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Despite the surge of interest in language teachers' professional identity (TPI) as an integral component of their professional growth (Barkhuizen, 2017; Clarke, 2018) and the increasing interest in the field of computer assisted language learning (CALL) (Nami et al., 2015), there is still a paucity of research on the professional identity of language teachers who integrate technology with language instruction (CALL teachers). To bridge this gap, the present study explored the components that construct CALL teachers' professional identity (CALLTPI). The data were collected from a set of in-depth, semi-structured interviews investigating perceptions of 24 CALL informants (educators, experts, professors, and teachers) from different contexts and countries about CALL teachers' roles in technology integration in English language teaching (ELT). Fifteen sub-components were inferred from the thematic analysis of the interview transcripts as compared against the available literature on CALL teacher education and language teachers' professional identity. These sub-components corresponded to three major components, namely, CALL teachers' individual identity, classroom-based identity, and agentive identity. The results can provide CALL teacher educators with implications for designing professional development programs with the aim of developing teachers' professional identity and enhancing the effectiveness of technology integration in ELT.

English as a Foreign Language (EFL) University students usually write in their native tongue and translate it into English using Artificial Intelligence programs. The study evaluated the quality of translations generated by AI in one hand and investigated the impact of Artificial Intelligence Generated Translation (AIGT) on EFL students in another. A human translator and an AI tool were used to translate two sample texts from English into Persian. The texts were given to 30 EFL teachers to examine the quality of AI translations. In addition, 152 students randomly divided into control or experimental groups were exposed to translated texts. Results from an independent t-test showed that there was a negligible difference between the two groups. The qualitative analysis of the interview data that involved 30 participants revealed that language teachers perceived omission, addition, syntax and punctuation errors in AIGT as adequately acceptable, despite their prevalence. However, a majority of the teachers were dissatisfied with AIGT's accuracy in rendering idiomatic expressions. Based on the results, EFL educators should acknowledge the prevalence and usefulness of AI among students, and aim to incorporate it effectively in their teaching instead of prohibiting its use. [ABSTRACT FROM AUTHOR]

In order to investigate the effect of SMS on participants' attitude toward learning English, A group of 15 students were selected from 90 students who were studying different engineering fields at Arak University of Technology. But 38 students took part in the whole study. Data analysis using paired T-test showed the positive effect of SMS on participants' attitude toward learning English. Also, the relationship between gender and participants' attitude toward learning English by using SMS was investigated. Data analysis using ANOVA repeated measure revealed no relationship between gender and participants' attitude toward learning English by using SMS. [ABSTRACT FROM AUTHOR]

Despite the enormous potential of mobile assisted language learning (MALL) in teaching and learning foreign languages, no serious attention has been paid to develop this phase of education at schools and universities in Iran. This study aimed at investigating the effectiveness of SMS as a subset of MALL on learning phrasal verbs among university students in Iran. Also, the role of gender in learning phrasal verbs by SMS was investigated. A group of 75 students were selected from 90 students who were studying different engineering fields at Arak University of Technology. They were assigned randomly into two experimental and control groups. During the study which lasted 25 days, participants in control group received 25 phrasal verbs in a booklet and participants in experimental group received 25 phrasal verbs via SMS. The pre- and post-test scores of two groups were compared using ANCOVA. The results of data analysis showed that experimental group outperformed control group. But there was no relationship between gender and learning phrasal verbs. [ABSTRACT FROM AUTHOR]