Exploring the effects of online learning on EFL learners' motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran.

With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners' psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners' motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group.

The Correspondence Between Students' and Teachers' Views on Teachers' Emotional Scaffolding Strategies in English Classes in Iran.

Academic emotions can play a major role in students' learning in their English classes. The literature about emotional scaffolding strategies is not widely developed; most of the studies merely focus on negative emotions in EFL contexts. However, in today's world of varied psychological elements, it is more critical than ever before to scaffold students' positive emotions to provide more opportunities for their classroom engagement.

Flipped Presentation of Authentic Audio-Visual Materials: Impacts on Intercultural Sensitivity and Intercultural Effectiveness in an EFL Context.

Utilizing a pre-experimental pre-test post-test design, this study investigated the effect of an authentic audio-visual American sitcom () on the intercultural sensitivity (ICS) and intercultural effectiveness (ICE) of a sample of male and female upper-intermediate English students. To this aim, 34 Iranian EFL students were selected through convenient non-random sampling. In order to assure the participants' homogeneity in English proficiency, the selected students were given the Oxford Quick Placement Test prior to the intervention.

Examining Associations Among Emotional Intelligence, Creativity, Self-efficacy, and Simultaneous Interpreting Practice Through the Mediating Effect of Field Dependence/Independence: A Path Analysis Approach.

Simultaneous interpreting (SI) is a cognitively complex activity due to the concurrent nature of receiving and producing messages. Previous research confirms that SI is profoundly influenced by cognitive, attitudinal, and psychological mechanisms. Following this line of enquiry, the present investigation proposes a unique model by integrating cognitive and psychological factors related to the professional performance in SI.

A Contrastive Analysis of Emotional Terms in Bed-Night Stories Across Two Languages: Does it Affect Learners' Pragmatic Knowledge of Controlling Emotions? Seeking Implications to Teach English to EFL Learners.

The present investigation aimed at studying emotional terms (ETs) in Persian and English bed-night stories for children by adopting a contrastive analysis approach within two phases. Emotional terms were categorized into two theoretical models (tokens and types) in phase one of the study, and in the second phase, the effect of teaching emotive narratives on learners' pragmatic knowledge of controlling emotions was scrutinized. To this aim, 30 English bed-night stories (15 in English and 15 in Persian) with similar lengths and difficulty levels were selected randomly.

Perfectionism, Self-Efficacy Components, and Metacognitive Listening Strategy Use: A Multicategorical Multiple Mediation Analysis.

The present investigation examined the effect of perfectionism on metacognitive listening strategy (MLS) use through the components of self-efficacy (initiative, effort, and persistence) among a sample of 117 Iranian English as a Foreign Language university students. Cluster analysis was utilized to identify the perfectionistic clusters. The resulting analysis yielded a three-cluster solution (adaptive, maladaptive, and non-perfectionist).