1. INTRODUCTION New applied games and social robots in today's language education have resulted in robot-games (Robo-Games)-aided language learning. To be precise, social robot's augmented reality combines the real world with technology to add a layer of digital over the physical, allowing students to visualize the materials in the scenes of real world. One of the major perks of Social Robot augmented reality-aided learning modules is being able to practice materials in an environment like the real-world setting through the medium of simulation. Social Robot augmented reality affords students the opportunity to practice reading comprehension in a supportive context, where the quality of collaborative practice has been indicated to be beneficial. This may make more sense to expose students early to reading materials regarding their future life. According to the socio-cultural theory of cognitive development, Community of Practice is now the place where students with the high and low level of foreign language proficiency, in tandem with students from different nations come to apply the cued scenes of the augmented reality and learn by teaching social robots. This way, the focus of the study was to do educational didactics in the Community of Practices of Middle Eastern Youths for doing foreign using social robot's augmented realities in the Community of Practices. 2. MATERIALS AND METHOD To conduct this interventional study with the parallel design, taking into account the drop-off rate of 5%, 542 Persian (N = 480) and non-Persian (N = 72) youths from among 620 students of the eighth grade from the age range of 11-12 were selected. The students who took the obligatory course of Arabic, English, and Persian in the academic years 2021-2022 were selected through the stratified sampling method. The participants were randomly divided into two ready-made and self-made augmented reality groups. The mixed methods study was done in two quantitative and qualitative phases. In each session, initially, using a multiplayer game platform, the participants in the Community of Practice practiced the foreign language readings through the clouds of ready-made or self-made augmented reality. In the ready-made groups students were provided with the ready-made augmented reality and in the self-made group, students were given rein to develop their own collaborative activities. Students co-practiced the augmented reality and then fulfilled them collectively. In this manner, reading materials were imported into the clouds of augmented reality and they were read by the participants for the social robots. While Persian students took part in the small Communities of Practice to learn and teach English and Arabic readings during a 24-week course, non-Persian students took part in these Communities of Practices to learn and teach English and Persian readings. Social robots were used in teleoperated mode (viz., teleoperated social robots). Then, the English, Arabic, and/or Persian teachers taught and assessed the students individually in online sessions. During the course using the guided journaling, the teachers were asked to keep journals. 3. RESULTS AND DISCUSSION Quantitative findings revealed that the self-made augmented realities significantly enhanced the student-robot interaction in the process of learning foreign language readings by teaching. Ready-made Augmented Realities, however, could not fully reach their potential to enter the participants-robot interaction. Similarly, the analysis of the teachers' journals indicated that foreign language reading comprehension occurs when students are allowed to use materials for creation and interaction. Teachers' journals revealed that meaning can be made more explicit when additional activities are devised to be practiced. Arguably developing selfmade augmented reality for practicing reading and teaching social robots requires the student to adopt different practices and adapt to different knowledge types and materials. These self-made augmented realities encouraged longer extended reading which were to be taught to the teleoperated social robots and could also help with vocabulary development. Student active presence binds foreign language learning and learning by teaching approach together. This way, more robust and reliable results could be gained by making use of learning by teaching approach in foreign language education. 4. CONCLUSION This study did the educational didactics of using social robots' augmented reality in the Community of Practices for teaching and learning foreign language reading skills to middle eastern youths. The results can enhance the understanding of how students' active role facilitates reading comprehension under these circumstances. The findings underlined the students' collaboration for learning by teaching the robots through augmented realities paved the way for students' easy reading. Along these lines, students' active participation in doing reading through the Robo-Gamesaided language learning modules was reported as the major causes of students' success in foreign language reading comprehension. It was revealed that teachers perceived students' rate of progress to be greater in doing foreign language reading through the Robo-Games.

In language didactics, the authenticity concept increases with the communication approach. This one insists not only on authentic documents insertion beside teaching documents in language classes,  but also on the authentic exploitation of those documents and even on authentic use of the target language.Rich in form and information, the use of the authentic documents, requires a teaching planning and a didactic method according to the concerned public. Exactly from the elementary levels, the teaching tasks conceived to approach these documents, will permit learners to undertake many activities, which will prepare them to face the reality of the language.This achieving within teams, acquires on one hand a sense of security for each team member improving the result, and on the other hand involves interactions in target language. An authentic use of the language, which will replace use of artificial dialogues for an imaginary situation, is a remained audio-visual heritage in our communicative practices.

Nowadays, the issue of human communication is one of the most important subjects occupying the minds of linguists, anthropologists, psychologists and philosophers. Since it is the most important means for communication among men, the relation between language and culture and their mutual interactions have high significance, thereby attracting attention. This article tries to cover the establishment of human communications with respect to education of foreign languages. Solving problems associated with language and culture helps to improve the process of foreign language teaching and fulfill the practical goal of teaching, which is mastering foreign languages as a medium for communication by learners of these languages. To achieve the aimed results among linguistic units, the author of this article has selected expressions gained from the research in this field which additionally carry a rich cultural heritage.

Intercultural comeptence was ignored in foreign language didactics for a long time. Modern studies reveal that if we do not pay attention to this important competency, acquisition of language comeptence will not be stable. The New methods of foreign language didactics are based on intercultural communication. They not only use the target culture as a suitable means for language acquisition but also put emphasis on the role of cultural information transition as a substantial goal. To integrate new methods of foreign language didactics, the present article, emphasising on the role of culture in foreign language learning, has conducted a general research on the presentation of German language in Iranian language institutes to study and analyze the cultural roots and elements in language learning and the causes of attention to the important cultural elements which have a significant role in acquiring language competence. According to this research, only acquisition of language competence in the beam of culture recognition enables a language learner to have a suitable reflex directly against target speakers.

This study aimed to investigate the relationship between three foreign language learning emotions: foreign language learning enjoyment, foreign language classroom anxiety, and foreign language learning boredom among high school EFL students in Zahedan, Sistan and Baluchestan Province. In this research 200 male and female EFL learners were selected as participants The sampling was done through convenience sampling. Three research instruments were used as a questionnaire named short-form foreign language classroom anxiety scale, foreign language enjoyment scale and foreign language learning boredom scale. In order to find the relationship between the defined variables, multiple correlation was conducted. The findings revealed that the relationship between foreign language enjoyment and foreign language boredom was negatively significant. Furthermore, the relationship between foreign language anxiety and foreign language boredom was positively significant. Additionally, foreign language enjoyment and foreign language anxiety had a negative relationship. The obtained results bear implications for education in general and EFL instruction in particular.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.