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This study aimed at investigating and comparing the expenditure of cognitive effort in translating various text types. The text typology of Reiss (1971, 2014) including informative, expressive, and operative text types was used as the theoretical framework. A mixed-method approach involving the use of screen recording, keystroke logging, think-aloud protocols, and retrospective interviews was adopted for the investigation. To pursue the research aims, 22 senior translation students were recruited to participate in the study and perform three translation tasks: translating informative, expressive, and operative texts. By using think-aloud protocols, the participants were instructed to speak out during the execution of the tasks. The amount of time spent by each participant and the number of pauses taken by them on each translation task were measured and compared as indicators of cognitive effort. Additionally, time and pause analyses were triangulated using technical operation analysis to have a better perception and obtain more reliable results. The findings of this study showed a significant difference in the cognitive effort required to translate informative, expressive, and operative texts. The findings also revealed a higher level of cognitive effort in translating expressive text compared with informative and operative ones

Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.

While there is a growing interest in poetry writing, it is important to explore students' experiences of writing poetry related to their meaningful lived experiences in an English as a Foreign Language setting. The study aims to investigate students' perceptions, emotions, and desires toward the activity of autobiographical poetry writing. Valid responses were obtained from 143 EFL students through a Qualtrics online survey, which examined their experiences in composing autobiographical poetry and its impact on their perceptions, emotions, and desire to learn poetry. The participants came from ten universities across various regions in Indonesia. Descriptive statistics and thematic analysis revealed that participants perceive writing autobiographical poetry to be a challenging experience due to technical language and poetic style. They also demonstrated a range of emotions, notably fear and anxiety, despite believing that the activity is beneficial. Although most of them experienced many challenges in autobiographical poetry writing, they expressed a desire to continue learning how to write poetry in the future. Participants were able to express their personal experiences in meaningful ways through their poems despite their anxiety about poetry writing. Hence, this study can serve as a stepping stone toward integrating poetry into Indonesian EFL curricula as a form of meaningful literacy

While cognitive and social-affective strategies have straightforward impacts on learners’ academic performance attached to specific tasks in a communicative and student-centered language classroom, metacognitive strategies, with their vigorous power, are arguably worth more attention. This group of strategies plays a vital role in making students become more self-directed and autonomous learners. This paper reported on a study investigating Vietnamese university students’ perception of using metacognitive strategies in their listening activities. Specifically, 140 English majors at the foreign language department of a university in Vietnam were involved in the study. Based on quantitative data from a questionnaire slightly adapted from Vandergrift et al. (2006), it was found that students in the study generally had a relatively high awareness of metacognitive strategies, with varying levels across the five subcategories of specific strategies. In addition, a comparison between the two groups (first-year and third-year students) showed minor differences regarding their listening strategy awareness. The findings suggested that metacognitive strategies should be encouraged, and listening strategies should be instructed early in English education programs.  

This study aims to analyze the factors associated with motivation and attitude towards English learning through the application of structural equation modeling (SEM). A quantitative, ex post fact, cross-sectional and explanatory study was carried out on 1202 university students. Eight motivational factors were examined, namely: Motivational Intensity (MI), Attitude towards Learning English (ATLL), Integrative Orientation (IntO), Instrumental Orientation (InsO), Interest Towards Foreign Languages (ITFL), Evaluation of English Teaching (EET), Desire to Learn English (DLE), Evaluation of the English Course (EEC). The multiple regressions showed that EET, DLE, InsO, and EEC are predictors of the MI. It was found that DLE, InsO, and EEC are predictors of ATLL. The SEM showed a weak positive influence of InsO on DLE, ITFL, EET, EEC, MI and ATLL. IntO had a weak positive impact on DLE, EET, EEC, and ITFL. There was a weak positive impact of DLE on ITFL, ATLL and MI, and it had a strong effect on EEC. Finally, EET had a weak positive effect on MI, whereas EEC had a weak positive impact on ATTL and MI. This research provided information that serves to understand the factors affecting the intensity of motivation and attitude in L2 learning

 Task sequencing (TS) has been a focus of empirical investigations in task-based language teaching (TBLT). Previous studies on TS failed to represent classroom contexts because they did not provide learners with corrective feedback (CF). This study aimed to address this gap by examining the combined effects of TS and CF on writing complexity, accuracy, and fluency (CAF). To do so, 113 upper-intermediate EFL learners were selected and divided into two groups. Participants took a pretest at the beginning of the study. Each group performed two three-task sets in simple-to-complex(S-C) or complex-to-simple(C-S) order. In each group, the errors in the first set of tasks were given CF by error codes (ECs), while the errors in the second set were only underlined. Participants in both groups were asked to revise their texts based on the provided CF and take a posttest at the end of the study. Multivariate analysis of variance (MANOVA) was run to analyze the pretest and posttest data. The results showed that the group performing tasks in S-C order and receiving ECs outperformed the others. Findings supported the SSARC (Stabilize, Simplify, Automatize, Reconstruct, Complexify) model. The study has implications for material development.

The present study, adopting a sequential mixed-methods design, chiefly aimed to determine the strongest predictors of EFL learners’ involvement in the components of motivational self-regulatory strategies (MSRSs). In so doing, 154 English-major university students joined in the quantitative phase, and a pool of seven students was selected to participate in the qualitative phase of the study. A number of validated instruments were utilized to gather the relevant data. The Pearson moment-to-moment correlation, SEM, multiple regression, and a semi-structured interview method were used to analyze the data. The results showed a positive relationship between the components of MSRSs and involvement in writing skills. Among MSRSs components, performance self-talk, mastery self-talk, and environmental control made significant contributions to the prediction of involvement in writing skills. More specifically, the strongest predictor of involvement in writing skills in MSRSs components was performance self-talk. Following the inter-coder reliability, the responses elicited from the interviews regarding EFL learners’ opinions about the role of MSRSs in increasing their involvement in writing skills delineated eight themes, including quiet talk, consistent working, interest, coping with distractions, class environment, motivating peers, regulating emotions, and teachers’ help. In the end, the interplay between MSRSs components and involvement factors was discussed and several practical implications were proposed.

The current research aims to investigate the effect of teacher support (TS) on EFL learners' academic achievement, self-esteem, resilience, and academic enjoyment (AE). Eighty-four EFL students from a Turkish context participated in the study and were randomly divided into a control (N=48) and an experimental group (N=46). The standardized instruments, including the academic achievement test, Rosenberg's Self-Esteem Scale, Davidson's Academic Enjoyment Scale, and Cassidy's Academic Resilience Scale, were utilized to collect data. The impact was measured by administering pretests and posttests and employing a quantitative research methodology with a pretest/posttest design for the research. The results demonstrated significant effects of TS on all variables in question. The experimental group (EG) demonstrated significant improvements in self-esteem, resilience, and AE, with effect sizes ranging from medium to large. Additionally, the experimental group (EG) significantly outperformed the control group (CG) in academic achievement. These findings emphasize the importance of TS in improving EFL learners' academic and psychological qualifications and underpin a dire necessity of cultivating supportive and stimulating learning environments that prioritize autonomy, structure, and engagement. Implementing effective instructional practices may improve students' academic achievement and emotional welfare. The study's implications provide an understanding of integrating positive teacher-student interaction and support for positive psychology in the foreign language curriculum design and materials development.

Blended learning (BL) is being increasingly utilized in teaching and learning languages, therefore, carrying out this study in view of the lack of studies on BL within the Iranian EFL context is very significant. The study conducted at the English Department of Karaj Islamic Azad University provides valuable insights into how instructors and learners perceive the interplay between blended, online, and face-to-face (F2F) instructions. A mixed methods design has been applied to the study. 410 learners, studying English translation, and 46 university instructors responded to a Likert-type questionnaire and an open-ended one and 10 of them were interviewed. The findings revealed that, by incorporating both traditional classroom instruction and online learning tools, students can benefit from a more personalized and interactive learning experience. This approach can also help educators adapt their teaching methods to better meet the needs of diverse learners. In terms of educational policies, there may be a need for increased support and resources for implementing BL modules in language education. Additionally, language teaching programs may need to be revised to include more digital resources and tools to enhance language learning outcomes. Overall, the integration of BL in language classes can lead to more effective and engaging language education practices.

This study builds on previous reviews of technology-mediated feedback up to 2020 to provide an updated account of research conducted from 2020 onwards. It offers an overview of contextual trends, feedback focus, and the types of technology and software used. The analysis focuses on peer-reviewed studies examining technology-mediated corrective feedback on writing in EFL or ESL contexts, using quantitative or mixed methods approaches. Data were coded using an Excel sheet, and frequencies were reported as percentages. The major findings indicate that technology-mediated feedback is more prevalent in higher education, emphasizing the importance of leveraging technology for enhancing feedback practices. Additionally, half of the publications employed a mixed-methods approach, contributing to a more comprehensive understanding of the topic. However, some studies lacked methodological transparency; therefore, the study highlights the need for stricter reporting guidelines. Furthermore, the findings reveal that teachers and computers are the primary sources of feedback in technology-mediated settings, aligning with their significant roles in traditional and online learning environments. According to the findings, educators are encouraged to adopt technology-mediated feedback in higher education and engage in training and professional development in this area. Moreover, researchers are recommended to continue conducting mixed-methods studies by following more rigorous transparency guidelines.

This study intended to unveil the impact of incorporation of positive psychology theory into English instructions on the preference for anxiety-reducing strategies among Iranian EFL learners. The participants consisted of 60 EFL learners, from Safir Institute, Tehran, Iran, at the intermediate level, who were selected out of 90 EFL learners selected on convenience sampling basis. The 60 learners selected on the basis of their scores from an Oxford Placement Test (OPT), given to the 90 learners, were split into two equal 30-member groups. Both groups were given the language anxiety reducing strategies (LARS) questionnaire as pretest. Then, positive psychology-based instructions were provided to the experimental group drawing on five types of positive psychology-based instruction techniques for 20 sessions. These five instruction techniques included gratitude, optimistic intervention, positive affirmations, savouring, and strength-building measures. The control group received no intervention concerning positive psychology, and learners followed the conventional syllabus of the language school. After the treatment, the two groups took the LARS questionnaire as post-test. The results of ANCOVA indicated that teaching positive psychology techniques significantly increased anxiety-reducing strategies preference among Iranian EFL learners.

The present study investigates the emotional experiences of ten English as a foreign language (EFL) female students during an English vocabulary-building course, through the lens of Barrett’s Theory of Constructed Emotion (TCE). The data were collected using a background questionnaire, reflection paragraphs, and semi-structured interviews and were analyzed primarily by applying thematic analysis methods. The TCE was used to explain the wide range of emotions experienced and the reasons for fluctuations within a single EFL vocabulary course. The results revealed a diverse spectrum of emotions, including enjoyment, confidence, pride, anxiety, boredom, embarrassment, and blame, underscoring the TCE's premise that emotions are intricately constructed and influenced by personal learning experiences, the appraisal of learning events, contextual factors, and social interactions. Moreover, the study found that emotions are not only influenced by the situational context but also shape the situational context in turn. Thus, the findings highlighted the open and interactive nature of the systems students use to construct their emotions. Importantly, the study uncovered the strategies students employ to manage their emotions, highlighting the active role students play in shaping their emotional experiences. The findings provide valuable insights for EFL teachers, suggesting the need for a supportive and empathetic teaching environment that acknowledges the emotional dimensions of EFL vocabulary learning. By understanding and addressing these emotional aspects, teachers can better assist learners in managing their emotions, thereby optimizing vocabulary acquisition and enhancing overall learning outcomes. 

lexical diversity of argumentative and narrative writings of L2 learners, and the contribution of syntactic complexity and lexical diversity to the writing quality in the L2 argumentative and narrative writings of EFL learners. To this end, 46 pre-intermediate and intermediate Iranian EFL learners from four intact classes wrote one argumentative and one narrative essay in L2, and one argumentative and one narrative essay in L1 on different topics. Paired-samples t-tests revealed that lexical diversity surfaced more in the L1 writing of the learners. Multiple linear regressions indicated that among five measures of syntactic complexity, mean length of T-unit and clauses per T-unit better predict the quality of argumentative writing. In addition, complex nominals per clause are better predictors of narrative writing quality. Simple linear regressions showed that lexical diversity is a significant predictor of L2 writing in both genres. Based on the findings, writing instructors are advised to provide L2 learners with explicit instruction on the use of diverse vocabulary and different syntactic structures in order to help them improve the quality of their writing.

The field of language assessment, commemorating its 40th anniversary since the launch of language testing, has evolved significantly over the years. This study aimed to investigate the key findings and insights from exploring the role of construct validity in shaping the design of English Language Assessment (ELA) tasks. Additionally, it delved into the challenges encountered in construct validity research studies and the strategies suggested by experts to enhance it. The research team utilized a mixed-method research design for the current study. A total sample size of 37 participants was deployed. Descriptive statistics was used to summarize survey responses using quantitative analysis software (e.g., SPSS). Qualitative data was coded and organized using qualitative analysis software (e.g., NVIVO). Based on the research findings, experts in the current study have proposed strategies, and recommendations for enhancing construct validity. These strategies encompassed the incorporation of contextual factors into assessment design, the promotion of continuous validation research, the diversification of task types, and the active involvement of test-takers in the assessment development process. The findings of this study may render implications for EFL teachers, teacher trainers, and assessment administrators.