@article{ author = {Hemmati, Ali}, title = {Scaffolded Large Language Model-Mediated Retrieval Practice Improves Collocational Competence in EFL Learners}, abstract ={This study examines how scaffolded retrieval practice mediated by a large language model (LLM) influences the receptive knowledge of verb–noun collocations among intermediate learners of English as a foreign language, in comparison with a closely matched corpus-based approach. Drawing on usage-based perspectives on lexical entrenchment and cognitive accounts of retrieval and contextual variation, it was hypothesized that stronger short-term learning and more durable retention would be produced when adaptive LLM scaffolding was combined with safeguards ensuring linguistic authenticity. Sixty-five intermediate learners were randomly assigned to either an LLM-mediated condition or a corpus-based condition and took part in six retrieval-oriented sessions over a two-week period. Receptive collocational knowledge was measured through parallel pretests, immediate posttests, and delayed posttests administered four weeks later, while process data documented retrieval attempts, contextual diversity, and time-on-task. In addition, a purposive subsample of 12 participants engaged in semi-structured interviews, which were analyzed using reflexive thematic analysis supported by MAXQDA 2022 software. The findings indicated that learners in the LLM condition achieved significantly larger gains on both posttests. These advantages were primarily associated with higher retrieval frequency and greater contextual variability, whereas time-on-task played only a minor role. Interview data suggested increased noticing, growing confidence in validated LLM examples, and sustained engagement throughout repeated retrieval cycles. The results indicate that carefully scaffolded and monitored LLM use, embedded within structured practice schedules, can support collocational learning and complement corpus-based resources in second-language instruction.  }, Keywords = {collocational competence, contextual variability, EFL learning, LLM-mediated instruction, retrieval practice}, volume = {11}, Number = {1}, pages = {1-22}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1058-en.html}, eprint = {http://ijreeonline.com/article-1-1058-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Sharifabadi, Sajedeh and Farrokh, Paris}, title = {Enhancing Descriptive Writing Skills in EFL Learners: A Comparative Study of Recasting and Summarizing Techniques}, abstract ={Objective: This study explores the impact of recasting and summarizing tasks on teaching descriptive writing to Iranian EFL high school learners. It examines whether these tasks can enhance the descriptive writing performance of pre-intermediate and intermediate students. Methods: A total of 150 male and female students aged 14 to 16 in Rasht were selected through the Assessment English Test (AET) and divided into two experimental groups (recasting and summarizing) and a control group at each proficiency level. After a pre-test, the experimental groups received eight instructional sessions incorporating recasting and summarizing tasks, while the control group followed traditional instruction. Following the intervention, students completed a post-test in which they described their city. Results: The t-tests and ANOVA analysis supported that recasting and summarizing significantly improved learners' descriptive writing skills, with variations in effectiveness observed between pre-intermediate and intermediate learners. Conclusion: It can be concluded that both recasting and summarizing tasks led to noticeable improvements in descriptive writing performance compared to traditional methods. Furthermore, both techniques were equally effective at the pre-intermediate and intermediate levels, though the effects were more pronounced among intermediate learners. Overall, the findings highlight the pedagogical value of integrating recasting and summarizing tasks into EFL writing instruction to promote learners’ descriptive writing skills.  }, Keywords = {EFL Writing, Recasting, Summarizing, Descriptive Writing, Task-Based Learning}, volume = {11}, Number = {1}, pages = {23-47}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1056-en.html}, eprint = {http://ijreeonline.com/article-1-1056-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {BabaieShalmani, Hamed and Mashhadi, Saee}, title = {A Survey Study on EFL Teachers’ and Learners’ Perceptions of the Use of Learning Management Systems (LMSs) in Teaching EFL in the Post-COVID-19 Era}, abstract ={Objective: Today, technology across all fields helps humans do things better. With the onset of the COVID-19 pandemic and the implementation of social distancing policies, many countries sought to capitalize on the affordances of online education. Inspired by this, the present study aimed to survey the opinions of EFL teachers and students regarding the use of learning management systems (LMSs) for English instruction in the post-COVID-19 era. Methods: In this research, using a questionnaire, the opinions of 70 EFL teachers and students who had experience with online education through LMSs regarding the potential utility of these systems were surveyed across three aspects: “user-friendliness”, “cognitive benefits”, and “affective benefits”. Data were collected through availability sampling and from the participants of three institutions (Azad University and two non-profit universities). Participants' opinions were analyzed in SPSS to identify specific perceptions and potential perceptual mismatches. Results: Students held overall positive attitudes toward these systems, which increased the likelihood of communicating with teachers and solving problems outside the classroom. In contrast, they expressed their most negative views concerning the disconnection or slowness of the systems. The results also showed that there was no statistically significant difference in perceptions between teachers and students regarding the pros and cons of using LMSs. Conclusion: The results show that participants generally believe that online education through LMSs is beneficial for them across three perspectives: user-friendliness, cognitive benefits, and affective benefits. The majority of participants believed that LMSs are beneficial to them because they create communication conditions outside class time between teachers and students, as well as the ability to save and replay classes, while both groups also have concerns. In return, technical problems such as internet slowness and disconnections were reported by almost all participants.}, Keywords = {EFL teachers’ perceptions, EFL learners’ perceptions, LMS, perceptual mismatch, post-COVID-19 era}, volume = {11}, Number = {1}, pages = {49-78}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1044-en.html}, eprint = {http://ijreeonline.com/article-1-1044-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Isaee, Hossein and Barjesteh, Hamed and shirzad, shaghayegh and Manoochehrzadeh, Mehdi}, title = {When Love Meets AI: Humanizing EFL Classrooms through Loving Pedagogy in Digital Times}, abstract ={Objective: The increasing use of Artificial Intelligence (AI) in English as a Foreign Language (EFL) education has transformed classroom interaction, raising new emotional and ethical questions for teachers. Grounded in the framework of AI-informed Loving Pedagogy, this study examined how EFL teachers experience and sustain love, empathy, and moral awareness in AI-mediated teaching contexts. Methods: A qualitative research design was adopted to capture the nuanced emotional, ethical, and pedagogical experiences of EFL teachers who integrate AI tools into their instruction. Fifteen EFL teachers in Tehran, Iran, participated in semi-structured interviews and reflective journals. Results: Thematic analysis yielded three interrelated themes of 1) Relational Presence in Algorithmic Spaces, 2) Moral Ambiguity and Emotional Labor, and 3) Pedagogical Renewal through AI Partnership. Conclusion: The findings revealed that teachers intentionally personalized machine-generated communication to maintain emotional authenticity, navigated ethical uncertainty and affective fatigue while adapting to technological change, and reframed AI as a creative partner for enhancing empathy and reflective care. These insights show that love and ethical responsibility can be redefined by technological mediation. The study advances the AI-informed Loving Pedagogy framework, demonstrating how affective literacy, moral discernment, and critical AI awareness can coexist within sustainable digital teaching. The results have implications for teacher education and educational policy, emphasizing the need to prepare educators for the emotional, ethical, and cognitive dimensions of AI integration.  }, Keywords = {Loving Pedagogy, Digital pedagogy, Empathy, Ethical Awareness}, volume = {11}, Number = {1}, pages = {79-104}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1053-en.html}, eprint = {http://ijreeonline.com/article-1-1053-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {AbbasiDogolsara, Shokoufeh}, title = {Evaluation of Iranian Junior High school English Textbook (Prospect 1): Teachers’ Perspectives of the EFL Developed English Textbook}, abstract ={Objective: Textbooks play an important role and possess a chief standing in educational process in EFL contexts, in particular. They are assumed as the pivotal ingredient of language teaching program. It is, therefore, imperative to analyze and evaluate them to guarantee their efficiency and consistency with the objectives set and expected in language classes. Hence, this study aimed to examine the merits and demerits of the EFL English textbook titled Prospect 1, used as a junior high school textbook in Iran. Methods: It was conducted with 30 English teachers from different schools in the East of Gilan, Iran, during the schooling year 2023-2024.The main question this study aimed to answer was to what extent the whole book was effective in terms of the six criteria targeted for the analysis. Result: In this analysis, the textbook was evaluated based on 'Teacher Textbook Evaluation Scale' (TTES) developed by Sung Kyun Kwan University (2000), in terms of the criteria of 'layout and design', 'activities', 'skills', 'language type', 'subject content', and 'whole aspect'. Conclusion: The results of the evaluation revealed that the respondents were satisfied with most crucial aspects of ‘Prospect 1’. It was also revealed that the intended textbook possessed some good characteristics and that the positive attributes far out-weighed the negative ones. The findings of the study have pedagogical implications to material developers, teachers, and students.}, Keywords = {,EFL,Junior high school textbook,Prospect 1,Textbook evaluation}, volume = {11}, Number = {1}, pages = {105-132}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-1054-en.html}, eprint = {http://ijreeonline.com/article-1-1054-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @article{ author = {Mousavi, Seyyed Nasser and Maleki, Masoomeh}, title = {The Effect of Test Anxiety on Vocabulary Test Performance among Iranian EFL Elementary Learners: The Role of Gender and Age}, abstract ={Over the past decade, extensive research has shown substantial growth in the desire to examine vocabulary acquisition, significantly contributing to language development. Although the effects of test anxiety can create a significant barrier, hindering English as a Foreign Language (EFL) learners’ potential, there is a paucity regarding vocabulary acquisition and test anxiety. This study explores the impact of test anxiety on vocabulary test performance among Iranian EFL learners, focusing on gender and age differences. Using a quantitative approach, the study employed Spielberger’s Test Anxiety Inventory (1970) and Nation’s Vocabulary Size Test (2007) to assess the relationship between anxiety and vocabulary proficiency. The sample consisted of 63 elementary EFL students—30 males and 33 females—aged 10 to 17, divided into two age groups: children (10-13) and adolescents (14-17). The study examined how test anxiety correlates with vocabulary size through linear regression and ANOVA and whether gender or age differences influenced this relationship. The results revealed a significant negative correlation between test anxiety and vocabulary scores, suggesting that higher anxiety levels are linked to lower vocabulary proficiency. However, ANOVA analysis found no significant differences between males and females, or across the two age groups, regarding anxiety or vocabulary acquisition. The implications of the findings highlight the need for educational strategies that address test anxiety and promote vocabulary development, creating a supportive and inclusive learning environment for all EFL learners. The findings contribute to the increasing research on test anxiety as a hindrance to vocabulary development.}, Keywords = {Age Differences,EFL Learners,Gender Differences,Test Anxiety,Vocabulary Test Performance.}, volume = {11}, Number = {1}, pages = {133-149}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-996-en.html}, eprint = {http://ijreeonline.com/article-1-996-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2026} } @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} }