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Engagement and interaction have recently been considered practical activities essentially in educational settings. Due to the importance of this notion, this research paper reviewed the qualitative study aimed to find out the evaluation of Iranian EFL students’ emotional attitudes and perceptions towards interactive tasks on self-monitoring, self-regulation, and willingness to communicate in learning. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects.

This study is a longitudinal mixed method design investigating Iranian English learners' perception of native-speaker English teachers (NSETS) and non-native-speaker English teachers (NNSETS) in New Zealand and Iran within the conceptual framework of Kumaravadivelu (2003), Rudolf (2018), and Benson el al. (2013).  A semi-structured interview and a questionnaire (consisting of 21 Likert items and 3 open-ended questions) were used twice ten months apart in each context. An online narrative interview was employed in 2022 to supplement the data. Non-parametric data analyses were run on the Likert items. Several coding schemes were developed and a thematic analysis was employed. Findings revealed that NNSETS in New Zealand and NSETS in Iran were perceived by the learners as more effective in guiding their students toward developing a multilingual identity. This is interpreted as the "cross-actional influence of context in language learners' perception of teachers regarding L2 identity development in students" in this research. The findings also showed a shift in students' perception from NSETS to NNSETS in both contexts over time due to the better instructional strategies of NNSETS for teaching reading, listening, grammar, and their deeper understanding of the student's needs. This study informs language teachers, teacher educators, and education authorities on 1) the cross-actional influence of context on students' perception of teachers regarding L2 identity development as a normal procedure, 2) the pattern of a shift from NSETS to NNSETS due to the qualifications of NNSETS should be considered in teacher training programs to make the most proficient language teachers accordingly.

Testing organizations are faced with increasing demand to provide subscores in addition to the total test score. However, psychometricians argue that most subscores do not have added value to be worth reporting. To have added value, subscores need to meet a number of criteria: they should be reliable, distinctive, and distinct from each other and from the total score. In this study, the quality of subscores from two subscore augmentation models (Wainer and Yen) were compared in terms of distinctness and variability. The reliabilities of the Wainer-augmented subscores were also examined. The models were applied to a high-stakes English language proficiency test in Iran. The results of the study showed that Yen better satisfied subscore distinctness while Wainer best preserved variability and had high-reliability subscores. In other words, Yen-augmented subscores had lower correlations while Wainer-augmented subscores better discriminated examinees with different ability levels. Thus, none of the examined models of subscoring satisfied all criteria. The results of the study are discussed and suggestions for future research are provided.

Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be introduced and practiced as an alternative approach. Thus, this study aimed to investigate the effects of peer-DA on cultivating Iranian upper-intermediate EFL learners’ interlanguage pragmatic (ILP) competence. Additionally, it was to disclose how peer-DA leads to improving the learners’ ILP competence. To achieve these aims, a sample of 84 upper-intermediate EFL learners, including females was selected through a convenience sampling method at Iran Language Institute in Borujerd City, Iran. Then, a total of 37 EFL learners whose scores fell around the mean score were selected and randomly assigned to two groups, namely an experimental (n = 19) and a control (n = 18). Then, they went through a pre-test, interventions (lasting 16 one-hour sessions held two times a week), and a post-test. The experimental group’s interactions were meticulously recorded. The collected data were analyzed through two independent samples t-tests, and the microgenetic development approach. Findings documented a statistically significant difference between the experimental group and control group concerning the gains of ILP competence on the post-test. Furthermore, the results of the microgenetic development analysis evidenced how the gradual, contingent prompts could lead to noticeable improvements in the learning of ILP features. These findings may have some pedagogical implications for different stakeholders.

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences in the engagement and burnout of teachers’ assessment performance has been neglected. To fill this gap, the present study explored this issue in the context of Iran. To this end, through convenience sampling, 146 Iranian EFL teachers were selected to answer questionnaires on AL, JD-R, burnout and engagement. A series of multiple regression analyses were run to analyze the collected data. The results showed that some components of AL such as test construction, administering, rating, and interpreting test, psychometric properties of a test, using and interpreting statistics and authenticity were significant predictors of job demand. Moreover, the results revealed that alternative and digital-based assessment, recognizing test type, distinction and function, and authenticity were significant predictors of job resource. Furthermore, test construction, administering, rating, and interpreting test, psychometric properties of a test, and using and interpreting statistics could significantly predict teachers’ burnout. In addition, alternative and digital-based assessment, giving feedback in assessment, and ethical and cultural considerations in assessment turned out to significantly predict teachers’ engagement. These findings can have theoretical and practical implications for stakeholders.

The present study aims to study "Alienation" in “The Comfort of Strangers” a novel by Ian Mc-Ewan. It attempts to work out the negative and destructive aftermath of alienation in the protagonists of the novel. The research on the mentioned term is fulfilled as per the theories of Melvin Seaman. Ian Russell Mc-Ewan is one of the many examples, who depicted the mentioned element masterfully in his works, specifically in this novel. He goes beyond man’s expectations to show his readers the smashing consequences of human estrangement from the self and society in intelligence and function. Alienation is a venerable concept, with its roots going back to Roman law, where it was a legal term used to denote the act of transferring property. After World War II, when societal complexity started its increasingly accelerated rate of change, and the first signals of post-modernity were perceived by the intellectual elite, alienation slowly became part of the intellectual scene. Melvin Seaman (1918), a theorist which made a momentous modern and post-modern points of the view regarding "Alienation" after Marx and Hegel, was one of the first in the 1960s to develop an alienation scale to measure degrees and varieties of alienation

In spite of the resurgence of interest in teachers' language assessment literacy (LAL), teachers' critical language assessment literacy (CLAL) has not garnered satisfactory prominence. This constitutes a substantial void in the extant corpus of literature that this study will address. To this illumination, a cross-sectional survey research approach utilizing the Critical Language Assessment Literacy (CLAL) scale (Tajeddin et al., 2022) was employed to accomplish the stated purpose of the study. The current study conveniently selected 120 Iranian EFL teachers in different language institutes and universities in Tehran and Kermanshah province. To analyze data, descriptive (e.g., mean and standard deviation) and inferential statistics (e.g., one sample t-test) were employed to illustrate a comprehensive answer to the study's primary research question. The results of the one-sample t-test and the mean value for all CLAL items showed that teachers have moderate or low knowledge of CLAL factors. In addition, the findings signposted that effective teachers must retain high linguistic competence, teaching/learning cognition, and knowledge of critical language assessment literacy factors; this could be accomplished by including these factors in teacher training programs. These findings displaying shortcomings and gaps in the critical language assessment literacy (CLAL) level of Iranian EFL teachers hold many theoretical and pedagogical implications for teacher development in the realm of assessment and testing at the practice, policy, and professional development levels.