The present study attempted to investigate the probable relationship between Iranian Young language learners’ identity processing styles and their learning styles. To this end, 29 advanced learners, 23 females and 6 males were randomly selected from an English language Institute. Twenty nine advanced Young language learners were chosen randomly out of whole advanced Young language learners in the mentioned English language Institute using simple randomization. Detailed information was provided for them relevant to the title, its significance, and the procedures they would go through to participate in this study. They were asked to fill out a revised version of identity style inventory and a learning styles inventory questionnaires. After collecting the data, the results revealed that Iranian Young language learners’ identity processing style and their learning style were not related to each other. An independent t-test was run to compare the mean scores of male and female. The results indicated that there was not a significant difference between the mean scores of the two groups on the learning style. The findings have implication for language learners, teachers, and material developers.

The outbreak of COVID-19 led to a swift transition from traditional classrooms to distance education to ensure the continuity of learning. This sudden shift resulted in some problems for language teachers while offering some opportunities. This paper focused on language teachers’ reflections on the challenges they faced due to the urgent shift to virtual teaching of English to Young language learners (YLL). The study also explored teachers’ reflections on the opportunities offered by distance language teaching during the COVID-19 lockdown. The data for the study were triangulated through a questionnaire filled out by 100 language teachers, a survey completed by 12 teachers, and an interview with five teachers. Based on quantitative analysis of the questionnaire data and thematic analysis of the survey and interview responses, distance education led to five main categories of challenges, including technological issues, communication issues, psychological issues, pedagogical issues, and worries and offered opportunities in five areas, comprising of technological knowledge, and psychological, pedagogical, economic, and safety issues. The results stress the crucial role of technology in education, specifically in times of emergency such as the COVID-19 crisis.  Therefore, they imply the need for enhancing teachers and learners’ digital literacy, equipping educational environments with technological tools, and removing barriers in the way of implementing virtual education. Further implications of the study for language teachers, learners, and policymakers are discussed in the paper.

Upon the continuing spread of English as the global language, there have been dissenting voices, albeit not resounding ones, from Muslim scholars lamenting the hegemony of Western patterns of thoughts and the relegation or denigration of Islamic ideology, values, and culture in education in general and English language Teaching (ELT) curricular and pedagogic thinking in particular. Nonetheless, despite the current qualms, the prac-tice of reviving language teachings based on Islamic sources and the so-cio-religious concerns of Muslim communities is still infrequent. Feeling the necessity of designing educational materials, I narrate an experience of composing nursery rhymes targeted at introducing body organs and their divine rights to Young English learners through deriving inspiration from Islamic references like the Sublime Qur’ an and Imam Sajjad’ s Trea-ties on Rights (Risalat al-Huquq). I hope the modest experience would be inspirational for other language teachers and materials developers interested in carving out identity and ownership in foreign language teaching.

Despite the increasing popularity of error treatment as a research subject, the effect of age as a potential learner-internal factor affecting choice of feedback is largely undertreated. Characterized by being at early stages of self-empowerment, Young language learners are considerably vulnerable and in need of particular language input to meet their age-appropriate psychological demands. This study is one of the early attempts to detect the appropriate corrective feedback for children’ s linguistic (grammar uptake) and personality (willingness to communicate) development. Thirty-seven Young language learners (mean age = 10. 32) at two pre-intermediate classes in a non-profit language institute took part in this study. Following intact group design, they were divided into two groups of recasts and explicit feedback. Whereas in the recast group, all or part of an erroneous utterance was reformulated by teacher, correct forms were directly and explicitly provided in the explicit group in the course of a semester (19 sessions  50 min=950 mins). A structured willingness to communicate (WTC) scale and two parallel grammaticality judgment tests were administered at pre-and post-intervention conditions; this stage was accompanied by the teacher’ s formative observations using an unstructured WTC checklist and a tally chart worksheet. The results of the quantitative phase revealed higher grammar uptake for the recast group. Besides, students in the implicit group showed more WTC in both quantitative and qualitative investigations. These findings indicate that for Young learners the use of a less direct way might be more effective in both raising their unconscious L2 knowledge and willingness to participate in classroom activities.

The increasing popularity of mobile dual-language learning applications (apps) in the education industry has led to a growing interest in investigating their effectiveness. However, there is a paucity of research investigating mobile apps specifically designed for speakers learning dual languages. Accordingly, this study utilised a qualitative research method to explore the perceptions and design of such apps for bilingual teaching and learning. A cohort of 30 in-service teachers participated in individual interviews, serving as the primary source of data collection and analysis. Thematic analysis was employed to identify patterns within the transcripts and detailed field notes. The results revealed nine themes and twenty-four subthemes related to mobile dual-language learning apps. These findings provide insights into the potential benefits and challenges of using mobile apps for language learning, as well as implications for the design of dual-language learning apps. The implications of this study extend beyond the education industry and have practical implications for language educators and app designers alike. The study contributes to the current body of knowledge in the field of education by shedding light on the effectiveness of mobile dual-language learning apps for bilingual teaching and learning.

language learning strategies have been controversial ever since Rubin’s (1975) landmark article more that 30 years ago. To this day, there is no consensus regarding exactly what a strategy is, which has impeded research initiatives and at times threatened the validity of research findings. The relationship between strategies and successful language learning has also been questioned. Based on the literature of the last three decades, this paper attempts to establish a definition of strategies as activities consciously chosen by learners for the purpose of regulating their own language learning. Using the Strategy Inventory for language Learning or SILL (Oxford, 1990) complemented by interviews, the paper looks at the strategies used by two successful learners, Nina and Kira, and considers the effect of other learner variables (motivation, nationality, age, gender, personality) on successful language learning. The paper concludes that although they were different in many ways, Nina and Kira were both frequent strategy users. Pedagogical implications of the findings are suggested.