It is widely accepted that today’s technological world is moving in a much more speed than the past, which requires the skill of keeping up with the pace of change. This change and innovation is a must for all organizations. According to Shen (2008, p.73), this change is trickier in the educational context, where "the nature of the knowledge, skills, and attitudes of those involved and the way that these are expressed in action" is of much significance. The need for innovation in education derives from the fact that they are, according to a study of the European Union reported in Popescu and Crenicean (2012, p.3982), "among the most important skills that employers seek." Therefore, the book under review in this paper is about a topic that needs constant attention...

Reviewing the ups and downs of English in Iran indicates that especially in the last two decades it has been a site of growing struggle between two rival sectors. The first one is the private sector which has been the main contributor to the spread of English in its international version and the second one is the public sector which has been the representative of the localized version of English. Due to the low efficacy of the public sector, the private sector, as a booming market, is playing the main role of English education. Considering the fact, the authors first aim to introduce these two rival sectors. Then, based on the available literature on the topic, it is attempted to delve into the reasons of this growing struggle. The findings indicate that the future will be a scene of continuing presence of English in the private sector in its globalized version and English in the public sector in its localized version.

Purpose: The purpose of this study was to determine the effectiveness of Reverse education on goal orientation and all components of them in female high school students in English language course. Method: The research method was quasi-experimental with pre-test and post-test with a control group. The statistical population of this study consisted of all 10th grade female students in Kleyber city in the academic year of 1395-96,among them, sample’, s of 34 were selected by convenience sampling method and were randomly divided in to two groups, 18 people were in the experimental group and 16 people were in the control group. Data were gathered using Midgley et al. (1998) goal orientation questionnaire. Initially, both questionnaires were run as pretest on both groups(experimental and control). Then the experimental group was subjected to reverse education English language course for 10 sessions. After completion of educational sessions both post-test groups were performed. Data were analyzed using descriptive and inferential statistics (multivariate analysis of covariance). Results: The results of covariance analysis showed that reverse education was effective on goal orientation(p < 0. 05). Also, based on the results, the effect of reverse education on all components of mastery(F=27/996, p < 0. 001) and performance goals(F=36/550, p < 0. 001) had a significant effect,but had no significant effect on avoidance goals(F=1/048, P=0/314). These results suggest that reverse education improves goal orientation in learning. Conclusion: Therefore, follow-up study is necessary to investigate further the application of reverse education in various students and teaching methods.

The purpose of the present study is to explain the experience of English language education and training specialists in teaching English in the first secondary school. The present qualitative study was carried out with a phenomenological approach in the fall of 2018 on 21 English language teaching and training specialists through purposeful sampling and data saturation. This study continued with the confidentiality of the information and the possibility to leave the study at any time. Data were collected through semi-structured interviews. The method of analyzing the findings of this study was based on three codings: "open", "axial" and "selective". Interview data was read several times in an active and interactive way and then coded openly. After the open coding, the data came together based on the common axes that emerged between them and their abundance. Axial codes were then incorporated into themes based on similarities and inconsistencies. Frequency and percentage of each axial code were calculated. By analyzing and integrating the principal components, two principal components were identified and 28 sub-components were extracted by principal component analysis. The results show that among the sub-components derived from the analysis of the responses of English language education and training specialists, the most important method for teaching English is to enhance the motivation of learners to learn English through different ways by teacher in the first grade of high school.

The monopoly of Western ideologies, theories and methods through English language education as well as the marginalization of Islamic values in English language learning materials has caused heated debates and controversies among Muslim TEFL scholars. In a descriptive and interpretive analysis, this study attempts to bring light to some theoretical issues pertained to language education and Islamic education in a historical mode hoping to pave the way for further exploration of Islamic heritage in English language education theory and practice. The study also calls for designing English literacy programs in light of the Islamic education theories and methods, and urges Muslim TEFL scholars to restructure English language education in a way that meets the demands of an Islamic education. Thus, it first looks at the roots where Islamic education has guided many intellectual movements including language education. Secondly, it reviews the colonial era in which western education has created a gap between the glorious Islamic past and through its language superiority. Then, it explores the awakening movements that call for reunion and return to our ‘ true selves’ in education, in general and in language education, in particular. It is hoped that the present work may pave the way for further exploration of Islamic heritage in English language education theory and practice.

English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom has remained largely unaffected by EIL, hinging upon the native speaker (NS) ideal. This is hardly surprising as insufficient attention has been devoted to EIL pedagogy, and to helping teachers integrate theoretical understandings of EIL into their teaching. This paper aims to address this gap by examining EFL teachers’ (non-native speakers-NNS) perspectives on the implications of EIL for classroom practice. Through an analysis of data gathered from an online questionnaire and 10 semistructured interviews, this study examined the attitudes of 53 EFL teachers working in Croatian public schools towards: a) the EIL paradigm, b) NS/NNS models in ELT, and c) the implications of EIL for language teaching. The findings show that although the teachers are familiar with and open to the notion of EIL, when conceptualized as a paradigm for teaching, it becomes a rather elusive concept, and a second best NNS English. Overall, the teachers are largely unaware of the potential of EIL for ELT, and rely on the NS as the benchmark and authority. They maintain that the EIL theory-ELT practice link is complex and difficult to operationalise. It is argued that, if EIL is to become a new paradigm for teaching, greater collaboration is required between applied linguists and ELF teachers, and explicit guidelines are needed to help teachers integrate EIL into ELT.

This study offers a comparative exploration of English language education policies and practices in two pivotal Middle Eastern nations: Iran and Saudi Arabia. Employing a documentary research method for data collection and a thematic analysis approach for data interpretation, this study examines the impact of policies on English language education practices in both Iran and Saudi Arabia through the lens of language policy and planning (LPP). The analysis is structured around four dimensions of Kaplan and Baldauf's (2003) LPP evaluation framework, focusing on access policy, personnel policy, curriculum policy, and materials policy. The research findings underscore the diverse influences shaping English language education policy in these countries. In Iran, the anti-imperialist sentiment has notably shaped English language education policy and practice, while Saudi Arabia's approach has been considerably influenced by neoliberalism, serving as a major force in the country's language education policies. The study delineates distinct disparities: Iran exhibits limited exposure to English language education policy, delayed initiation of English learning, and a prevalence of localized teaching approaches. In contrast, Saudi Arabia demonstrates greater English integration in classrooms, an early introduction to English learning, and a stronger emphasis on communicative methodologies. By offering this comparative analysis of English language education policies in Iran and Saudi Arabia, this research contributes valuable insights with potential global relevance. It highlights the intricate interplay of political, cultural, and economic factors that significantly mold language education strategies in diverse contexts, emphasizing the complexity of policies and practices across different cultural and societal landscapes.

The present study explored the trajectories of themes in the English for Medical Purposes (EMP) studies in the Iranian medical education context. Informed with the frameworks of language planning, it juxtaposed the extracted themes with the pillars of English for Specific Purposes (ESP)-needs analysis, learning objectives, materials and methods, and evaluation. It explored the EMP themes in a corpus of 41 documents extracted from Google Scholar, Scopus, ISI, and PubMed databases. Then, the researchers performed a content analysis of the corpus based on a matrix incorporating the title, abstract, introduction, discussion, keywords, and the field of expertise of the author(s) of the documents. The analysis revealed the themes of learners’ need analysis, language skills, learning strategies, cognitive and affective variables, teaching methodology, teaching materials, material evaluation, use of technology, evaluation of learners and learning, program evaluation, and evaluation of instructors. The juxtaposition of the themes with the mainstream pillars showed that although there was a match between the themes and the pillars, the size of the themes falling under each pillar differed. While utilizing technology and affective variables were the most frequent themes, learning materials, language skills, and learner variables were the least frequent ones. Most of the themes matched with the learning objectives pillar; the needs analysis pillar, on the other hand, had the fewest number of themes. Notable gaps, particularly in the areas of instructors' needs, administrative needs, learner variables, and instructor variables were discovered. The study also showed that EMP research predominantly focuses on English for medical academic purposes (EMAP) in the absence of studies on English for Medical Occupational Purposes (EMOP). The findings have implications for EMP research, policy setting, teacher education, and materials development, providing guidance for future research endeavors and contributing to the enhancement of English language education in the field of medical sciences.