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This mixed methods study investigated the contextual and educational dimensions of engaging language teachers in second language acquisition (SLA) theory and research to inform second language pedagogy. To this end, 132 Iranian English teachers completed the questionnaire designed by Nassaji (2012) that includes both Likert-scale items and open-ended questions. The participants had academic degrees in majors related to English language. They constituted two groups of public sector (n=66) and private sector (n=66). Each group was divided in two sub-groups, one with Bachelors of Arts (B.A.) and the other with Master of Arts (M.A.). Quantitative data analyses revealed a significant difference between the perceptions of the participants of public and private sector with B.A and M.A. degrees towards the relevance and usefulness of SLA research, the role of teachers and researchers, and perceiving teacher as researcher. Moreover, analyzing the open-ended questions revealed instances of attitudes, motivations, and challenges experienced by the participants reflecting the need to use SLA theory and conduct research to enrich pedagogical practices, ability to conduct research, access, understanding research articles, and dealing with institutional constraints. The findings have implications for policy makers to encourage practice-oriented research courses and research-oriented practicums across both contexts of public and private sectors.

Dyslexia diagnosis and intervention in the first language (L1) has a long history, whereas the foreign and second language (L2) learning aspects of dyslexia have largely been neglected. Thus, the present study aimed to provide intervention in English as a foreign language through multisensory phonics instruction to Iranian Persian--speaking students with dyslexia in order to examine the effects of the noted instruction on their L1 and L2 performance, checked using similar tests of L1 and L2 reading and phonological awareness. Results revealed that instruction in L2 enhanced students' performance in both languages, supporting the Linguistic Interdependence Hypothesis, and certain features of L1 orthography led to specific problems in L2, casting doubt on the accuracy of the Script Dependence Hypothesis.

Compared to traditional pen-and-paper presentation of information, computer-assisted argument mapping seems to be more efficient in developing lower order thinking skills such as memory and comprehension. The present study investigated the impact of argument map construction and reading via computer versus pen and paper on English as a foreign language (EFL) majors' comprehension, recall, and retention of argumentative texts. To this end, 120 Iranian EFL undergraduates were divided into low and high proficiency levels after taking a language proficiency test. Next, they were randomly assigned to two experimental groups; each group received 12 sessions of argument mapping instruction, one via computer and the other via pen and paper. At the end of the term, participants randomly received two argument map sizes (small vs. large) and were given 15 minutes to read the maps. Then tests of recall and comprehension relevant to the maps were administered, followed by a test of retention within a two-week interval. The results revealed that after controlling for spatial and verbal covariates, the type of treatment had a significant effect on recall, retention, and comprehension, with the software group outperforming the pen-and-paper group; however, proficiency level and argument size did not show any significant effect.

Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers' asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants' asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave's (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.

This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in self-regulatory processes, whereas 2 control groups received the traditional routine reading instruction. We collected SRL data using the adapted Motivated Strategies for Learning Questionnaire and think-aloud protocols. Parametric 2-way analyses of covariance of both measures showed that the experimental groups outperformed the control ones in using self-regulation processes, but proficiency level did not moderate the efficacy of self-regulation training. The results revealed that EFL readers could be successfully trained in the target SRL model and become able to self-regulate their reading in English. These findings can provide an incentive for EFL teachers to use self-regulation strategies in reading classes.

Developing higher-order critical thinking skills as one of the central objectives of education has been recently facilitated via software packages. Whereas one such technology as computer-aided argument mapping is reported to enhance levels of critical thinking (van Gelder 2001), its application as a pedagogical tool in English as a Foreign Language (EFL) settings has been rarely explored. In addition, the literature fails to acknowledge whether having the basic skill of representing an argument diagrammatically even with paper and pencil can lead to similar results. That being the case, this study was conducted with the aim of comparing the impact of teaching argument mapping via "Rationale"™ software versus "paper and pencil" on Iranian EFL majors' critical thinking skills development. To this end, 180 EFL participants were screened into low and high levels of reading proficiency based on their scores on a sample reading proficiency test. Next, they were randomly assigned to two experimental and one comparison groups. During 12 sessions, the experimental groups were provided with argument mapping instructions while the comparison group received a conventional reading instruction. All participants were pre- and post-tested with the California critical thinking skills test (CCTST). Results suggested that students in the software group significantly outperformed those in the paper and pencil group on overall CCTST and the sub-skills of inference and inductive reasoning. They also scored significantly higher on all tests compared to the comparison group. However, participants' level of proficiency as well as sex did not show any significant effect on their performance on overall CCTST and its sub-skills.

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this article shares the findings of a case study on five English as a foreign language (EFL) teachers' perception of the impact of lesson study on their professional growth. Participants' responses to interview questions along with their reflection journals were analyzed adopting constant comparison method. The findings indicated that participants appreciated the teaching practice and peer observation for promoting their knowledge of technology, technological pedagogical knowledge, knowledge of technological glitches, and their confidence in teaching with technology. It was also observed that teachers preferred peer critique to positive feedback for improving the quality of their lesson plans. The results could provide CALL teacher educators and program designers insights into benefits and challenges of engaging EFL teachers in lesson study during CALL teacher education.

The importance of demotivation in language learning has been overshadowed in the commonplace research on language learning motivation and even in mainstream psychology (Dörnyei, 2005). The purpose behind conducting this study was to investigate the relationship between students’ demotives for studying in general and English language in particular. Besides, the importance of educational context was investigated through explaining the changes in students’ responses based on the type of university and gender. In Iran, university education is highly important for youngsters and the type of university with their various contexts is determining for their future. There are popular state universities among which one technical university as well as its satellite campus were selected. Besides, a distance-education and a unisexual university were represented in the present sample, overall comprising 194 bachelor students of different majors. Consequently, the factors considered as demotives are ranked, elaborated on and analyzed in order to shed light on the educational context-specific demotives and the pros and cons of current practices of EFL instruction in the universities.

Cognitive Training (CT) refers to programs designed to enhance the efficiency of cognitive and brain mechanisms through practice and/or intentional instruction. A highly controversial issue in the field of Computerized Cognitive Training (CCT) is its possible transferability to non -trained areas; one untouched discipline is second language (L2) learning. Hence, due to the facilitative role of attention and the predictive strength of working memory in L2 development and comprehension, CCT seems necessary for English language learners. Furthermore, few studies have investigated users’ perceptions of potential improvements in their cognitive functioning. To fill such inherent gaps and overcome the imposed barriers of conducting intervention studies during the COVID - pandemic era, this study adopted an interdisciplinary approach to explore English language learners’ self-perceived Far Transfer (FT) effects of Remote Adaptive Multi-Domain Computerized Cognitive Training (RAMCCT) in general cognitive functioning and L2 - specific cognitive functioning. Thus, online observations of L2 receptive skills courses (reading and listening) and synchronous semi-structured interviews were undertaken with a convenience sample of intermediate EFL learners who completed eight weeks of RAMCCT. Thematic Analysis (TA) revealed perceived advances in working memory, attention, multitasking, processing speed, hand -eye/ear coordination in general cognitive functioning, and improvements in either one or both of the L2 receptive skills in terms of attention and comprehension and speed. The results are discussed by the corresponding links between attention, working memory, and multitasking, together with the automatization of the core cognitive processes. Implications address game designers, L2 teachers, teacher training programs, and researchers. [ABSTRACT FROM AUTHOR]

Dyslexia diagnosis and intervention in the first language (L1) has a long history, whereas the foreign and second language (L2) learning aspects of dyslexia have largely been neglected. Thus, the present study aimed to provide intervention in English as a foreign language through multisensory phonics instruction to Iranian Persian–speaking students with dyslexia in order to examine the effects of the noted instruction on their L1 and L2 performance, checked using similar tests of L1 and L2 reading and phonological awareness. Results revealed that instruction in L2 enhanced students' performance in both languages, supporting the Linguistic Interdependence Hypothesis, and certain features of L1 orthography led to specific problems in L2, casting doubt on the accuracy of the Script Dependence Hypothesis. [ABSTRACT FROM AUTHOR]

The present research aims to examine the effects of using culturally oriented texts in project-based classes on the views of EFL university students regarding their L1 culture. To this end, three experimental groups of intermediate EFL freshmen, assigned to classes A, B and C, participated in this study. Each of the classes were presented with reading passages focused on L1 culture, L2 culture, and a combination of both L1 and L2 culture, respectively. A written two-question structured interview was designed by the researchers to gain in depth detailed information about the students' views regarding L1 culture in each class. The interviews were then examined using content analysis. Findings revealed the effectiveness of the combined approach (i.e. the use of reading materials focused on L1 and L2 culture) in establishing more positive views about L1 culture in students. The results can provide insightful recommendations and implications for EFL instructors, educational materials developers and educational policy makers. [ABSTRACT FROM AUTHOR]

This study examined whether training English as a foreign language (EFL) learners in a self-regulated learning (SRL) model could help them develop the ability to self-regulate their reading in English and whether their proficiency level could moderate the efficacy of self-regulation training. Two experimental groups received instruction in self-regulatory processes, whereas 2 control groups received the traditional routine reading instruction. We collected SRL data using the adapted Motivated Strategies for Learning Questionnaire and think-aloud protocols. Parametric 2-way analyses of covariance of both measures showed that the experimental groups outperformed the control ones in using self-regulation processes, but proficiency level did not moderate the efficacy of self-regulation training. The results revealed that EFL readers could be successfully trained in the target SRL model and become able to self-regulate their reading in English. These findings can provide an incentive for EFL teachers to use self-regulation strategies in reading classes. [ABSTRACT FROM PUBLISHER]

Despite the abundance of research on the potential of lesson study for promoting teachers' professional growth through practice and collaboration, little is known on how language teachers perceive this strategy for their computer assisted language learning (CALL) professional development. In an attempt to contribute to this research base, this article shares the findings of a case study on five English as a foreign language (EFL) teachers' perception of the impact of lesson study on their professional growth. Participants' responses to interview questions along with their reflection journals were analyzed adopting constant comparison method. The findings indicated that participants appreciated the teaching practice and peer observation for promoting their knowledge of technology, technological pedagogical knowledge, knowledge of technological glitches, and their confidence in teaching with technology. It was also observed that teachers preferred peer critique to positive feedback for improving the quality of their lesson plans. The results could provide CALL teacher educators and program designers insights into benefits and challenges of engaging EFL teachers in lesson study during CALL teacher education. [ABSTRACT FROM PUBLISHER]

The practitioners of language learning have introduced various techniques for vocabulary instruction as one of the significant bases in the process of language teaching. One of them is the presentation of new vocabulary items in semantically related or unrelated sets. This study sets forth to investigate whether there is any significant difference in vocabulary learning via the two techniques of antonymous and semantically unrelated sets among Iranian EFL learners with different proficiency levels and different sexes. For this purpose, 120 (60 male and 60 female) students took the Vocabulary Knowledge test and the Definition test. In order to analyze the data related to this study, two two-way ANOVAs were conducted. The findings revealed that the participants in semantically unrelated sets group outperformed their peers in the antonymous sets group. Also in each group, the high proficient participants outscored their low proficient peers. It was evidenced that, in all groups, females performed better than their male peers. The purpose of the current study is to find that from among the two previously mentioned techniques for teaching vocabulary, which one is the most suitable technique for teaching vocabulary to Iranian EFL learners with different proficiency levels and different sexes. [ABSTRACT FROM AUTHOR]