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Teaching and learning the Arabic language is of particular importance from a religious and legal point of view in Iran. Therefore, it is necessary to always maintain the position of this language both in the domestic and international arenas. The purpose of this article is to present a model for reforming the teaching and learning system of Arabic as a second language, relying on the identification of visible and hidden factors affecting it, as well as identifying the obstacles facing this issue. The basis of data collection was based on qualitative methods and specially conducting structured interviews with 10 professors of sociology of language. The analysis of the collected data has been done using the process of qualitative content analysis. AHP model and Expert Choise software have also been used to weight the research components.
 The results of this article show that the tendency to teach and learn Arabic as a second language is strongly influenced by basic factors such as social, psychological and economic factors. The value of AHP coefficient was obtained for social indicators (0.403), psychological indicators (0.364) and economic indicators (0.234). The results also show that the barriers and bottlenecks in the second language teaching and learning process in Iran were identified and classified in order of importance in six areas: legal barriers, political barriers, structural barriers, social barriers, cultural barriers and economic barriers.

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The present research investigates the conceptualization of the metaphors of “fear” in the Quran. Conceptual metaphors are an important discourse in cognitive linguistics. In this approach, metaphors are believed to be a cognitive phenomenon which manifests in language. This research aims to identify the initial spheres based on which fear has been conceptualized in the Quran and endeavors to attain the stance of the Quran on this emotion. To this end, a body of 607 verses containing the concept of fear was collected. In the next stage, 18 concepts were identified using cognitive analysis. The two schemas of force and movement as the initial spheres play a major role in the conceptualization of “fear” in the Quran. In conceptualization based on movement, behavioral and physiological actions of people facing external forces indicate their lack of control and defeat by external forces, with a virtual basis in most cases. In return, in conceptualizing fear based on the schema of force, the presence of a range of forces such as pressure, blocking, and redirection in facing external forces express the voluntary reaction of people in overcoming the external forces. Hence, in line with its guiding purposes, the Quran has missioned the prophets, in many cases as a divine command, to ask His audience to confront the non-divine external forces with the force arising from – the fear – of divine majesty.

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The study of scientific articles, as the main genre of scientific productions and an important means of information exchange among the members of the scientific community, has received increasing attention during the past few decades. In scientific discourse study, textual structure and coherence require the writers to use various meta-discourse markers, including interactive and interactional meta-discourse markers, and their appropriate strategies. In the current research, the category of interactive meta-discourse marker based on Hyland's model is studied. We use a corpus-based approach to analyze Persian scientific research articles in the field of humanities and to find out the importance and role of interactive meta-discourse elements in Persian scientific papers.
For this purpose, we randomly select and analyze 800 abstracts of scientific research articles from 16 fields of humanities from the Comprehensive Portal of Humanities. Examining the data reveals the importance of the use of meta-discourse in the text in such a way that approximately one marker of interactive meta-discourse marker is found among every 15 words. Also, the analysis of the corpus indicates that frame markers are the most frequently used interactive meta-discourse marker in the corpus, and transition and code glosses are in the next rank with a little distance from frame markers. Endophoric and evidentials markers obtained the lowest frequency in the corpus. At the end, suggestions and corrections are provided to make Hyland’s concept more compatible with the discourse features of Persian scientific articles.

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 cLanguage learning strategies referto behaviors, processes, and approaches in wich the learner receives new information in a purposeful and coherent manner and is used effectively that lead to self-learning, self-control and responsibility. Due to lack of a proper research this study aims to determine the relationship between the use of language learning strategies, learning engagement and writing skills in the Arabic language writing curriculum.This research was descriptive and correlative including 70   female Bachelor students of Arabic Language and Literature of Kharazmi University in 2019. The data was collected using, Oxford learning strategies in language scale (1990), Schafeli et al. (2002) learning engagement scale and Researcher-made writing skills questionnaire. The  data was analyzed using regression analysis. The results showed that there is a positive and significant relationship between the variables of language learning strategies, its components (except emotional strategy) and learning engagement with Arabic writing skills. In addition, it was found that learning strategies in language and learning engagement can explain the variance of 17% for writing skills.The resultsindicate that using of language learning strategies and Improve learning engagement, their writing skills increase. In practical terms, the findings and recommendations of the present study can be introduced as a model for including language learning strategies and enhance learning engagement for learning in curricula.Specifically, use of language learning strategies and the enhance learning engagement in the field of improving the writing skills of Arabic language and literature students is the main contribution of the current study. 

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Translation Studies seems to have succeeded to establish itself as an area of enquiry for scholars. Patterns of flourishing this discipline with its diverse audience is not well studied, though. The present study used scientometric and bibliometric analyses to identify and assess topics and trends of Translation Studies over time, as evidence of evolution over the course of time. Documents (from 1931 to 2021) were extracted from Scopus to examine relevant indicators; document types, top journals, authors’ networks, institutes/universities, organizational support, countries and interdisciplinary contributions. In addition, VOSviewer, network and cluster density visualization and word co-occurrences were utilized to analyze and evaluate the development of the field. Trend analysis was considered at three intervals. The analyses showed that over a 90-year time span (1931-2021), 13916 documents were published by 21509 authors from 16323 institutes/universities that contributed to the scientific mobility of Translation Studies. Authors’ cooperation from 124 countries emerged in four clusters led by the US, the UK, Spain and China. In its course of development, Translation Studies witnessed a remarkable proliferation of documents since the 2000s onward. Relevant topics were shown by keywords analysis, and interrelationships of Translation Studies with other disciplines were explored. The findings offer analyses of trends and topics in Translation Studies, as evidence of scientific evolution, attested by the interdisciplinary contributions and bibliometric findings.
 

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The Historical Ashura books are historical reflections of the Ashura event and they are expressed in the form of narration. The application of new theories of literary criticism in the analysis of historical provides a better understanding of the narrative context of these works. The purpose of this study is to introduce an unknown Ashura historical book and its narratology from Todorov's point of view. This article tries to examine the syntactic level of narration in the book Sar-e-Asrar in a descriptive-analytical way. So that narratives better illustrates the narrative structure of such works. Todorov's narrative analysis is one of the most prominent structuralist approaches that deals with manifestations such as syntactic representation. According to the findings of the research, the narration with its developments, propositions, etc., which show the syntactic manifestation of the narration, has advanced the design of the narration. In terms of linguistic structure, the murder is based on the traits and actions of the characters. From a syntactic point of view; It has ten basic enhancements that include a minor enhancement. According to the findings of the research, the narration with its developments, propositions, etc., which show the syntactic manifestation of the narration, has advanced the design of the narration. In terms of linguistic structure, the book is based on the traits and actions of the characters. From a syntactic point of view; It has ten basic enhancements that include a minor enhancement. Descriptive and present propositions have emerged side by side with various narrative aspects...

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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. 60 engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
 

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 The turning increasingly of educational centers to Virtual and online classes shows necessity of paying attention to the quality of training and deep and meaningful learning using modern educational methods in this type of training.This study aims to investigate the effect of k.w.l strategy, which is one of the educational metacognitive strategies and was introduced based on the constructivism theory for deep and meaningful learning by Ogel, in the onlin class of teaching Arabic grammar,to asses the effectiveness of this strategy in meaningful and deep learning of Arabic grammar.The study used Quasi-experimental method with pre and post test on the control and experimental groups who were trained virtually. statistical population included 34 students in the first semester of the bachelor at Khwarizmi public University in(1400). The sample was selected by the available method and then randomly divided into two groups .Data analysis was done by(spss). In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population,the combined analysis of covariance or repeated measures test(GLMRM)was used to assess and evaluate the research data. According to results, average of pre-test scores of the Arabic grammar variables in the control and experimental groups are 2.40 and 2.04,respectively, and these averages in the post-test of these groups are reported 2.55 and 3.01 respectively,so there is a significant difference betyeen pre-test and post-test.so we see a significant increase in the grammar average in the experimental groupʼs post-test.

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In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality  and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality  and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.
 

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The current research aims to investigate the universality of the language by examining the perception of Persian learners in recognition of subject position according to the theory of input processing and the principle of the first noun from this theory. The first noun principle indicates that language learners consider the noun or pronoun that comes at the beginning of the sentence as the subject of the sentence.The participants in this research are 70 Persian language learners at elementary (23 participants), intermediate (23 participants) and advanced (24 participants) levels in the Persian language learning center of Al-Zahra University. Using Friedman et al.'s (2004) executive method, this study has examined the principle of the first noun as a predictable path in the education of Persian learners. In this direction, a test has been designed on Google Forms, and Persian learners have participated in two different implementations of this test in a time interval of 5 months. In both of its implementations, this test included 15 sentences that the language learners had to connect to the related pictures after hearing the sentences. In order to characterize the perception of the participants from the position of the subject, 8 sentences in the second sentence were put into the passive form. The results of this study have shown that the change of sentences in the second implementation of the test caused an increase in errors in the response rate of language learners and this was reported higher in elementary language learners than in other groups.

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This study examines the cognitive processes underlying the comprehension of second language idioms using two different visual instructional techniques, visual representation of literal meanings versus virtual meanings of each idiom’s visual representation. For this reason, two environments (positions) (PFL vs. PSL), two different terms (opaque vs. transparent), and two different sufficiency levels (intermediate vs. advanced) are considered, which involves common teaching methods that use dual coding theory as two different visual techniques with verbal support to teach different types of idioms. The statistical population were 67 second language learners and 63 foreign language learners who participated in this study. A term comprehension test was used before and after the training. The results of repeated measure variance analysis based on pretest-posttest comparisons showed that understanding of SL idioms is different according to the learning environment, teaching technique and the type of idiom. However, it sounds that the level of sufficiency doesn’t affect any group’s comprehension outcomes. The results show that in the SL environment, the figurative technique was more successful than the literal technique. While in the FL environment, using the literal technique compared to the figurative technique, got better scores for the language learner. PSL learners were better than PFL learners in learning terms with opaque meanings, while PFL learners performed better in learning terms with transparent meanings. The results of this investigation support the Dual Idiom Representation Model, which states that PSL learners activate their existing lexical entries and understand them figuratively, while PFL learners must analyze the idioms.

 

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Over the past decades, empirical studies regarding the application of data-driven learning (DDL) and its’ role in second and foreign language learning have increased. At the same time, several studies have investigated the association between working memory (WM) and different aspects of L2 and found that WM plays a significant role in the language performance of L2 learners, as SLA processes rely on cognitive resources. Nevertheless, the findings of such research are inconclusive. The role of WM in the relationship between DDL and second/foreign language learning is also a neglected area. Drawing on data from 84 Iranian female EFL learners, aged between 20 to 24, on three different measures of WM capacity (digit span, number-letter, and flanker), the findings of the present study showed that first, DDL was a significant predictor of English academic lecture comprehension. Second, regardless of which WM measure to use, WM was not a significant predictor of English academic lecture comprehension; and the interaction effect between DDL and WM was not a significant predictor of the students’ English academic lecture comprehension. That is, WM did not moderate the effect of DDL on the students’ comprehension of English academic lectures. Altogether, the results suggested that learning L2 at high levels of English academic lecture comprehension was mostly contingent upon automatic processing. The findings of this study may have implications for research and practice in second/foreign language teaching and learning, and more specifically in the application of DDL for L2 learners. 

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 The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.

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Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research therefore examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = 20) and control (n = 18) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of 450 words as pretest. Next, the experimental group experienced concept-mapping instruction whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a 450-word text at a maximum as posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment support the statistical results. The findings offer several instructional implications.

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 Over the past decades, research on language teacher engagement in action research (AR) has received a surge of interest. However, little research is available on how teachers’ experience contribute to their development of agency and professional performances through their participation in an AR program. Accordingly, this study explored the role of experience in five novice and five experienced language teachers’ development of agency and practice before, during, and after their engagement in an action research engagement program (AREP). To this end, we collected data via semi-structured interviews, reflective journals, and classroom observations. The findings revealed that novice and experienced teachers’ development of their agency and professional practice undergo similar trajectories. Moreover, the study argues that although experience affects teacher-researchers’ agentive role and performances, novice and experienced teachers go through similar paths as they engage in AR. However, the novice teachers became more oriented towards reflection-in-action during and after their engagement in AREP. Moreover, the novice teachers chose more AR tools and drew more on their AR experience which, in turn, facilitated their professional growth through tool transformation. We conclude the paper with implications for teacher education to better understand the role of AR in teachers’ agency development and professionalism.

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Before teachers can transform the reality and promote a liberating education within mainstream educational contexts, they must first gain a thorough understanding of how learners perceive the world. In an attempt to gauge EFL learners’ perceptions, the present study set out to conceptualize the construct of Critical Digital Pedagogy (CDP) by developing and validating a questionnaire for use in online EFL settings. The researchers distributed a preliminary questionnaire with 65 items to 380 adult Iranian EFL learners and used Exploratory Factor Analysis as well as Confirmatory Factor Analysis (EFA, CFA) to analyze the results. After removing 9 items, the final questionnaire consisted of 56 items on a five-point Likert scale. The analysis revealed that CDP consists of 10 factors, namely “consciousness raising,” “community and collaboration,” “empowerment and agency,” “inclusivity,” “dialogism,” “co-creation of materials,” “praxis,” “problem-posing education,” “teachers as transformative intellectuals,” and “critical thinking and reflection.” Additionally, the convergent validity as well as the reliability of the questionnaire to measure the intended construct was statistically confirmed. These findings have important implications for EFL teachers, curriculum developers, course designers, and language researchers as they increase awareness of CDP and its underlying components.

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The prototype of any category is the member or set of members of a category that best represents the category as a whole. Not everything fits perfectly in a category. Categories are defined by an intersection of properties that make up their members. The language is set of different categories and we should attend to categories in language teaching. Gender and mother language are among these components that should be considered in the teaching and learning process. Research about prototype is necessity because no basic prototype study, and the impact of gender and mother language on the formation of this concept have not been made among farsi lernears. As a result, one group of forty speakers who were learning Farsi selected. Each group included 20 men and 20 women. Men from Hojjatieh school and women from the Bent-Alhoda center were selected, both under the supervision of the Almustafa international university. In the category of domestic animals, 41.17% of men chose cows, while the same percentage of women chose sheep, horses, and dogs. In the field of sports, in addition to the first choice, the second and third choices of women and men were completely different, men have chosen shooting and cricket, and women have chosen volleyball, football and walking. Also, in the category of vehicles, although both sexes chose airplane as their first choice, their next choices were different, men chose train and car while women chose bus, car and bicycle.
 

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Early maladaptive schemas are mentally dysfunctional patterns that are formed since birth following the unfulfillment of human needs. The purpose of this research is to discover the relationship between the early maladaptive schemas of the fourth domain and their coping styles with direct and indirect requests. In general, 18 schemas are formed as a result of five needs not being thoroughly fulfilled in humans. In this research, only the schemas of the fourth domain, are discussed and investigated. Each person copes with their schemas in three different ways. In this research, two coping styles, surrendering and compensation, are examined. To collect data, the request style questionnaire, designed by the researcher, the Young Parenting Inventory (YSQ), and the compensation questionnaires of Young (2003) were handed out online. The participants, 73 males, and 169 females were born from 1981 to 1996, held bachelor's or master's degrees, and lived with both their parents until the age of 18. First, the request-style questionnaire was examined qualitatively according to the theory of Brown and Levinson (1987), and then the research data were analyzed using inferential statistics. According to the findings, the compensation style of domain four schemas has a direct relationship with the direct request, and the surrender style of domain four schemas has a direct relation with the indirect request. Also, gender does not affect direct or indirect request-making.

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This study employed a comprehensive scientometric analysis of scientific publications within the Journal of Language Related Research from 2012 to 2023, encompassing 871 journal documents. Utilizing VOSviewer software, quantitative tools were applied to analyze research output, authorship, collaboration patterns, thematic trends (past, present, and future), and geographical distribution. The analysis revealed a significant increase in the number of publications in recent years, though citation rates displayed variation across the timeframe. Visualizations based on co-authorship, bibliometric coupling, and citation data unveiled a dense network of collaboration among authors. The authors with the highest number of publications were Golfam (n =17) and Pishghadam (n =16),  while Derakhshan (78) and Shakki (65) were the two authors with the most citations. Analysis of "authors' keywords" and "keywords plus" co-occurrences within the network pinpointed prominent thematic areas within the journal's knowledge domain and context, including "Persian language," "critical discourse analysis," "semiotics," and "cognitive linguistics." The study concludes with a discussion of the findings and their broader implications.