html}, eprint = {http://ijreeonline.com/article-1-977-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Mardani, Mahdi and Shadbakht, Narges}, title = {The Influence of Task Type and Pre-Task Planning Condition on the Speaking Accuracy of Iranian EFL Learners}, abstract ={This research investigated the impact of varying planning conditions and task types on the accuracy of pupils' speaking abilities. Utilizing the Oxford Placement Test (OPT), 80 intermediate female participants nominated for the research and assigned to four untouched classes. These classes were planned as the individual-planning personal task class (IPPT class), the individual-planning decision-making task class (IPDT class), the class-planning personal task class (CPPT class), and the class-planning decision-making task class (CPDT class). Two concurrent decision making tasks were planned to be conducted both at the beginning and at the end of the experiment, while a six-week intervention was scheduled in between. Three sessions were dedicated to administering the OPT test, the pretest, and the posttest; and the students accomplished two dissimilar task types under two diverse planning situations throughout the other three treatment meetings. The results from the one-way ANOVA discovered that pre-task planning conditions and task types significantly influence the accuracy of speaking. These outcomes reinforce the notion that planning conditions have meaningful results on pupils' accomplishment in personal and decision-making tasks. Consequently, both planning conditions proved real in enhancing students' performance in speaking tasks. It is suggested that educators should give considerable attention to pre-task planning to alleviate EFL pupils' challenges in attaining upper ranks of accuracy in their speaking abilities.  }, Keywords = {accuracy, EFL context, speaking performance, p-task planning condition, task type}, volume = {10}, Number = {1}, pages = {39-50}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-955-en.html}, eprint = {http://ijreeonline.com/article-1-955-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Azarmi, Bagher and Alavinia, Parviz and Sarkhosh, Mehdi}, title = {Oscillations in Iranian EFL Teachers’ Motivation during Online Instruction: The Role of Teachers’ Seniority and Emotional Intelligence}, abstract ={As a dynamic and multifaceted entity, motivation is prone to constant change under the influence of a great many factors including context, task, group dynamics and learner characteristics. Informed by the dearth of research on motivational fluctuations among the teacher community, the researchers in the current study strove to investigate the factors giving rise to Iranian EFL teachers’ motivational oscillations during the practice of online teaching. Thus, opting for a mixed methods research design, the researchers explored the role of emotional intelligence (EI) and seniority (teaching experience) in determining teachers’ motivational status and intensity in the quantitative phase. However, in the qualitative phase the researchers tapped into the teachers’ perceptions concerning the overriding factors bringing about their motivational fluctuations. A total of 55 teachers with varying degrees of teaching experience ranging from one year to 28 years participated in the study. To gather data for the quantitative phase, Bar-On’s (1997) emotional quotient inventory (EQ-i), and Motometer were utilized. However, in the qualitative phase, the data from teacher narratives and interview responses were consulted. The quantitative results via applying Mann Whitney U test revealed that though emotional intelligence and seniority both played a role in teachers’ motivational level, their influences were not statistically significant. Also, as regards the results of data analysis for the qualitative phase, several factors were pinpointed to underlie the teachers’ motivational changes during online teaching experience, including teaching materials, time intervals during the session, instructional topics, learner factors and internet connection problems. The findings are thought to have fruitful implications for EFL teachers, particularly in sensitizing them toward the role of different factors in their motivational changes.  }, Keywords = {emotional intelligence, motivational fluctuations, teaching experience, virtual learning}, volume = {10}, Number = {1}, pages = {51-65}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-964-en.html}, eprint = {http://ijreeonline.com/article-1-964-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Afshari, Shirin and TaghipourBazargani, Davoo}, title = {The Impact of Task-Based Assessment on Iranian Male and Female EFL Learners’ Idiomatic Knowledge}, abstract ={Task-based language assessment (TBLA) is a framework for language testing that takes the task as the fundamental unit for assessment and testing. This study was designed to investigate the impact of TBLA on Iranian Male and Female EFL learners’ idiomatic knowledge. To fulfill the objective, 40 learners ranging from 18 to 25 in age and studying at Bayan English Institute in Rasht, Iran, were selected from among 100 participants based on their performance on quick placement test (QPT). The study employed a true-experimental design in which the participants were randomly assigned to two experimental groups and two control groups. First, a pretest of idioms was administered. Then, the experimental groups received a sixteen-session treatment that was the treatment of Task-Based Assessment. Meanwhile, the control groups received a sixteen-session placebo. A posttest of idioms was then administered to all the participants. The use of UNIANOVA revealed that the experimental groups outperformed the control groups in learning idioms. Based on the findings of the present study, all stakeholders, particularly material developers and teachers are proposed to include idioms in language teaching so that remarkable opportunities for improving idiomatic knowledge among learners would be provided.  }, Keywords = {idiom, idiomatic knowledge, task, task-based assessment}, volume = {10}, Number = {1}, pages = {66-78}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-979-en.html}, eprint = {http://ijreeonline.com/article-1-979-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Vaezian, Bahareh and Davoudi, Mohamm}, title = {On the Effect of Text-based Concept Maps vs. Image-based Concept Maps on Developing Iranian Intermediate EFL Learners’ Reading Comprehension}, abstract ={The study aims to investigate the influence of image-based and text-based concept maps on the reading comprehension abilities of Iranian Intermediate EFL learners. A total of 90 learners participated in the study, consisting of 55 females and 35 males, all between the ages of 18 and 32. Participants were selected from intact classes at three English language schools in Sabzevar, Iran. This research was organized as a quasi-experimental study, in which the participants were segmented into two experimental groups and one control group. The intervention lasted for five weeks, with two sessions each week, each session running for one hour and thirty minutes. The outcomes from the assessments were analyzed using an independent sample t-test and ANOVA test, revealing that the image-based concept map instructional approach improved learners' reading comprehension. In terms of cognitive understanding and creativity, students who utilized image-based concept mapping outperformed their peers in the text-based mapping group. Additionally, the findings indicated that the image-based concept map teaching strategy could assist students in obtaining a more profound understanding of reading materials. Teachers might consider integrating visual mapping techniques to encourage deeper comprehension and facilitate more meaningful learning experiences, which could ultimately lead to better academic performance in language learning contexts.  }, Keywords = {Concept map, text-based concept mapping, image-based concept mapping, reading comprehension.}, volume = {10}, Number = {1}, pages = {79-91}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-969-en.html}, eprint = {http://ijreeonline.com/article-1-969-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Bashiri, Saba and Ebadi, Sam}, title = {EFL Pedagogical Applications of ChatGPT: Opportunities and Threats}, abstract ={This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.  }, Keywords = {artificial intelligence, AI in education, ChatGPT, second language education, teacher perceptions}, volume = {10}, Number = {2}, pages = {1-14}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-992-en.html}, eprint = {http://ijreeonline.com/article-1-992-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Nanbedeh, Samir}, title = {Investigating Intercultural Awareness: Iranian EFL Teachers’ Perceptions and Challenges}, abstract ={In recent decades, the importance of applying cultural dimension into language pedagogy has received extensive emphasis worldwide. The problem arises when EFL teachers are afraid of referring to cultural notions in their classes just because it seems that they lack sufficient cultural knowledge of the target language. This research study intended to inspect Iranian EFL teachers’ intercultural awareness by evaluating their opinions about the importance of cultural teaching.  Sercu et al. (2005) adopted questionnaire was used to gather the anticipated data. The  participants were comprised of 102 teachers who were provided with questionnaires in person using hard copies. An interview was conducted as well with participants in order to explore the difficulties they encounter in the way of teaching culture. the collected data were analyzed via statistical package for social sciences (SPSS) software. Content analysis was used for analyzing the qualitative data gathered from interview. The results showed that Iranian EFL teachers have favorable opinions about intercultural learning. They were unwilling to implement the intercultural approach to their teaching method because of time constraints, lack of suitable materials, and guidelines. Several implications are emergent from the findings including suggestions for educational policy-makers, material designers, language institutes, and teacher training programs.  }, Keywords = {culture, English language classrooms, EFL teachers, intercultural awareness, language learning}, volume = {10}, Number = {2}, pages = {15-35}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-976-en.html}, eprint = {http://ijreeonline.com/article-1-976-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Vali, Armin and Yaghoubi-Notash, Massoud and Behtary, Shahabaddi}, title = {Pragmatic Tasks for EFL Instruction: Explicitness, Time and Proficiency Effects in the Iranian Context}, abstract ={Despite the substantial significance of communicative goals in EFL, pragmatic aspects of instruction that are geared towards the learners’ appropriacy still remain less than adequately addressed. Such a niche offers potentials for and stimulates a proliferating body of research. This study aims at examining the effectiveness of explicit vs. implicit pragmatic instruction regarding language performance as output. For the purpose of the study, 120 (60 male and 60 female) EFL learners took part in this project. Error Recognition Tests (ERTs), Discourse Completion Tests (DCTs), role-play, and writing assessments were used for gauging pragmatic output. Two separate 3×2 mixed between-within-subjects factorial ANOVAs were conducted to examine the effects of instruction type, proficiency level, and time (treatment) on pragmatic acquisition. Findings significantly support (a) the overall benefit of pragmatic instruction, (b) the effect of both implicit and explicit instructions with explicit type being more highly influential, (c) the effect of proficiency, and (d) the interaction effect of proficiency and pragmatic instruction on pragmatic language L2 use. Findings bear implications for enriching teaching and learning contexts, deepening theoretical concerns, improving pedagogical practice, and implementing communicative syllabus design. Keywords:  }, Keywords = {explicit pragmatic instruction, language proficiency, implicit pragmatic instruction}, volume = {10}, Number = {2}, pages = {36-56}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-963-en.html}, eprint = {http://ijreeonline.com/article-1-963-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {ShahbaziMojarrad, Shiva and Abdi, Reza and Mohammadi, Vali and AsltalebMaghferat, Alirez}, title = {Explorations in Refusal and Complaining Speech Acts of Iranian EFL Learners Across Language Proficiency, Mother Tongue, Gender, and Sociocultural Factors}, abstract ={Pragmatic competence, a fundamental component of language ability, involves understanding a speaker’s intended meaning through various communicative functions. Among these functions, speech acts such as refusals and complaints play a crucial role in everyday interactions, allowing interlocutors to convey information and perform social actions. This study examines the production of refusal and complaint speech acts by English as a Foreign Language (EFL) learners, addressing a gap in previous research that has often overlooked the potential influence of learners’ language proficiency, social status, gender, and mother tongue. Through purposive sampling, 120 participants were selected to respond to 10 role-play scenarios designed to elicit refusals and complaints. The data were analyzed qualitatively to identify patterns in speech act production. The findings reveal that most participants favored indirect strategies when expressing refusals and complaints. Moreover, the study found no significant effects of language proficiency, sociocultural background, mother tongue, or gender on how EFL learners produce these speech acts. These results contribute to a better understanding of pragmatic competence in EFL contexts and suggest that these sociolinguistic factors may have less impact on refusal and complaint strategies than previously assumed.  }, Keywords = {pragmatic competence, speech act of complaint, speech act of refusal}, volume = {10}, Number = {2}, pages = {59-78}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-949-en.html}, eprint = {http://ijreeonline.com/article-1-949-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Moafian, Nahid and Ghafournia, Narjes}, title = {Iranian EFL Learners’ Academic Self Efficacy, Metacognitive Reading Strategies, and Reading Comprehension Achievement: Exploring the Relationships and Predicting Roles}, abstract ={This study scrutinized the probable significant relationships among Iranian EFL learners’ academic self-efficacy, metacognitive reading strategies, and reading comprehension test performance. Relevantly, the significant predicting roles of the learners’ metacognitive reading strategies as well as academic self-efficacy for reading achievement were statistically investigated, increasing the depth of the study. Furthermore, the probable significant differences between the learners’ academic self-efficacy as well as the utilization of metacognitive reading strategies were investigated across three reading proficiency levels.  To this end, 100 BA students, majoring in English Language Teaching at Islamic Azad University-Neyshabur Branch-Iran participated. Three standard instruments were employed, including academic self-efficacy and metacognitive reading strategies questionnaires along with the reading comprehension section of a TOEFL test.  The study followed a quantitative correlational design. Since the normality of data was proved, the parametric statistical analyses, including descriptive statistics, Pearson's correlation coefficients, multiple regression analyses, and one-way analysis of variance were employed. The findings demonstrated significant positive relationships among the learners’ reading achievement, academic self-efficacy, and utilization of metacognitive reading strategies. In addition, it was found that metacognitive reading strategies can better predict reading comprehension than the learners’ academic self-efficacy. Academic self-efficacy was also proved as a significant predictor of the learners’ utilization of overall metacognitive reading strategies. No significant differences were proved between three proficiency levels in the utilization of metacognitive reading strategies as well as academic self-efficacy. The findings have some insightful pedagogical implications as well as some useful hints for language teachers and syllabus designers.  }, Keywords = {academic self-efficacy, metacognitive reading strategies, reading achievement}, volume = {10}, Number = {2}, pages = {79-98}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-984-en.html}, eprint = {http://ijreeonline.com/article-1-984-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Shabani, Karim and Rashidi, Kosar}, title = {The Role of Digital Literacy in Mediating ChatGPT’s Impact on Writing Abilities and Perceptions of Iranian EAP Students}, abstract ={Academic writing has emerged as a central area of inquiry among researchers specializing in English as a Foreign Language (EFL) writing. Utilizing a mixed-methods research design, the current study aimed to explore the mediatory role of digital literacy in the writing improvement of EAP learners in a ChatGPT-supported writing course. Following the administration of the Oxford Placement Test (OPT) and digital literacy questionnaire, a cohort of 100 upper-intermediate learners from a non-profit university in Mazandaran, Iran was randomly selected. The participants were then split into two experimental groups (high vs. low digital literacy) and two control groups (high vs. low digital literacy), with each group consisting of 25 participants. The experimental groups received writing instruction that incorporated ChatGPT, while the control groups were taught implementing traditional pedagogical methods devoid of ChatGPT. Data were gathered through pre- and post-writing assessments along with semi-structured interviews. Results from the pre- and post-tests indicated that the experimental groups with either high or low digital literacy exhibited significantly superior academic writing outcomes compared to the control groups. However, no notable disparity was evidenced between the two experimental groups. Analysis of the interviews revealed that ChatGPT contributed greatly to their writing accuracy and fluency, while creating several challenges namely the generation of inappropriate responses and limited access. On implication side, suggestions are offered for prospective EAP students, teachers, teacher educators, and syllabus designers along with a sketch of possible avenues for further exploration.  }, Keywords = {English for academic purposes (EAP), L2 writing, ChatGPT, digital literacy}, volume = {10}, Number = {2}, pages = {99-113}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-994-en.html}, eprint = {http://ijreeonline.com/article-1-994-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Luong, Manh H}, title = {A Comparative Analysis of Competency-Based and Traditional English Language Teaching Models in Vietnamese Universities}, abstract ={This study presents a comparative analysis of Competency-Based Language Teaching (CBLT) and traditional English teaching models in the context of Vietnamese regional universities. Drawing on national reforms such as the 2018 General Education Program and the National Foreign Language Project, the research aims to evaluate the pedagogical effectiveness, curriculum orientation, assessment practices, and learning outcomes associated with both models. A mixed-methods design was employed, including surveys with 250 students and 30 instructors across five local universities, supplemented by curriculum document analysis and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and ANOVA, while qualitative data were thematically coded to uncover key perceptions and implementation challenges. Findings reveal that while traditional models offer structural clarity and familiarity, CBLT demonstrates stronger alignment with 21st-century skills, communicative competence, and learner autonomy. However, challenges such as inadequate infrastructure and limited teacher training hinder full implementation. The study concludes with practical recommendations for phased adoption of CBLT through localized curriculum reforms, faculty development programs, and integration of digital tools.Top of FormBottom of Form  }, Keywords = {competency-based language teaching (CBLT), traditional teaching models, English language teaching, Vietnamese universities tnamese universities}, volume = {10}, Number = {2}, pages = {114-125}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-995-en.html}, eprint = {http://ijreeonline.com/article-1-995-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Azmoode, Masoome}, title = {EFL Students’ Rating Accuracy in Assessing Reading Comprehension Subskills across Genres: A Diagnostic Perspective}, abstract ={This study aimed to examine EFL learners’ rating accuracy in assessing reading comprehension subskills in various genres.  To this end, 60 English translation students participated in this study. The instructional treatment was based on the learners’ challenging reading subskills in four genres. Taking the instructor’s ratings as the yardstick, during a 12- week course, the accuracy of the learners’ self- and peer- assessments was investigated. Data analysis, using MANOVA, confirmed that there was a statistically significant difference between the accuracy of self-, peer- and instructor-ratings. More specifically, the two groups were inaccurate in assessing the main idea/ supporting details and cause/effect subskills in all genres. However, for assessing fact /opinion subskills only the self-assessment group was inaccurate in descriptive genre. Obtaining such detailed diagnostic information about learners’ performance can help instructors in elevating weaknesses in language skills.                                                                                              }, Keywords = {reading comprehension, reading subskills, reading genres, rating accuracy, diagnostic assessment}, volume = {10}, Number = {3}, pages = {1-15}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1002-en.html}, eprint = {http://ijreeonline.com/article-1-1002-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {BUTOYI, Déogratias and MBONYINGINGO, Audace and Odhiambo, Christopher Joseph and BARANKANIRA, Emmanuel}, title = {Developing EFL Listening and Speaking Skills through Novel among Burundi Students: An Integrative Approach}, abstract ={English serves as a global bridge language, prompting continuous reforms in programs aimed at achieving proficiency. Among the most sought-after skills are listening and speaking, as people spend significant time engaged in these activities. Despite the correlation between listening and speaking, these skills are taught through distinct courses at the university in Burundi. Moreover, integrating these important language skills through teaching novels is not done there; novels are mostly exploited for their thematic and literary messages. Consequently, students often struggle with listening and speaking. This study aimed at measuring the proficiency level in listening and speaking among university students in Burundi as a result of their past exposure to novels. Besides, it experimented with the Integrative Approach to check if using it in novel teaching can reverse the situation at IPA and ENS in Burundi. Fifty-two students from Burundi Higher Institute of Education and 108 from the Institute of Applied Pedagogy, second year (2022-2023), were used. The sample size was fixed using Krejcie and Morgan’s formula[1]. Selecting students was done randomly. Both the group passed a pretest, then a posttest after a lecture on the novel, Weep Not, Refugee (2014), which also used the Integrative Approach. After marking the tests' sheets, the researcher analysed and compared scores using the SPSS 21. The pretest revealed poor performance across both groups, highlighting the inefficacy of existing methods in enhancing listening and speaking skills through novel. However, posttest scores showed excellent improvement in the experimental group while the control group continued performing poorly which answers the research question, “To what extent does the Integrative Approach improve university EFL students' scores in listening and speaking if it is used in novel teaching?” Therefore, adopting this study’s findings will enhance teaching novels at university in Burundi and sustain proficiency in listening and speaking for a lifelong experience.  Keywords: English proficiency, foreign language, integrative method, listening skills, speaking skills     [1] n=χ2Np(1-p)e2 N-1+χ2p(1-p) (Singh and Masuku, 2014;Bukhari, 2021)  }, Keywords = {English proficiency, foreign language, integrative method, listening skills, speaking skills}, volume = {10}, Number = {3}, pages = {16-31}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-986-en.html}, eprint = {http://ijreeonline.com/article-1-986-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Mansouri, Saeedeh and Safdari, Saee}, title = {The Effects of Peer and Teacher Technology-Enhanced Scaffolding through Process Approach on Iranian EFL Learners’ Collocational Knowledge: The Case of Impulsive and Reflective Learners}, abstract ={This study examined the effects of peer and teacher technology-enhanced scaffolding through process approach on Iranian EFL learners’ collocational knowledge with regard to impulsivity and reflectivity. The participants included 132 EFL learners at the intermediate level selected from an initial number of 204 learners based on their scores on Preliminary English Test (PET). The 132 learners were divided into three groups and given a collocation pretest and the reflectivity/impulsivity questionnaire. The three groups of the study were the peer scaffolding (N=48), the teacher scaffolding (N=43), and the control group (N=41). In each of the three groups, there were both reflective and impulsive learners. The first experimental group received peer scaffolding via Telegram while the second experimental group was exposed to teacher scaffolding. As for the control group, no teacher or peer scaffolding was provided and the learners were taught collocations in a conventional way. After the treatment, the posttest of collocations was given to the three groups. The results revealed that both peer and teacher scaffolding significantly affected collocation learning. However, there was no significant difference between peer and teacher scaffolding in terms of their effects on collocation learning. The results also indicated that the main effect of treatment on collocation learning was significant; however, there was not a statistically significant interaction between peer and teacher scaffolding through the process approach in a technology-enhanced environment and reflectivity vs. impulsivity on EFL learners’ collocation learning. Based on the results, EFL teachers can employ both peer and teacher scaffolding in a technology-enhanced environment to improve EFL learners’ collocational knowledge irrespective of learners’ impulsivity and reflectivity.  }, Keywords = {collocations, peer scaffolding, reflectivity/impulsivity, teacher scaffolding, technology-enhanced learning.}, volume = {10}, Number = {3}, pages = {32-47}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1012-en.html}, eprint = {http://ijreeonline.com/article-1-1012-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Hosseini, Najmeh and Ebadi, Sam}, title = {Cross-Cultural Perspectives on ChatGPT Acceptance: A Mixed-Methods Study Comparing Iranian EFL Learners and International Students in the UK}, abstract ={This study investigated the acceptance of ChatGPT as a language learning tool among 536 learners, including international English language learners in the UK (N = 414) and Iranian EFL learners (N = 122), highlighting cross-cultural differences in technology adoption. Using a mixed-methods approach guided by the Technology Acceptance Model (TAM), which also incorporated a deeper exploration of cultural and contextual factors, this study examined perceived ease of use, perceived usefulness, attitudes, behavioral intention, actual usage, perceived enjoyment, facilitating conditions, and technological complexity. Quantitative surveys revealed that Iranian EFL learners exhibit higher engagement and acceptance of ChatGPT, potentially driven by more favorable facilitating conditions and intrinsic motivation observed in that group. Qualitative interviews further emphasized cultural and educational influences, with Iranian EFL learners valuing accessibility and consistent feedback, while UK international learners stressed creative applications and contextual accuracy. The findings underscore the importance of considering the context-dependent nature of technology acceptance and adapting AI-powered tools to diverse learner needs and specific educational environments, rather than assuming universal benefits. These results offer practical implications for educators and developers aiming to integrate such technologies into language education.  }, Keywords = {AI, ChatGPT, TAM, language learning, cross-cultural, educational technology}, volume = {10}, Number = {3}, pages = {48-68}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1042-en.html}, eprint = {http://ijreeonline.com/article-1-1042-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Saidi, Ezzeddine}, title = {Reading for Information or Reading for Reflection? Text-based Nature of Thinking Skills: Lower Vs. Higher Order Thinking Skills}, abstract ={This study explores the cognitive levels targeted by reading-comprehension activities in two textbooks of English as a Foreign Language (EFL) authored by the Tunisian Ministry of Education. It adopts Freeman’s (2014) Taxonomy of Reading-Comprehension Questions to provide a quantitative analysis of the ‘categories’ vs. ‘types’ of questions used in reading activities in the two textbooks, and the ‘lower’ vs. ‘higher’ order thinking skills they require. The Analysis unveiled a recurrent pattern in the two textbooks favoring (1) question categories focusing on content and language as opposed to affect, and (2) question types focusing on explicit information and language input as opposed to questions requiring inferences, personal responses, and evaluations of the claims and views presented to learners. The diagnosed pattern is useful in developing the learners’ linguistic repertoire, but it has limited impact on developing their critical views towards the ideas presented to them and enhancing their awareness about the cultural content embedded in the reading materials.      }, Keywords = {reading comprehension, higher-order thinking, lower-order thinking, EFL textbooks, question taxonomy}, volume = {10}, Number = {3}, pages = {69-81}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1008-en.html}, eprint = {http://ijreeonline.com/article-1-1008-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {BagheriJamaledinKolaee, Seyed Shahab and TaghipourBazargani, Davoo}, title = {The Effect of Memrise on Vocabulary Learning and Listening Comprehension among Iranian Intermediate EFL Learners: A Mixed-Methods Study}, abstract ={This mixed-methods study investigated the effect of the Memrise application on Iranian intermediate English as a Foreign Language (EFL) learners’ vocabulary learning and listening comprehension. The study involved 60 participants, with 30 in the experimental group using Memrise and 30 in the control group engaging in traditional textbook-based instruction. The data were collected through pre-tests and post-tests assessing vocabulary learning and listening comprehension, along with semi-structured interviews and classroom observations to capture learners’ experiences. Quantitative data were analyzed using independent samples t-tests, while qualitative data were analyzed via inductive coding with MAXQDA 20. The results showed significant improvements in both vocabulary learning and listening comprehension for the experimental group compared to the control group. Qualitative findings highlighted key features of Memrise, including its user-friendly interface, gamification, and authentic content, while also identifying challenges such as technical issues and limited vocabulary coverage. Learners expressed increased motivation, confidence, and enjoyment in using the app, though frustrations with technical glitches were noted. In addition, classroom observations supported these findings, revealing high levels of engagement and participation throughout the intervention. The study suggests that Memrise can be an effective tool for enhancing vocabulary and listening comprehension in EFL contexts, though technical and content limitations should be addressed for optimal learning experiences.  }, Keywords = {Listening comprehension, Memrise application, vocabulary learning}, volume = {10}, Number = {3}, pages = {82-102}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1001-en.html}, eprint = {http://ijreeonline.com/article-1-1001-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {KouroshKhanshan, Shabnam and Yousefi, Mohammad Hossein and Kashef, Seyyed Hossei}, title = {Investigating Teachers’ Self-efficacy, Instructional Practice and Self-reflective Practice: The Case of Tertiary Level Teachers}, abstract ={Teachers are expected to learn new things about their abilities by thinking about their actions in educational contexts. The dynamic reflection on self-teaching would enable teachers to improve their instructional practice. The present study was an attempt to shed light on university level teachers’ self-efficacy perceptions in relation to their reflective practice and instructional practice. For this purpose, 70 teachers from both public and private universities in Iran took part in this survey research. Participants were asked to fill out three Likert-type questionnaires: Teacher Efficacy Scale, The Instructional Practices Survey, and Teacher Reflection Questionnaire. The collected data were quantitatively analyzed using SPSS version 21. Results of Pearson correlation coefficients revealed that although teachers’ self-efficacy perceptions were significantly correlated with both their instructional practice and reflective practice, the former established a relationship with a higher effect size than the latter. Implications of the results with respect to teacher development are presented and directions for further research are offered.  }, Keywords = {self-efficacy, instructional practice, reflective practice, tertiary education}, volume = {10}, Number = {3}, pages = {103-121}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-694-en.html}, eprint = {http://ijreeonline.com/article-1-694-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Baniasad-Azad, Somayeh}, title = {Iranian EFL Teachers’ Perceptions of Critical Friends Groups: Insights from a Qualitative Study}, abstract ={Objective: Despite the documented benefits of Critical Friends Groups (CFGs) in various educational contexts, their application within the Iranian EFL system, characterized by top-down policies and limited teacher autonomy, remains underexplored. This study explores Iranian English teachers’ perceptions of CFGs as a collaborative professional development model. Methods: Situated within a larger research project on CFG implementation, this paper specifically reports the findings from semi-structured interviews with 10 junior high school EFL teachers who participated in CFG sessions. Results: Thematic analysis of interview data reveals that teachers generally viewed CFGs as a valuable space for professional dialogue, mutual support, and reflective practice. Participants highlighted the benefits of structured peer feedback, increased collegiality, and the opportunity to discuss classroom challenges in a non-evaluative environment. However, some expressed concerns about time constraints, varying levels of engagement, and the need for clearer facilitation. Conclusion: These insights contribute to the growing body of research on collaborative teacher development in EFL settings and offer practical implications for designing effective professional learning communities in centralized educational systems.  }, Keywords = {Critical Friends Group,collaboration,professional development,English teachers}, volume = {10}, Number = {4}, pages = {1-15}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-991-en.html}, eprint = {http://ijreeonline.com/article-1-991-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Montashery, Iraj}, title = {Implementing Web-based Hypertext for Teaching Reading Skill to Iranian Intermediate EFL Learners}, abstract ={Objective: Having in mind to address and have contributions regarding the reading comprehension, this study focuses on using hypertext reflection on the reading comprehension of Iranian Intermediate EFL learners. Methods: In this study, 60 participants were assigned into  one control group and an experimental group.  While the experimental group was treated with hypertext reading texts, the control group was  exposed to conventional method. Results: Based on the quantitative results obtained in the participants’ pretest and post-test scores, participants’ reading comprehension was measured before and after the treatment. Quantitative findings of the study highlighted the outperformance of the experimental group in comparison with the control one regarding hypertext reflection on the reading comprehension of Iranian EFL intermediate learners. Conclusion: The results and findings of the statistical analyses run indicated that the experimental group significantly  outperformed the control group after the treatment revealing that the instruction was quite successful in helping the participants to improve their reading comprehension. The implication of the current research could pave the way for instructors and curriculum designers to include hypertext as a significant element in enhancing Iranian EFL learners’ reading comprehension.  }, Keywords = {hypertext,reading comprehension,web-based instruction}, volume = {10}, Number = {4}, pages = {17-34}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1045-en.html}, eprint = {http://ijreeonline.com/article-1-1045-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Biria, Yasaman and Mohammad-Salehi, Behrang and Biria, Rez}, title = {Pedagogical Utility of Audio Assisted Reading in Improving EFL Learners’ Reading Fluency and Comprehension}, abstract ={Objective: There has been an increasing interest in exploring various methods to enhance the reading fluency and comprehension of EFL/ESL learners, both of which play a crucial role in successful reading. However, this area of research has not received sufficient attention within the Iranian context. Consequently, the present study aimed to investigate the effects of Audio-Assisted Reading (AAR) on the reading fluency and comprehension of Iranian high school students. Methods: To this end, adopting convenience sampling, a total of 61 female students were selected and assigned to experimental and control groups. AAR technique was presented to the experimental group whereby the reading passages were taught alongside their audio versions. Each passage was read five times and the students’ reading rate was observed based on the number of words articulated per minute. Results: The initial and final readings were followed by comprehension check questions. By contrast, the control group followed a traditional reading approach, which required students to read and translate the targeted passages into their L1. The findings revealed that AAR positively affected the students’ reading fluency, while no significant difference was found among the targeted groups in terms of comprehension. Conclusion: Notably, the results of the study may provide both EFL/ESL learners and teachers with insightful and promising pedagogical guidelines for meeting the objectives of reading comprehension classrooms.  }, Keywords = {audio assisted reading (AAR), repeated reading, reading comprehension, reading fluency}, volume = {10}, Number = {4}, pages = {35-53}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1006-en.html}, eprint = {http://ijreeonline.com/article-1-1006-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {KarbakhshRavari, Akram and NakhaeeRavari, Soheila and Rabani, Kamr}, title = {Enhancing EFL Learning Through Concordancing: A Quasi-Experimental Study on EFL Learners’ Collocational Competence and Retention, Motivation, and Autonomy}, abstract ={Objective: Enhancing collocational competence, alongside improving learner motivation and autonomy, is a cornerstone of effective EFL instruction. Despite the well-documented affordances of corpus-based tools, particularly concordancers, in supporting various aspects of language development, their integration into mainstream language pedagogy is surprisingly limited. In response to this pedagogical oversight, the present study explores the efficacy of the concordancing software AntConc in advancing Iranian EFL learners’ development of collocations, long-term retention, self-directed learning, and motivational engagement. Methods: Sixty intermediate-level learners were employed and then assigned to either a control or experimental group. Over a five-week intervention, participants in the experimental group engaged in practical corpus analysis using AntConc, working directly with authentic English language data. In contrast, the control group followed a traditional, teacher-centered instructional model. To capture the intervention’s impact, the study employed a combination of pre-tests, post-tests, delayed post-tests, and self-report questionnaires. Results: The findings revealed significant developments in all measured domains for the experimental group, as confirmed by t-tests, mixed-design ANOVA, and Mann–Whitney U tests. Conclusion: The findings indicated that the use of concordancing was more effective than conventional approaches in enhancing learners' knowledge and long-term recall of collocations. Furthermore, it contributed to increased motivation and autonomy by fostering a more engaged, discovery-oriented approach to learning.}, Keywords = {Autonomy, Collocational Competence, Concordancing, EFL Learners, Motivation, Retention}, volume = {10}, Number = {4}, pages = {54-80}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1013-en.html}, eprint = {http://ijreeonline.com/article-1-1013-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Ghavidel, Masoumeh}, title = {Professional Development, Organizational Support, and Technological Attitudes as Predicting Factors for Iranian EFL Teachers Integration of Technology}, abstract ={Objective: The objective of this study was to investigate the extent to which teacher-related factors, namely technological attitudes, perceived organizational support, and engagement in professional development, predict English language teachers’ instructional use of technology. Methods: This study employed a quantitative, correlational research design. Data were collected from 95 English language teachers through a questionnaire measuring technological attitudes, professional development, and organizational support. The construct validity of the instrument was confirmed via factor analysis, and multiple regression analysis was conducted to examine the predictive power of the three teacher-related variables on instructional technology use. Results: The results of the multiple regression analysis indicated that technological attitudes, professional development, and organizational support were all significant predictors of teachers’ instructional use of technology. Among these variables, technological attitudes emerged as the strongest predictor, as evidenced by the standardized regression coefficients. Conclusion: The findings highlight the pivotal role of teachers’ technological and pedagogical dispositions in effective technology integration. They suggest that fostering positive technological attitudes, alongside sustained professional development and institutional support, is essential for maximizing the instructional benefits of technology and enhancing student learning outcomes.}, Keywords = {,Technology integration,Technological attitude,Professional development,Organizational support,EFL teachers}, volume = {10}, Number = {4}, pages = {81-101}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1026-en.html}, eprint = {http://ijreeonline.com/article-1-1026-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Amirian, Seyed Mohammad Reza and EdalatiBazzaz, Vahid and Ghaniabadi, Saeed and Zareian, Gholamrez}, title = {Probing into the Contribution of Self-efficacy, L2 Grit, and Foreign Language Classroom Enjoyment to Oral Presentation Anxiety of University Students}, abstract ={Despite the growing recognition of Oral Presentation Anxiety (OPA) as a significant barrier to effective communication in English as a Foreign Language (EFL) education, previous research has predominantly examined anxiety in isolation, leaving a critical gap in understanding how these constructs interact (Tsang, 2022; Dewaele et al., 2022; Grieve, 2020). To offer a more integrated perspective, this study investigates the predictive roles of L2 grit, Foreign Language Classroom Enjoyment (FLCE), and self-efficacy in relation to Oral Presentation Anxiety among English major university students. A total of 123 participants completed an online survey that included demographic questions and established scales measuring L2 grit, FLCE, self-efficacy, and OPA. Path analysis was employed to examine the proposed relationships within the model. The findings reveal that self-efficacy significantly predicts OPA, demonstrating a strong correlation with participants' anxiety levels during oral presentations. In contrast, neither L2 grit nor FLCE emerged as significant predictors of OPA across the sample. These results highlight the importance of fostering self-efficacy to mitigate OPA in undergraduate language learners. The study concludes with practical implications for educators and stakeholders in higher education aimed at reducing foreign language presentation anxiety.  }, Keywords = {,self-efficacy,L2-grit,foreign language classroom enjoyment,oral presentation anxiety.}, volume = {10}, Number = {4}, pages = {102-123}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1017-en.html}, eprint = {http://ijreeonline.com/article-1-1017-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} } @article{ author = {Babaei, Mohammad and PourhoseinGilakjani, Abbas}, title = {Investigating the Impact of Autonomy-Supportive English Language Instruction on Iranian Intermediate EFL Learners’ Motivation in Learning General English}, abstract ={Objective: The research investigated how implementing autonomy-supportive strategies in English language classrooms contributes to increased student motivation. Methods: Participants in this study comprised 100 male EFL learners recruited from an English language institute located in Guilan, Iran. Sixty intermediate language learners were selected using the Oxford Quick Placement Test and subsequently randomly divided into two groups of 30 for the research. A motivation pretest was administered to both cohorts preceding the intervention. The treatment then commenced: the experimental group received autonomy-supportive English language instruction, and the control group followed the CLT approach. A motivation posttest was administered to all participants at the conclusion of the treatment to assess potential differences in motivation levels across the experimental (autonomy-supportive) and control (CLT) groups. Results: The findings, statistically examined with independent and paired samples t-tests, demonstrated that autonomy-supportive teaching methods effectively boosted English learning motivation in the Iranian student cohort. Conclusion: The results offer tangible proof that autonomy-supportive methods effectively cultivate more motivating language learning settings and enhance students' inherent motivation to pursue English language acquisition.  }, Keywords = {Autonomy-supportive learning, general English, language instruction, motivation}, volume = {10}, Number = {4}, pages = {124-144}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1060-en.html}, eprint = {http://ijreeonline.com/article-1-1060-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2025} }