About the journal
International Journal of Foreign Language Teaching and Research (IJFLTR) is a peer-reviewed, Open-Access Scientific Journal, owned and sponsored by Islamic Azad University, Najafabad Branch. It welcomes the submission of research-based papers and review articles on various aspects of English language teaching, learning, and research. Submissions should comprise relevant theoretical foundations and pedagogical implications. They should further reflect a clear contribution to the existing related literature.
Users of the Journal have the right to read, download, copy, distribute, print, search, or link to the full texts of published articles under the following conditions:
Since JLT is an Open Access journal, users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles under the following conditions: Creative Commons Attribution–NonCommercial 4.0 International (CC BY-NC 4.0 license). (http://creativecommons.org/licenses/by-nc/4.0/)
Recent Articles
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Open Access Article
1 - EFL Teachers’ Perceptions of Pluralistic Teacher Effectiveness: Iranian Teachers in Focus
Fahimeh Karvandi Afshin Soori Mohammad Ali AyatollahiIssue 49 , Vol. 12 , Summer 2024Seeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Mo MoreSeeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Moreover, teacher effectiveness is a crucial factor in English as a Foreign Language (EFL) teaching/learning. Combining the two concerns, this study aimed at exploring EFL teachers’ perceptions of pluralistic teacher effectiveness. It benefited from a basic interpretive design. A group of 30 Iranian male and female EFL instructors participated in the present study, selected through convenient sampling from State and Azad universities in Iran. A one-on-one semi-structured interview was used to collect data. The data were analyzed using thematic analysis. Data analysis revealed the following perceptions of pluralistic teacher effectiveness among EFL teachers : Building Verbal Relations with all Students, Identifying Learning Styles of all Students, Mastery over Content in Different Fields, Teaching through Different Teaching Methods or Strategies, Showing Care and Support to all Students, Teaching Reflectively, Being Accountable, Generating a Friendly Class Environment, Using Technology, Having Motivational Skills, Using Diverse Assessment Methods, and Enacting Classroom Fairness. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners. Manuscript profile
Most Viewed Articles
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Open Access Article
1 - Translation of Psychology Book Titles: A Skopos theory perspective
Esmat Alimardani Hossein Vahid DastjerdiIssue 34 , Vol. 9 , Summer 2021The focus of current research is the translation of psychology book titles. There are numerous studies in the field of titles translation, but they are restricted in Persian context. The aim of this study is thus to investigate the translation strategies used by Persian MoreThe focus of current research is the translation of psychology book titles. There are numerous studies in the field of titles translation, but they are restricted in Persian context. The aim of this study is thus to investigate the translation strategies used by Persian translators when transferring English psychology book titles into Persian. To achieve this objective, 245 titles of translated psychology books published from 2007 to 2013 in the field of personal success were first gathered from Isfahan Municipality Library, some local bookstores and online sources. Then, the types of original titles and their translations were examined based on Genette (1989) categorization. The findings thereof revealed that most of the titles had the form, title plus subtitle in both languages in terms of structure. The forms of the titles were also analyzed, and it was discovered that nominal titles were the most frequent ones in the source text and translators preferred not to change the original structure. Next, the corpus was analyzed based on Vinay and Darbelnet’ (1995) model and the findings showed that the modulation was the most frequently-used translation strategy. It was also revealed that the translators were inclined to change the semantics and point of view of the source language. The second most frequently-used strategy was literal translation, showing the popularity of direct translation strategies. Finally, the functions of titles were analyzed based on Nord’s (1995) model. Since functions are highly subjective and cannot be tabulated, they were discussed one by one in the discussion section of the study. The findings of this study can boost the theories of title translation and provide the functional issues of translation studies with new insights. Manuscript profile -
Open Access Article
2 - Feuerstein’s Theory and Pedagogy: Epitomizing Mediated Learning Experience in Teaching Grammar
Effat Hadidi Zavareh Abdollah Baradaran Bahram MowlaieIssue 46 , Vol. 11 , Autumn 2023Mediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to im MoreMediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to implement MLE theory in pedagogy by designing an MLE-based grammar lesson plan in respect of present continuous through operationalizing and activating MLE parameters in a grammar class. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Manuscript profile -
Open Access Article
3 - The Role of Direct Metalinguistic and Indirect Feedback Timing in Enhancing Willingness to Communicate (WTC) of Iranian EFL Learners
Elham Dehdari Nasser Ghafoori Saeideh AhanghariIssue 47 , Vol. 11 , Winter 2023This study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 MoreThis study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 females) who were divided into four groups: 30 students as the direct-immediate feedback group, 30 students as the direct-delayed feedback, 30 students as the indirect-immediate feedback, and 30 students as the indirect-delayed feedback. Different instruments were utilized to collect the required data, including the Oxford Placement Test (OPT), the WTC scale (McCroskey, 1992), and a set of two-way exchange tasks. After homogenizing the participants, based on the OPT test, the participants took the WTC scale as a pretest. As the treatment, the indirect immediate feedback group participants reformulated the errors into the correct form as soon as they committed errors. In the indirect delayed feedback group, the teacher noted the errors and the student’s name to provide feedback for that specific student. In the direct metalinguistic immediate feedback group, the participants were provided with both explanations and examples of the correct form of errors they committed. In the metalinguistic delayed group, the teacher wrote notes on the error types and the students’ names to provide explanations andcorrect examples for specific students. The WTC scale was readministered in the post-test and the scores were recorded. Two-way ANOVA was used to analyze the pre-and post-test data. The result of the data analysis showed there was an interaction between the timing and the type of feedback regarding their effect on Iranian intermediate EFL learners’ WTC. Manuscript profile -
Open Access Article
4 - Impact of Employing Augmented Reality Technology on Lowering Foreign Language Anxiety in Adult EFL Learners
Aylar Norouzifard Mohammad Bavali Mostafa Zamanian Ehsan RassaeiIssue 43 , Vol. 10 , Autumn 2022This study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral inte MoreThis study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral interview in the second phase was designed and implemented. Forty adult Iranian EFL learners took part in the quantitative study and were randomly assigned to experimental and control groups. The authors developed and delivered the AR-infused materials through the Zappar application, an AR platform. The treatment involved the conventional language teaching method for the control and the AR-integrated one for the experimental group for 20 sessions. The anxiety level of learners in both groups was assessed before and after the treatment to check for any effects. Data on participants’ FLA has been gathered through Horwitz’s (1986) Foreign Language Classroom Anxiety Survey (FLCAS) questionnaire and analyzed via ANCOVA in SPSS. Also, the participants in the experimental group were interviewed at the end of the experiment to provide feedback on their AR-integrated language learning experience. Results revealed that AR did not affect learners’ foreign language anxiety levels. Also, some learners found it not very relaxing and easy to use. This could be attributed to the novelty of the experience and the cognitive load imposed on learners. The study’s outcomes were in contrast to several previous research findings; however, since research in this area is still in its infancy, more research should be done on the impact of AR on language education. Manuscript profile -
Open Access Article
5 - The Surviving Nature: An Ecofeminist Study of Cormac McCarthy’s All the Pretty Horses
Farhoodeh Naghdibak Shahram Afrougheh Fatemeh AzizMohammadiIssue 46 , Vol. 11 , Autumn 2023The aim of the present study is to investigate McCarthy’s All the Pretty Horses which revolves around the relationship between John and nature with a focus on the horses. Different aspects of the novel including social, cultural, and spiritual ecology are studied. MoreThe aim of the present study is to investigate McCarthy’s All the Pretty Horses which revolves around the relationship between John and nature with a focus on the horses. Different aspects of the novel including social, cultural, and spiritual ecology are studied. In ecocriticism, the otherness of nature is one of the main themes that signifies the gap between humanity and nature that eventually results in the destruction of the environment and nature. This study also shows how the main characters, John and Alejandra, are linked in the novel which turns the present study to an ecofeminist research. The novel mostly depicts the image of John wandering in nature and searching for his identity, to be punished. Therefore, the researcher scrutinizes the link between John, nature and Alejandra and tries to examine how the novel shows similar attitudes towards both women and nature in All the Pretty Horses. Manuscript profile -
Open Access Article
6 - Relationship Between Vocabulary Learning Strategy Use and Learning Styles Using Structural Equation Modelling Across Age and Gender
Behzad Hayatbakhsh Abbasi Mehry Haddad Narafshan Peyman SeifaddinyIssue 47 , Vol. 11 , Winter 2023This study investigated Iranian English-as-a-foreign-language (EFL) learners’ use of vocabulary learning strategies (VLSs) and its interrelationship with breadth of vocabulary knowledge (VK), depth of vocabulary knowledge and learning styles especially in relation MoreThis study investigated Iranian English-as-a-foreign-language (EFL) learners’ use of vocabulary learning strategies (VLSs) and its interrelationship with breadth of vocabulary knowledge (VK), depth of vocabulary knowledge and learning styles especially in relation to gender and age. There was a significant relationship between determination VLS and depth of VK. Learning styles of theorist, reflector and activist provided the basis for increasing and improving breadth of VK. Also, there was a significant and incremental (direct) relationship between theorist, reflector & activist learning styles with depth of VK. In three groups of theorist, reflector, and activist learning styles, social VLS provided the basis for increasing and improving breadth of VK. Also, in three groups of pragmatist, theorist & reflector learning styles, there is a significant and direct relationship between memory VLS and breadth of VK. In males group, there was a significant and direct effect between determination VLS and breadth of VK. Furthermore, in females group, there was a significant and direct relationship between social VLS and depth of VK. Considering the age of participants, in the age group of 20-24 years, there was a significant and direct relationship between metacognitive VLS and breadth of VK. However, in the age group of 25-30 years, there was a significant and direct relationship between cognitive VLS and breadth of VK. Given the important mediating effects of gender and age, it is proposed that vocabulary learning be strategically and stylistically integrated into the accumulative process of English learning. Manuscript profile -
Open Access Article
7 - EFL Teachers’ Perceptions of Pluralistic Teacher Effectiveness: Iranian Teachers in Focus
Fahimeh Karvandi Afshin Soori Mohammad Ali AyatollahiIssue 49 , Vol. 12 , Summer 2024Seeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Mo MoreSeeking to promote multicultural and multi-linguistic interaction and peaceful co-existence, pluralistic education is a democratic construct that encompasses diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles. Moreover, teacher effectiveness is a crucial factor in English as a Foreign Language (EFL) teaching/learning. Combining the two concerns, this study aimed at exploring EFL teachers’ perceptions of pluralistic teacher effectiveness. It benefited from a basic interpretive design. A group of 30 Iranian male and female EFL instructors participated in the present study, selected through convenient sampling from State and Azad universities in Iran. A one-on-one semi-structured interview was used to collect data. The data were analyzed using thematic analysis. Data analysis revealed the following perceptions of pluralistic teacher effectiveness among EFL teachers : Building Verbal Relations with all Students, Identifying Learning Styles of all Students, Mastery over Content in Different Fields, Teaching through Different Teaching Methods or Strategies, Showing Care and Support to all Students, Teaching Reflectively, Being Accountable, Generating a Friendly Class Environment, Using Technology, Having Motivational Skills, Using Diverse Assessment Methods, and Enacting Classroom Fairness. The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners. Manuscript profile -
Open Access Article
8 - Becoming an Identity Change in ‘No Longer at Ease’ Based on Deleuze’s Theory
Maryam Sadeghi Fatemeh AzizMohammadi Mozhgan YarahmadiIssue 45 , Vol. 11 , Summer 2023The main purpose of this essay is to investigate the role of becoming through political and social factors among the main character’s changing identity in Achebe’s No Longer at Ease. The researcher intends to depict the effects of political factors on the re MoreThe main purpose of this essay is to investigate the role of becoming through political and social factors among the main character’s changing identity in Achebe’s No Longer at Ease. The researcher intends to depict the effects of political factors on the re-territorialization and territorialization of the main character through the framework of Deleuze’s theory. The current essay focuses on No Longer at Ease by Chinua Achebe to discover how becoming and transformation of identity take place throughout the novel and how the main character of the novel is going through constant change and becoming, which are the result of different forces. Moreover, the researcher intends to investigate the character’s desires that result in the becoming process of identity deriving from social and capitalist factors in society. Since Deleuze and Guattari’s distinctive definition of literature investigates how minor literature is produced in the dominant narratives of major literature, it can critically assist the present research to discuss that Achebe prepares the ground for indigenous, anticolonial voices in his novel No Longer at Ease. It can be concluded that the main character of Achebe’s No Longer at Ease is in flux due to different forces, and his identity goes through constant becoming. Manuscript profile -
Open Access Article
9 - A Study of the Utility of Meta-Cognitive Strategy Instruction for Ameliorating ESP Learners’ Autonomy
Fatemeh Jafari Nasser Ghafoori Shima AhmadiazadIssue 46 , Vol. 11 , Autumn 2023The present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proact MoreThe present study made an effort to determine the impacts of proactive and retroactive meta-cognitive strategy instruction on Iranian ESP learners’ autonomy. Furthermore, it strived to examine the degree to which the interaction between this instruction and proactive/retroactive instruction conditions influenced these learners’ autonomy in their courses. To this end, first, the researchers selected 168 intermediate-level ESP learners from among the ESP learners of Islamic Azad University (Tabriz Branch) as the participants. Second, they non-randomly assigned the participants to four groups including the proactive experimental group, retroactive experimental group, proactive control group, and retroactive control group. Third, the researchers administered the autonomy pretest to all of the groups. Fourth, they used the Adobe Connect Learning Management System to provide the proactive experimental group, and the retroactive experimental group with their relevant treatments in ten sessions. Nonetheless, they used traditional language instruction techniques to provide the control groups with their instruction. Fifth, the researchers administered the autonomy posttest of the study to the participants after the end of the treatment sessions. Finally, they used SPSS 24 to analyze the data. The results showed that meta-cognitive strategy instruction ameliorated the participants’ autonomy. Moreover, the retroactive instruction condition was more efficacious than the proactive condition. In addition, the interaction between meta-cognitive strategy instruction and retroactive condition had a significant positive effect on the learners’ autonomy development. The results may provide ESP teacher educators, syllabus designers, and instructors with guiding principles regarding meta-cognitive strategy instruction. Manuscript profile -
Open Access Article
10 - Iranian EFL Teachers' Perception of Formulaic-Oriented Witten Corrective Feedback Practices
Zahra Hardani Naeeme Zade Javad Gholami Mehdi SarkhoshIssue 48 , Vol. 12 , Spring 2024Although there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Cor MoreAlthough there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Corrective Feedback (FWCF) in EFL settings. Using a mixed-method approach, this interpretive exploratory study sought to understand the attitudes of Iranian EFL teachers toward FWCF. The analyses were based on quantitative data from a 13-item anonymous bespoke online survey, qualitative data from semi-structured interviews, and an open-ended question at the end of the survey. EFL teachers (n =137) responded to the online survey, and 7 participants participated in semi-structured interviews. The findings indicated that female teachers' favorable opinions about the effectiveness of WCF for improving EFL learners' writing performance resulted from their belief that the learners' capacity to use more formal and courteous language in their writing assignments was positively impacted by using these formulaic sequences. Moreover, the findings demonstrated that EFL teachers preferred direct WCF methods over indirect tactics. The most essential component that affected teachers' practices in the classroom was training designed to change their perspective of the valuelessness of WCF. The teachers' lack of satisfactory understanding of formulaic sequences stemmed from their lack of information. In addition, teachers' hesitancy to use them in the lower proficiency levels emanated from their misconceptions of their uselessness in the language learners' writing tasks. Manuscript profile
