IRANIAN JOURNAL OF LANGUAGE TEACHING RESEARCH
Year:2021 | Volume:9 | Issue:2|Papers Count:12

This state-of-the-art masterpiece edited by Jim McKinley and Heath Rose is the fruit of contributions by prominent scholars, and provides a comprehensive coverage of key researchrelated constructs and methodological issues. Being organized into four parts and 41 chapters, it overviews some key concepts, considerations, designs, approaches to research, and data collection/analysis procedures. The Introduction scrutinizes and reconceptualizes traditional research methods in this golden age of technology, multilingualism, and globalization. It also elaborates on key terms in applied linguistics research with an overview of the whole Handbook. Part I, comprising ten Chapters, covers a vast range of ‘ Key Concepts and Current Considerations’ bearing invaluable implications for applied linguistics research. Chapter 1 explains the various facets of methodological transparency and its effects on research quality, including accessibility, visibility, rigor, replicability, and systematicity. The second chapter provides insights into multiperspective research and explains how incorporating multiple perspectives (i. e., theory, methodology, investigator, time, and space) and varied layers of evidence can inform applied linguistics research. Chapter 3, advocating systemic thinking and adopting innovative approaches, describes “ the possibilities for broadening the scope of mixed methods inquiry in applied linguistics” (p. 49), drawing upon a set of key dimensions, namely philosophy, theory, methodology, policy, pedagogy, literacy, discourse, and human factor. Chapter 4 focuses on a much-needed discussion on sampling and its strategies and highlights significant issues in making sampling decisions. Moreover, adopting a critical and “ more socially informed approach to sampling” (p. 53) is emphasized. Challenging the prevalent translation standards in applied linguistics research, Chapter 5 enumerates types of translation equivalence and techniques, proposing guidelines for multilingual research. Having discussed the key concerns of applied linguistics research regarding the use of multiple languages in various phases of a research project, it offers invaluable resolutions based on five samples of researcher praxis to deal with multilingual participants in multilingual frameworks and enrich linguistic aspects of research. Chapter 7 illustrates how applied linguistics research methods are problematic in their approach to non-Western contexts; moreover, some ideological criticisms are levelled against the political and ethical dimensions of Western theories and research methods to identify the reproduction of power relations, lack of solidarity, and recognition of the Others. Centering the discussion around quantitative research methods, several innovations contributing to theory and knowledge in the field are presented in Chapter 8. Besides explaining interdisciplinary research, its similarities to and differences from multidisciplinarity and transdisciplinarity, and its processes and goals, Chapter 9 discusses the integration of applied linguistics and other fields to go beyond disciplinary boundaries and generate implications for individuals and society. Chapter 10 stresses interrogating the logistical aspects of enacting ethical research practices, while illuminating research ethics and elevating the ethical quality and methodological rigor of applied linguistics research. Part II, including 12 chapters offers a wide array of ‘ Designs and Approaches to Research’ . Chapter 11 reviews core concepts in experimental and quasi-experimental research and presents five common research designs, highlighting their pros/cons, recommending more efficient utilization methods within applied linguistics research with a view on practicality and feasibility. Chapter 12 clarifies the basic characteristics of case study research design, while offering cutting-edge samples and raising implications for assessing case study research. The ethnography research approach, its origin and development, essential features, and exemplary use in and for applied linguistics are discussed in Chapter 13, while highlighting ethical and accountability issues with some concluding remarks on its research significance. Similarly, Chapter 14 addresses two recent and less-adopted approaches to conducting ethnographies, namely autoethnography and critical ethnography, highlighting their origins, purposes, ethical issues, and mentioning relevant studies. Chapter 15 conceptualizes action research as an interventionist, systematic, and transformative methodology and discusses its core features and ethical underpinnings. Chapter 16 explains five interconnected dimensions reflecting the fundamental features of narrative inquiry and highlights the processes of data collection and analysis in recent narrative research. Chapter 17 focuses on the historical roots of Critical Discourse Studies (CDS) and explains several interrelated methodological CDS approaches, and their issues and critiques. Chapter 18 acknowledges the relevance of mixed methods in corpus-based analysis and inquiries into the role of corpus tools in offering an interesting alternative with several features, while expanding corpus analysis approaches such as content analysis. Chapter 19 examines systematic reviews aiming to “ bring together the totality of the research evidence on an emerging phenomenon” (p. 231) and explains inclusion and exclusion criteria, the systematic search for relevant studies, systematic mapping and in-depth review, and dealing with the findings. Chapter 20 discusses meta-analysis in applied linguistics in terms of integrating the findings of empirical quantitative studies, and compares it with other traditional and rather recent approaches to research synthesis, listing its different stages, weaknesses, and strengths. Chapter 21 includes an account of language policy, as a recently evolving area of multidisciplinary inquiry and describes language use and policy practices as regards what, when, why, who, and how approaches at different levels. Part II ends with Chapter 22 which clarifies Grounded Theory Methodology (GTM), as an inappropriately applied methodology in applied linguistics with a significant theoretical contribution to the field, while comparing it with other qualitative research methods, and demystifying purposes, origins, future trends, and practices of GTM. Part III, comprises 9 chapters on a wide range of issues in qualitative ‘ Data Collection Methods’ . Chapter 23 flashlights symmetric interview ethics in multilingual situations and interviewerinterviewee power balance besides affective/intellectual considerations in collecting reliable qualitative data. Chapter 24 shifts to focus groups and topic-oriented group discussions, their origins, strengths (being economical, comfortable, flexible, and symmetric), and tips for their use (aims, data type, and practicalities). Chapter 25 describes the interdisciplinary psycholinguistic technique of Think-Aloud Protocols (TAPs) for eliciting deep, valid, reactive, and veridical data, picturing cognitive activities/processes in mind, especially when triangulated with modern digital data collection techniques. After portraying a critical review of theoretical/empirical research on stimulated recall, Chapter 26 highlights its diverse applications despite numerous practical and epistemological constraints. The next chapter elaborates on the most ubiquitous qualitative data collection instrument, questionnaires, including online ones, while presenting the rationale and useful tips for developing effective questionnaires and observing relevant ethical considerations. Observation, as an ethnographic qualitative instrument reflecting lived-experiences, its classifications, purposes, applications, and observation-based thick field notes are discussed in Chapter 28, while enumerating their merits/demerits, respectively. Chapter 29 defines diary methods, research-friendly tools in applied linguistics research and highlights the strengths and applications of ‘ solicited journals’ (research-wise diaries elicited from learners). Chapter 30 discusses research-focused language elicitation tasks, especially oral and standardized ones. In the final chapter, the significance of eye tracking technology for collecting real-time high-quality data and a transparent view into the learners’ internal processing mechanism is highlighted. Chapters 32 to 41 in Part IV deal with diverse ‘ Data Analysis’ issues. Chapter 32 recommends ‘ R’ analysis over ‘ SPSS’ for its versatile applications, free and wide accessibility, code-based operation in windows, transparency, and reproducibility/replicability of analysis. Chapter 33 explicates ‘ What’ , ‘ Why’ and ‘ How’ of rather-ignored, necessary, yet not sufficient descriptive statistics, as the prerequisite for inferential analysis, while listing its pros/cons and display modes. Chapter 34 focuses on generalized (mixed-effects regression framework), Generalized/Additive (Mixed) Models (GAM[M]s), and multinomial logistic regression in inferential statistics, including their merits and demerits. Chapter 35 explains Exploratory and Confirmatory Factor Analysis (EFA & CFA) in instrument validation and the significance of Structural Equation Modeling (SEM) in decade-long articles of three main applied linguistics journals, highlighting future research prospect. Chapter 36 is allocated to the merits and steps of inductive/deductive mixed-method content analysis, its systematicity, flexibility, context sensitivity, language-orientedness, and reallife applicability in traditional and digital data analysis, calling for in-depth changes in modern Qualitative Data Analysis (QDA). Chapter 37 reviews approaches to written text analysis, as the showcase of learners’ lexico-grammatical features and cognitive/intentional states, irrespective of its sociocultural setting, while differentiating it from discourse analysis. Chapter 38 defines ‘ corpora’ and underlines methodological considerations in corpora analysis for vocabulary research, while spotlighting basic decisions in corpus analysis and listing some corpora analysis programs (Antlab, AntCon, Range Program, Sketch Engine, WordSmith, etc. ). Chapter 39 focuses on discursive psychology, attending to its history and “ sequential and locally built nature of social actions and their relevance in real time” (p. 474). This chapter also draws upon conversation analysis and membership categorization analysis tools while referring to the dilemmas involved. Theoretical and analytical insights of rather-flexible multimodal (inter)action analysis are explicated in Chapter 40, being a breakthrough in qualitative analysis of real-time social interactions with its complex array of variables. Finally, Chapter 41 offers renewed modern theoretically-laden tips on interaction analysis and unravels its ambiguous dimensions using expansive interaction analysis, going beyond ‘ here-and-now’ issues. Despite the diversity of data analysis approaches in Part IV and its rather detailed explication of quantitative/qualitative research methods, due to relatively obscure research terminology the volume seems to suit rather experienced researchers than the novice (Chang, 2021). All in all, this precious Handbook provides a wide coverage of research concepts in applied linguistics, investigating their challenges and suggestions for future trends. This comprehensive Handbook, with its coherent, well-organized, and straightforward outline, provides a transparent account of diverse research approaches besides practical examples of data collection and analysis methods for researchers. Furthermore, despite being lengthy, it offers a valuable resource with workable implications for practicing and prospective researchers, university lecturers, and undergraduate and postgraduate students. In addition, applied linguistics practitioners can, to a great extent, benefit from recent insights into traditional research approaches for effective data elicitation in novel research domains. Dö rnyei (2007) putting a practical focus on an integrated coverage of qualitative/quantitative research, seems to adopt a rather vivid style in describing statistical methods and presenting sample research reports for each category. Paltridge and Phakiti (2015), in their voluminous Handbook similarly cover a range of methodological issues with a significant investigation of a plethora of applied linguistics areas in practical research, including language and identity, language learning strategies, learners’ motivation, teachers’ attitudes, language and identity, syntax, semantics, and pragmatics. The present Handbook, however, mainly encompasses contextual examples of evolving and newly-emerging designs and methodologies in recent digitally-oriented research practice. Notwithstanding, the absence of concluding and introductory chapters in each part as well as final remarks in some chapters is among the most serious shortcomings of the Handbook. Also, more effective visual representations could be applied to enhance its reader-friendliness. Besides, introducing further relevant resources could add to the wealth and efficacy of the Handbook.

As we are approaching the summer, I am pleased to write to you with the announcement of the publication of a new issue of IJLTR. While most of my colleagues in other parts of the world have almost ended their spring semester and are starting to enjoy the summer holiday after a few final days of scoring and grading, here in Iran we are still running classes with exams to start soon. As an editor, even when the exams are over and you are entitled to enjoy the summer break, there is the duty of preparing the next issue of the journal which means that journal editors have essentially no break whether between the semesters or after them. What makes an editor survive such break-less life is the generous moral support received from editorial team as well as readers and contributors. All this contributes to journal growth which in turn is a strong motivation for the team to move forward more steadily. For the last several issues of IJLTR, I had the honour to share with you a new achievement of our publication, form being promoted to Q1 in Scopus in 2020, to ranking top in Iran and the Middle East, and the like. Indeed, IJLTR seems to have conquered all peaks last year and there is no new achievement expected; it seems that there is no higher rank than Q1 which IJLTR has once more gained in 2021 in Scimago’ s recent rankings (SJR) which was announced on the 1 st of June. Regionally, IJLTR has tanked top among 134 journals indexed in ISC (Islamic Science Citation) whose most recent JCR was recently announced. No doubt, these steady gains are a direct outcome of the quality papers published as well as invaluable academic support by the editorial team, reviewers and the journal internal staff; thank you all for playing your part so effectively and keeping IJLTR at the peak! Like all its previous issues, IJLTR’ s new issue comes out on time, 1 st of July 2021, as initially planned. In 2020 and earlier years, each issue carried seven full text articles, two book reviews and one interview. Beginning with January 2021 issue, we decided to leave out the interview to open space for one more research article, given the huge number of submissions we receive and the long list of accepted manuscripts awaiting publication. In line with the same policy and to open more space for international contributors, we decided to stop receiving submissions from our Iranian colleagues temporarily until the end of 2022. The current issue accordingly is packed with 8 original articles form Hong Kong, the UK, the USA, Australia, New Zealand, and Iran as well as two book reviews by Iranian and American reviewers. In the first paper, drawing on second language acquisition principles, Alessandro Benati presents a case for evidence-based language instruction, moving beyond methods and focusing on the key role of input. Fathi, Greenier and Derakhshan then concentrate on the role of EFL teachers’ emotion regulation in mediating the role of teacher reflection on their self-efficacy and burnout in the second paper, followed by a further focus on teachers by Bagheri and East in paper 3, where they investigate teachers’ cognitions and practices in the context of listening classes in private language schools. The next paper by Wotring, Chen and Fraser is a syllabus document analysis which looks at the alignment between learning objectives, teaching principles and curriculum policies in three East Asian contexts, followed by John Liontas and Patrick Mannion’ s argument for a place for digital story-telling in language classrooms to afford optimal learning conditions. In paper 6, Mohammadzadeh and Alavinia look at the role of motivation in task performance and analyse motivational changes during task supported instruction to seven young language learners, followed by Rahimi, Yousofi and Moradkhani’ s paper on challenges in ELT research in Iran’ s higher education system. The final research paper in the volume by Kaivanpanah, Akbarian and Salimi is devoted to vocabulary instruction where they compare differential effects of three modes of instruction (explicit, implicit and modified implicit) on its learning and retention. The books reviewed are The TESOL Encyclopedia of English Language Teaching and The Routledge Handbook of Research in Applied Linguistics reviewed respectively by Kristen Fung, and Khodadust and Mohammadi. I trust the collection will fill part of your long summer days. As you enjoy reading the published work in this issue, please also watch out for our Special Issue on Online Professional Development in TESOL (edited by Jack Richards), that will appear on the 1 st of October 2021. Our 2022 special Issue will be guest-edited by Michael Byram and Petra Rauschert, and is devoted to Language Teaching, Education for Democracy and Cross-curricular Connection for which it is time to plan a submission. Moe information about all this is just a click away: ijltr. urmia. ac. ir.

Is the seemingly endless search through libraries and bookstores for references, guidance, and authentic resources over forever? Has the invention of the internet with its ever-growing collection of multimedia information made quality knowledge instantly accessible for everyone? Will the manifold forms of non-digital access and storage that were wrought well at birth endure or die? The digital superhighway may seem to endow limitless opportunities, but it has only added another layer of required knowledge to the search, digital literacy. Now, only those with experience in the advanced levels of research and are digitally savvy can discern if what is available is genuine quality or just quantity. In the last two decades alone, blogs, vlogs, and the selfpublishing industry have changed the landscape of educational resources. They created a labyrinth of questionable sources and outlets often masked in the clothing of reputable works. As more peer-reviewed journals consider the way of free access versus controlled distribution, and more publications take the path of e-books and digital downloads, questions arise as to how reliable the information available really is. Encyclopedias, once a mainstay, had such broad readership that they occupied academic and home library shelves. The first encyclopedia in the English language, The Encyclopedia Britannica, spent 244 years dispersing knowledge on paper before it shifted to a strictly online format. This was a seemingly natural step following in the world's digital footprints as new emerging technologies created and eliminated different barriers to accessing academic information (Cauz, 2013). However, it was also a step into uncertain territory when it came to who would have access and who would be marginalized with the new online format. Now, a new encyclopedia warrants review as it makes a bold attempt to reduce the distance between research and practice and unite them in readership at a time when Covid-19 has the world socially distanced. The TESOL Encyclopedia of English Language Teaching, the first-ever such publication for the TESOL International Association since its founding in 1966, did not know its position in future events when it was conceived, but has now taken its place in history as a timely reference supporting educators and researchers during Covid-19. It has earned a coveted spot of recognition as the winner of the 2019 PROSE Award for Multivolume Reference in the Humanities Category from over 540 contributions in 49 categories. It also received an honorable mention for RUSA's 2019 Dartmouth Medal. The TESOL Encyclopedia of English Language Teaching looks to the future, taking a trusted literary form once commonplace before the days of the internet, and reinventing it to offer researchers and educators a bridge towards the digital future. At a time when everyone is adapting to the digital revolution, it answers the current need for meaningful access points for a readership comprised of the “ communities of practice that consume, but rarely contribute to, the corpus of literature” (Davis, 2011). The TESOL Encyclopedia of English Language Teaching continues the digital evolution in a direction that is inclusive and expands the boundaries of literature readership with its versatility and high usability. It has not lost its traditional roots with two versions: a hardcopy version (ISBN: 9781118784228) and an online access version (ISBN: 9781118784235). The latter includes an easy-to-use keyword search for the instant access lifestyle of today's modern digital consumer. It brings communities of practice together with cutting edge research by connecting teachers, educators, and practitioners directly impacting the lived experiences of language learners with meaningful and contemporary literature meant for implementation on Monday morning. This exciting publication by John Wiley & Sons, in collaboration with TESOL International Association, is the brainchild of Editor-in-Chief, John I. Liontas, Associate Professor of FLE at the University of South Florida, a pioneer in the field of idiomatics and second language acquisition. He has held an array of positions in local, state, regional, national, and international academic bodies earning him dozens of teaching awards and honors at each level. To ensure that the encyclopedia materials meet the highest standards, notable editors and an international advisory board collaborate with scholars and expert practitioners who contribute to the entries. Beginning with the Preface, Liontas' purpose for The TESOL Encyclopedia of English Language Teaching is clear: "to explore the theoretical and practical aspects of English language instruction by providing an essential, go-to reference resource for educators, professionals, researchers, and students worldwide. " The encyclopedia's appeal can be recognized by expert and general education audiences in search of reliable information on themes ranging from Teaching English as an International Language and Non-Native English-Speaking Teachers (NNESTs), through Teaching Grammar and Vocabulary to Assessment and Evaluation. These are only six of the fourteen themes included in the eight-volume print edition, which covers over five thousand eight hundred pages. Collectively, all volumes offer scholars, graduate and undergraduate students, and English language teachers quick access to entries that are authoritative and practical. Already lauded as the definitive reference resource in the English Language Teaching field, The TESOL Encyclopedia of English Language Teaching is easy to navigate. Over 780 entries (in the print version) are ordered from A to Z within each theme. Its content follows a three-part modus operandi to structure each entry. First, "Framing the Issue" examines the topic and includes succinct operation definitions and explanations. Next, "Making the Case" entails discussion on key theoretical and/or research considerations and findings. Finally, "Pedagogical Implications" includes practical applications, guidelines, and recommendations that can immediately be put into action with students. The only exception here is the theme of English as an International Language, which addresses issues such as language, curriculum, pedagogy, and assessment. Entries synthesize different theories and research on topics such as "assessment norms, " and "English as a lingua franca, " and "the role of the first language, " giving the reader increased perspective on the broad international field. This content is directly related to the issues that impact English language teaching and learning. In addition to a comprehensive bibliography of primary source references for each entry, readers can quickly look to other reliable sources for valid information or expansion of ideas by referring to additional readings in a 'See Also' section after each entry. The encyclopedia is not just useful but current and comprehensive. An additional, ever-updating, online portion of Current Trends and Future Directions in English Language Teaching surpasses the competition with its relativity, offering the latest developments in research. Semiannual installments make it current to support or refute theoretical arguments or positions, provide evidence of theory in practice during Covid-19, new pedagogical trends in tech-driven spaces, and give context to the ever-changing landscape of English language teaching. The average entry length is between 2, 500 and 3, 000 words, making it an extensive yet wellorganized collection and an empowering reference tool for the researcher, practicing language professional, teacher, or student (secondary, college, or graduate levels). The TESOL Encyclopedia of English Language Teaching is a trustworthy source for experts and those who seek easy to digest dependable knowledge. Its innovative structure makes the field's knowledge immediately accessible and, importantly, comprehensible for a broad audience in the glocal context of English language teaching. When Editor-in-Chief, John I. Liontas, set out to create this resource, he was driven by the desire to “ make this reference work different from all other encyclopedias available… to serve as indispensable professional resource for all ELT/ESL practitioners everywhere” (Sadeghi, 2017, p. 149). This came into fruition with The TESOL Encyclopedia of English Language Teaching as it brought together theory and practice in a package that is straightforward and resonates of this aspiration. He believes it is this distinct division of the material that has achieved that goal, and upon review, it does appear to meet the hype around it. It is unparalleled in scope and brings together the works of an international repertoire of experts in the field of English language teaching. While available for direct purchase through Wiley, the encyclopedia's price of $1658. 75 may dissuade some buyers from purchasing it for private use. Its purchase price, however, does fall in line with the cost of other encyclopedias. Cost considerations aside, The TESOL Encyclopedia of English Language Teaching can indeed replace an extensive collection of other materials from any library and become the go-to reference work with its sophisticated online access. With library shelf space going for a premium, the encyclopedia's eight volumes are space-efficient in comparison to other similar resources. In sum, The TESOL Encyclopedia of English Language Teaching is a must-have resource for researchers, educators, and students, especially in the uncertain times of Covid-19 where theory and practice are evolving within a technological acceleration and revolution. Given today's professional demands, many teachers and researchers are pressed for time and need solutions that connect practice with theory and provide current and valid research that is adaptable and relevant to their needs. The TESOL Encyclopedia of English Language Teaching offers what the internet does not. No doubt, it is a comprehensive, organized, and timely resource, a resource that takes minimal knowledge or skill to navigate, for it offers a reliable, valid source in the time it takes to flip a page or press a button. This new dual access point unlocks reputable resources and valid information to provide meaningful reference to those willing to grow and benefit from international cutting-edge works, while saving time and guaranteeing quality. In hardcopy and digital, The TESOL Encyclopedia of English Language Teaching turns classic into modern through its eight hardcover volumes and growing portfolio of new online entries updated biannually. At a time of global uncertainty, what should be made certain, is there is a comprehensive guide that is expanding the readership of research, The TESOL Encyclopedia of English Language Teaching, and it is time to take notice of it.

Effective syllabus document design hinges on an alignment between learning objectives, teaching principles and curricular policy. Much of the work on syllabus design in the English Language Teaching (ELT) context focuses on the implementation of language teaching principles, such as those from the Communication Language Teaching (CLT) approach. Limited attention has been paid to this alignment, which is pivotal for ensuring the coherence and consistency between the intended outcomes, content selection and organisation, and assessment tasks. Employing qualitative document analysis (QDA), this study identifies the core syllabus elements and their alignment with current teaching approaches in twelve, localised ELT syllabuses. Utilising elements from Richards and Rodgers’ (2014) methods analysis and Nunan’ s (1988) syllabus design, the analysis demonstrates that while CLT principles have been incorporated into the syllabuses, misalignments remain, such as those between intended objectives and assessment tasks. This paper offers an analytic framework to guide teachers in designing a more closely aligned syllabus and making visible its connections.

This paper supports the view that language instruction should be evidence and principle-based. Key facts about second language acquisition will be presented highlighting the main implications for language instruction. A principled and evidence-based approach to language instruction is one which takes into consideration the following: (i) a clear understanding of what language is; (ii) a clear understanding of what communication means; (iii) an effective approach to focus on form is one which ties together form and meaning and moves from input to output practice; (iv) input is the key ingredient in language acquisition and L2 learners needs to be exposed to comprehensible and meaningful language input during instruction; (v) interactive tasks might play a facilitative role in the acquisition of a second language.

To expand the line of research investigating individual teacher-related variables, the present research sought to test a structural model of teacher reflection, self-efficacy, burnout, and emotion regulation among Iranian EFL instructors. Moreover, a mediation model was examined, hypothesizing that emotion regulation would mediate the influences of teacher reflection and teacher self-efficacy on teacher burnout. Collecting data from a sample of 238 Iranian EFL teachers, a structural equation modeling (SEM) was embarked on to test the hypothesized relationships. The data of the study were gathered through the participants’ responses to the four questionnaires related to the four variables under investigation (i. e., teacher self-efficacy, reflection, burnout, and emotion regulation variables). The outcomes of a confirmatory factor analysis (CFA) verified the fitness of the used questionnaires and the structural model. Considering the centrality of teachers’ affective status in how they deal with reform initiatives, it is hoped that our results can contribute to the understanding of how teachers can take practical measures to monitor their emotional states in EFL education in Iran and in the broader international context. Additionally, EFL teacher preparation programs should consider more practical strategies to enhance efficacy beliefs, emotion regulation, and reflection for pre-service teachers.

Exploration of second language teacher cognition in general and factors influencing it in particular has attracted the attention of many researchers over the last four decades. The study presented here explored potential factors that influenced teachers’ cognitions and practices with regard to listening instruction and the development of this skill among learners in the thus far under-researched context of Iran. An exploratory and interpretive approach was adopted. Data were collected over a four-month period in private English Language institutes in Iran. Eight teachers’ classes were observed 64 times, followed by 32 stimulated-recall interviews. Findings indicated that contextual factors, followed by learner variables and teachers’ teaching experiences, were the most influential elements in shaping teacher cognitions and listening classroom practices. Teacher education was ranked as the least influential factor. There are some implications for strengthening the development of listening skills. These include the importance of experienced teachers’ cognitions in improving teacher education and professional development courses, and being more consciously aware of the exacerbating effects of some contextual factors on listening instruction.

This paper presents the primary benefits digital storytelling affords teachers and students. Maximizing the multimodal authoring conditions for optimal online/offline learning comprises the paper’ s main focus. Throughout, it is asserted that stories worth telling are stories worth sharing but only if embedded in dialogic constructs supporting authentic pursuits. Practical considerations important to understanding digital storytelling and its manifold applications, along with classroom-tested recommendations for digital creations, are then presented, followed by seven pedagogical implications requiring a more focused treatment. It is concluded that students are indeed capable of transforming themselves from passive consumers of technology into active creators of digital compositions, one voice, one story at a time.

Tasks have been given an ever-increasing attention on the part of researchers in the recent decades, particularly in relation to second language acquisition research. A highly influential factor in task performance, motivation, seems to have been neglected by educational researchers, and this negligence toward the role of motivation gets more prominence while considering the part played by motivational changes during task-supported instruction. Informed by this alleged gap in studies on the role of motivation on task performance, the researchers in the current study strived to probe the dynamic character of foreign language motivation during task-supported language instruction both within single lessons and sequences of lessons over a period of six weeks. Having chosen a sample of 7 young adults, the researchers gathered the data by means of: (1) detailed lesson plans, (2) interviews with selected participants conducted after each session during the study, and (3) Motometers filled out at five-minute intervals during a single class to gain information on motivational changes. The quantitative and qualitative analysis of data revealed that language learning motivation changed not only during a single lesson but also from one lesson to the next. Factors responsible for such changes were found to be related to task features, task implementation, and individual differences. The implications of findings are discussed throughout the paper.

While research is abundant on academics’ research engagement in higher education, very little has been done to study the setbacks for research practices in English language teaching (ELT) in higher education. Adopting a qualitative research design, the present study explored the research setbacks for ELT in higher education. To this end, 10 masters students, 10 doctoral students, and 10 university instructors of ELT in different state universities in Iran took part in the study. A narrative frame was applied to collect initial data, followed by conducting individual semi-structured interviews to gain more in-depth knowledge about the participants’ research practices. Thematic analysis, used to analyse the data, uncovered a number of themes and categories addressing the masters and doctoral students’ and university instructors’ research setbacks in higher education. A number of themes were generated for the following categories of research setbacks: issues with research projects, insignificant contribution, and pressures from the immediate context. The findings are discussed in the light of the literature and the status of research practice in higher education, and implications are suggested for research practice in higher education.

The present study examined the effect of different vocabulary instruction methods on EFL learners’ vocabulary learning and retention. Elementary and advanced EFL learners (N = 120), selected through convenience sampling, were randomly assigned to three conditions (i. e., six groups for the two levels). The learners in the explicit group received vocabulary awareness-raising and pushed output activities. The implicit group was exposed to input flooding, while the modified-implicit group received the pushed output activity and input flooding. The vocabulary learning of the participants was measured using teacherdeveloped vocabulary tests. The results indicated that learners receiving explicit as well as modified-implicit activities outperformed those exposed to implicit instruction on vocabulary tests. This implies that awareness-raising as well as pushed output activities help learners notice, learn vocabulary better, and retain them longer. Several implications for teachers, materials developers, and syllabus designers on including pushed output activities with more involvement, and areas for further research are discussed.