دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 The Role of Multimodal AI Technologies in EFL Students’ Perceived Positive and Negative Achievement Emotions: An Existential Positive Psychology (EPP) Perspective The Role of Multimodal AI Technologies in EFL Students’ Perceived Positive and Negative Achievement Emotions: An Existential Positive Psychology (EPP) Perspective 1 28 28050 10.48311/lrr.2025.118514.83043 FA Ali Derakhshan Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran 0000-0002-6639-9339 Yujong Park Professor of Applied Linguistics, Department of English Language and Literature, Sungkyunkwan University, Seoul, South Korea 0000-0003-2607-0958 Journal Article 2025 12 25 Various aspects of English as a foreign language (EFL) education are affected by the adopting of artificial intelligence (AI) tools with both monomodal and multimodal capacities. However, the emotional consequences of AI-mediated second/foreign language (L2) education remain underexplored in the existing literature. To address this gap, the current experimental study drew on the principles of existential positive psychology (EPP) to explore the role of multimodal AI technologies in shaping students’ positive and negative achievement emotions. A total of 82 Iranian EFL students were assigned to a control (<em>n</em> = 41) and an experimental group (<em>n</em> = 41) and completed a validated achievement emotions questionnaire a questionnaire twice (pretest and posttest). Students in the experimental group went through a multimodal AI-mediated instructional intervention, while their peers in the control group received conventional teacher-fronted instruction. The results of analysis of covariance (ANCOVA) revealed that multimodal AI-mediated instruction had a statistically significant impact on EFL students’ achievement emotions. Specifically, there were significant improvements in learners’ positive emotions, while their negative emotions significantly decreased after the intervention. Interpreted through an EPP lens, these findings suggest that engagement with multimodal AI technologies may simultaneously foster emotional flourishing and alleviate emotionally adverse experiences in EFL learning contexts. The study foregrounds often-overlooked emotional dimension of AI-mediated L2 education and provides theoretical and pedagogical implications pertaining to multimodal AI adoption by students and teachers in EFL contexts Various aspects of English as a foreign language (EFL) education are affected by the adopting of artificial intelligence (AI) tools with both monomodal and multimodal capacities. However, the emotional consequences of AI-mediated second/foreign language (L2) education remain underexplored in the existing literature. To address this gap, the current experimental study drew on the principles of existential positive psychology (EPP) to explore the role of multimodal AI technologies in shaping students’ positive and negative achievement emotions. A total of 82 Iranian EFL students were assigned to a control (<em>n</em> = 41) and an experimental group (<em>n</em> = 41) and completed a validated achievement emotions questionnaire a questionnaire twice (pretest and posttest). Students in the experimental group went through a multimodal AI-mediated instructional intervention, while their peers in the control group received conventional teacher-fronted instruction. The results of analysis of covariance (ANCOVA) revealed that multimodal AI-mediated instruction had a statistically significant impact on EFL students’ achievement emotions. Specifically, there were significant improvements in learners’ positive emotions, while their negative emotions significantly decreased after the intervention. Interpreted through an EPP lens, these findings suggest that engagement with multimodal AI technologies may simultaneously foster emotional flourishing and alleviate emotionally adverse experiences in EFL learning contexts. The study foregrounds often-overlooked emotional dimension of AI-mediated L2 education and provides theoretical and pedagogical implications pertaining to multimodal AI adoption by students and teachers in EFL contexts https://lrr.modares.ac.ir/article_28050_a4d35e93d6c0787428f2fdf6a29457e0.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Exploring Learners’ Emotional Engagement in Text-Driven Task-Based Lessons: Implications from an EFL Setting Exploring Learners’ Emotional Engagement in Text-Driven Task-Based Lessons: Implications from an EFL Setting 29 60 7258 10.48311/lrr.2025.7258 FA Sang Truong Huynh PhD student, School of Foreign Languages, Can Tho University, Can Tho, Vietnam / Lecturer, Faculty of Foreign Languages, An Giang University, Vietnam National University Ho Chi Minh City, An Giang, Vietnam 0009-0003-7879-0516 Loi Van Nguyen Associate Professor, School of Foreign Languages, Can Tho University, Can Tho, Vietnam 0000-0002-1815-1371 Journal Article 2025 07 13 Research on L2 learners’ engagement has highlighted the impact of emotional engagement on task performance to uphold their language development, but there remains a need for further empirical evidence, especially from the text-driven perspective on task-based language teaching. The present mixed-methods study aims to explore Vietnamese EFL learners’ emotional engagement during two task-based lessons driven by two text genres. One speaking task and a writing task that engaged the learners in solving problems driven by the texts were implemented in two three staged lessons. Quantitative data was collected by using a post-task questionnaire analyzed with SPSS v.29 to gauge 33 English undergraduates’ emotional engagement, and an interview was conducted with eight students on a voluntary basis to delve into factors that influence their emotional engagement. Observations during the lessons were further used to triangulate evidence. Descriptive statistics revealed that the participants were highly emotionally engaged in both task-based lessons, expressing high enjoyment and low anxiety. Further thematic analysis of engagement during the lessons indicated that pre-task visual<span lang="VI"> prompting</span>, text processing, the proper cognitive challenges of tasks and texts, and peer monitoring were the main influential factors. These findings imply that task design and implementation based on engaging texts potentially heighten learners’ emotional engagement in task-based performance, thereby facilitating their language acquisition. Research on L2 learners’ engagement has highlighted the impact of emotional engagement on task performance to uphold their language development, but there remains a need for further empirical evidence, especially from the text-driven perspective on task-based language teaching. The present mixed-methods study aims to explore Vietnamese EFL learners’ emotional engagement during two task-based lessons driven by two text genres. One speaking task and a writing task that engaged the learners in solving problems driven by the texts were implemented in two three staged lessons. Quantitative data was collected by using a post-task questionnaire analyzed with SPSS v.29 to gauge 33 English undergraduates’ emotional engagement, and an interview was conducted with eight students on a voluntary basis to delve into factors that influence their emotional engagement. Observations during the lessons were further used to triangulate evidence. Descriptive statistics revealed that the participants were highly emotionally engaged in both task-based lessons, expressing high enjoyment and low anxiety. Further thematic analysis of engagement during the lessons indicated that pre-task visual<span lang="VI"> prompting</span>, text processing, the proper cognitive challenges of tasks and texts, and peer monitoring were the main influential factors. These findings imply that task design and implementation based on engaging texts potentially heighten learners’ emotional engagement in task-based performance, thereby facilitating their language acquisition. https://lrr.modares.ac.ir/article_7258_358c850b3836ae02b1d8b319d86d435f.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Cultural Intelligence and Spiritual Leadership: Pathways to Psychological Empowerment Cultural Intelligence and Spiritual Leadership: Pathways to Psychological Empowerment 61 98 27778 10.48311/LRR/lrr.2025.116296.0 FA Ali Arabmofrad Assistant Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran Fateme Sadat Mirbehbahani MA in Educational Sciences, Azad Shahr Branch, Islamic Azad University, Azad Shahr, Iran Eesa Niazi Department of Management, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran Journal Article 2025 04 30 Taking into account the key role of teachers, the present survey research investigates the relationship between cultural intelligence and spiritual leadership style with the empowerment of 210 Secondary School Language teachers in Gorgan. Grounded in cultural intelligence theory (Earley & Ang, 2003) and spiritual leadership theory (Fry, 2003), the research explores how these factors contribute to teacher empowerment, a critical component of effective teaching and school improvement. Results revealed significant positive relationships between cultural intelligence and teacher empowerment and between spiritual leadership and teacher empowerment. Regression analysis confirmed that both cultural intelligence and spiritual leadership style are significant predictors of teacher empowerment. The structural equation model demonstrated strong fit indices, confirming the reliability and validity of the measurement instruments. These findings highlight the importance of cultural intelligence and spiritual leadership in enhancing teacher empowerment. The findings suggest that educational decision-makers should promote teacher empowerment by fostering cultural intelligence and spiritual leadership in the workplace. Taking into account the key role of teachers, the present survey research investigates the relationship between cultural intelligence and spiritual leadership style with the empowerment of 210 Secondary School Language teachers in Gorgan. Grounded in cultural intelligence theory (Earley & Ang, 2003) and spiritual leadership theory (Fry, 2003), the research explores how these factors contribute to teacher empowerment, a critical component of effective teaching and school improvement. Results revealed significant positive relationships between cultural intelligence and teacher empowerment and between spiritual leadership and teacher empowerment. Regression analysis confirmed that both cultural intelligence and spiritual leadership style are significant predictors of teacher empowerment. The structural equation model demonstrated strong fit indices, confirming the reliability and validity of the measurement instruments. These findings highlight the importance of cultural intelligence and spiritual leadership in enhancing teacher empowerment. The findings suggest that educational decision-makers should promote teacher empowerment by fostering cultural intelligence and spiritual leadership in the workplace. https://lrr.modares.ac.ir/article_27778_d50d0303890944dfb29758bd058f3865.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Exploring Interpersonal Justice in EFL Education: A Conceptual Review of Its Impact on Students' Well-being and Engagement Exploring Interpersonal Justice in EFL Education: A Conceptual Review of Its Impact on Students' Well-being and Engagement 99 117 23993 10.48311/lrr.2025.23993 FA Yan Wang 1. School of Foreign Studies, Henan University of Urban Construction, Pingdingshan, 467036, China;2. College of Arts and Sciences, University of the Cordilleras, Baguio City, 2600, Philippines 0009-0007-7920-5664 Journal Article 2025 09 16 Among increasing interest in emotional and relational dimensions of language teaching, this conceptual review highlights the essential effect of interpersonal justice in promoting learner well-being and engagement in English as a Foreign Language (EFL) settings. Based on Self-Determination Theory (SDT), asserting that learning is most effective when individuals' basic psychological needs for competence, autonomy, and relatedness are fulfilled, this review investigates the effect of interpersonal justice can address these needs and it also synthesizes extended empirical results to investigate the effect of respectful, empathetic, and dignified class interactions on cultivating engagement, and well-being in EFL students. Recontextualization of the previous research in this review illustrates that previously examined justice-related elements had contributed to enhancing learner engagement and well-being. Justice educational activities, including unbiased feedback, active listening, and dignity-preserving communication, reduce anxiety, foster trust, and maintain learner persistence, thereby promoting engagement and well-being. The review ends with practical implications for teachers and policymakers and outlines future research directions focused on extending comprehension of interpersonal justice as an affective and motivational structure in EFL settings. Among increasing interest in emotional and relational dimensions of language teaching, this conceptual review highlights the essential effect of interpersonal justice in promoting learner well-being and engagement in English as a Foreign Language (EFL) settings. Based on Self-Determination Theory (SDT), asserting that learning is most effective when individuals' basic psychological needs for competence, autonomy, and relatedness are fulfilled, this review investigates the effect of interpersonal justice can address these needs and it also synthesizes extended empirical results to investigate the effect of respectful, empathetic, and dignified class interactions on cultivating engagement, and well-being in EFL students. Recontextualization of the previous research in this review illustrates that previously examined justice-related elements had contributed to enhancing learner engagement and well-being. Justice educational activities, including unbiased feedback, active listening, and dignity-preserving communication, reduce anxiety, foster trust, and maintain learner persistence, thereby promoting engagement and well-being. The review ends with practical implications for teachers and policymakers and outlines future research directions focused on extending comprehension of interpersonal justice as an affective and motivational structure in EFL settings. https://lrr.modares.ac.ir/article_23993_834c1a35cc322a1c070f1a53b414c337.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Working Memory, Gender, and EFL Listening Comprehension: Metacognitive Intervention through L1 Working Memory, Gender, and EFL Listening Comprehension: Metacognitive Intervention through L1 119 143 7159 10.48311/lrr.2025.7159 FA Hossein Bozorgian Associate Professor, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Mazandaran, Babolsar, Iran 0000-0002-1837-9763 Esmat Shamsi MA, Department of English Language and Literature, Persian Literature and Foreign Languages, University of Mazandaran, Babolsar, Iran Mohammad Hassan Saberan MA, Department of English Language and Literature, Khazar Institute of Higher Education, Mahmudabad, Iran Journal Article 2025 07 13 The aim of the present study was to examine whether Metacognitive Intervention (MI) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) and if gender had any effect on it. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L1. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L1. The findings might contribute to assist language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum. The aim of the present study was to examine whether Metacognitive Intervention (MI) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) and if gender had any effect on it. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L1. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L1. The findings might contribute to assist language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum. https://lrr.modares.ac.ir/article_7159_42e9fb755426f19231217afb43e1aec1.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Charting AI Integration in English Education: A Bibliometric Analysis of Emerging Trends, Ethical Dilemmas, and Theoretical Transformations Charting AI Integration in English Education: A Bibliometric Analysis of Emerging Trends, Ethical Dilemmas, and Theoretical Transformations 145 181 7281 10.48311/lrr.2025.7281 FA Zhou Bo INTI International University Lim Seong Pek INTI International University 0000-0002-0322-7572 Li Jian INTI International University Fatin Syamilah Che Yob INTI International University Henry E. Lemana II Walailak University M. Zaini Miftah Institut Agama Islam Negeri Palangka Raya 0000-0003-1815-3075 Journal Article 2025 07 13 his study conducts a bibliometric analysis of Artificial Intelligence (AI) in English education, employing co-citation and co-occurrence analyses to investigate significant research trends, theoretical frameworks, and interdisciplinary connections. The analysis delineates four primary research clusters: AI-assisted language acquisition, ChatGPT in educational methodologies, AI chatbots for English as a Foreign Language (EFL) students, and AI-facilitated student engagement. The co-citation analysis identifies pivotal studies that influence the intellectual framework of the field, whereas the co-occurrence analysis underscores thematic trends and research deficiencies. This study enhances the Technology Acceptance Model (TAM) by integrating pedagogical and ethical aspects, illustrating the interaction between perceived ease of use, usefulness, policy frameworks, teacher readiness, and AI implementation in education. Notwithstanding AI’s transformative potential, challenges persist, encompassing data privacy issues, algorithmic bias, ethical dilemmas, and the necessity for interdisciplinary collaboration. To connect AI with sustainable and equitable education, future research has to investigate the long-term adoption of AI, geographic disparities, and strategies for effective pedagogical integration. This study presents a framework for the ethical, effective, and interdisciplinary integration of AI in English education by promoting collaboration among educators, AI researchers, and policymakers. his study conducts a bibliometric analysis of Artificial Intelligence (AI) in English education, employing co-citation and co-occurrence analyses to investigate significant research trends, theoretical frameworks, and interdisciplinary connections. The analysis delineates four primary research clusters: AI-assisted language acquisition, ChatGPT in educational methodologies, AI chatbots for English as a Foreign Language (EFL) students, and AI-facilitated student engagement. The co-citation analysis identifies pivotal studies that influence the intellectual framework of the field, whereas the co-occurrence analysis underscores thematic trends and research deficiencies. This study enhances the Technology Acceptance Model (TAM) by integrating pedagogical and ethical aspects, illustrating the interaction between perceived ease of use, usefulness, policy frameworks, teacher readiness, and AI implementation in education. Notwithstanding AI’s transformative potential, challenges persist, encompassing data privacy issues, algorithmic bias, ethical dilemmas, and the necessity for interdisciplinary collaboration. To connect AI with sustainable and equitable education, future research has to investigate the long-term adoption of AI, geographic disparities, and strategies for effective pedagogical integration. This study presents a framework for the ethical, effective, and interdisciplinary integration of AI in English education by promoting collaboration among educators, AI researchers, and policymakers. https://lrr.modares.ac.ir/article_7281_701d804549a4a23d3cae801dac6c2c75.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Types and Functions of Speech Acts in Iranian EFL Teachers and Learners’ Classroom Interactions Types and Functions of Speech Acts in Iranian EFL Teachers and Learners’ Classroom Interactions 183 214 7115 10.48311/lrr.2025.7115 FA Mohammad Javad Mohammadi PhD in Applied Linguistics, Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran 0000-0002-7705-2461 Mehran Memari PhD in Applied Linguistics, Department of English Language Teaching, Farhangian University, P.O. Box 14665-889, Tehran, Iran Bita Asadi PhD in Applied Linguistics, Department of English, Malard Branch, Islamic Azad University, Malard, Iran Journal Article 2025 07 13 lassroom interaction improves the learning process by enhancing opportunities for learning since both instructors and learners are involved in various speech acts. Speech act refers to a functional element in the form of an act assisting individuals to perceive or promote things with words in interaction. Thus, the current study investigated classroom interaction in terms of types and functions of speech acts performed by Iranian English as a foreign language (EFL) teachers and learners. The data for the study came from audio-recording of twelve 90-minute sessions taught by six experienced Iranian teachers. To analyze the conversational data, Finocchiaro and Brumfit’s (1983) model was used to examine various types of speech acts and Walsh’s (2006) SETT model was employed to delve into the functions of speech acts. Following the data analysis, it was unfolded that directives were the most frequent speech acts, including suggestions, requests, warning, and giving instruction, accompanied by interpersonal and personal ones. As to the functions of speech acts, the most frequent mode appeared to be the materials one (42%), accompanied by skills and systems (34%), classroom context (16%), and managerial (8%). The overall findings indicate the central role of the teacher in teacher-fronted classes in Iran as the most speech acts, i.e. about 79%, were performed by teachers in the form of requestive, suggestive, and advisory to control and promote the learning process. By carrying out the current study, it is hoped that readers gain more insight regarding the pragmatics territory, most notably speech acts. lassroom interaction improves the learning process by enhancing opportunities for learning since both instructors and learners are involved in various speech acts. Speech act refers to a functional element in the form of an act assisting individuals to perceive or promote things with words in interaction. Thus, the current study investigated classroom interaction in terms of types and functions of speech acts performed by Iranian English as a foreign language (EFL) teachers and learners. The data for the study came from audio-recording of twelve 90-minute sessions taught by six experienced Iranian teachers. To analyze the conversational data, Finocchiaro and Brumfit’s (1983) model was used to examine various types of speech acts and Walsh’s (2006) SETT model was employed to delve into the functions of speech acts. Following the data analysis, it was unfolded that directives were the most frequent speech acts, including suggestions, requests, warning, and giving instruction, accompanied by interpersonal and personal ones. As to the functions of speech acts, the most frequent mode appeared to be the materials one (42%), accompanied by skills and systems (34%), classroom context (16%), and managerial (8%). The overall findings indicate the central role of the teacher in teacher-fronted classes in Iran as the most speech acts, i.e. about 79%, were performed by teachers in the form of requestive, suggestive, and advisory to control and promote the learning process. By carrying out the current study, it is hoped that readers gain more insight regarding the pragmatics territory, most notably speech acts. https://lrr.modares.ac.ir/article_7115_5301c4d888f5204274439e6dcf5fdb54.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Vietnamese EFL Lecturers’ Favored Instructional Strategies for Teaching Productive Skills in Online and Face-To-Face Teaching Environments Vietnamese EFL Lecturers’ Favored Instructional Strategies for Teaching Productive Skills in Online and Face-To-Face Teaching Environments 215 236 7256 10.48311/lrr.2025.7256 FA Anh Phuong Dang School of Foreign Languages, Can Tho University, Can Tho, Vietnam / Vietnam National University Ho Chi Minh City – Campus in Ben Tre, Vietnam Duy Khang Nguyen School of Foreign Languages, Can Tho University, Can Tho, Vietnam 0000-0002-6121-7735 Journal Article 2025 07 13 <span lang="EN-GB">This study investigates the instructional strategies Vietnamese EFL lecturers prefer to employ to teach productive skills of general English in online and face-to-face teaching environments. Thirty-eight lecturers from 6 Vietnamese universities participated and responded to a questionnaire with 29 close-ended questions detailing instructional strategies. Four of the participants were invited to join the semi-interview about the reasons for their preference for instructional strategies. The collected data were analyzed with descriptive statistics for  Quantitative data and content analysis for qualitative data. The findings indicate that the most favored strategy in both teaching environments is describing pictures while opinion sharing and group discussion are much more favorable in the face-to-face than in the online teaching environment. Additionally, certain strategies are preferred in the face-to-face setting over instruction in the online setting and vice versa. Some primary reasons for lecturers’ preference for instructional strategies were identified and participants gave some recommendations of choosing appropriate strategies for teaching productive skills via interviews. These findings highlight EFL lecturers' preferences in selecting instructional strategies to teach English productive skills in the two teaching contexts and underscore implications for choosing proper instructional strategies.</span> <span lang="EN-GB">This study investigates the instructional strategies Vietnamese EFL lecturers prefer to employ to teach productive skills of general English in online and face-to-face teaching environments. Thirty-eight lecturers from 6 Vietnamese universities participated and responded to a questionnaire with 29 close-ended questions detailing instructional strategies. Four of the participants were invited to join the semi-interview about the reasons for their preference for instructional strategies. The collected data were analyzed with descriptive statistics for  Quantitative data and content analysis for qualitative data. The findings indicate that the most favored strategy in both teaching environments is describing pictures while opinion sharing and group discussion are much more favorable in the face-to-face than in the online teaching environment. Additionally, certain strategies are preferred in the face-to-face setting over instruction in the online setting and vice versa. Some primary reasons for lecturers’ preference for instructional strategies were identified and participants gave some recommendations of choosing appropriate strategies for teaching productive skills via interviews. These findings highlight EFL lecturers' preferences in selecting instructional strategies to teach English productive skills in the two teaching contexts and underscore implications for choosing proper instructional strategies.</span> https://lrr.modares.ac.ir/article_7256_9f8785c7f9b578bec2c09e616568d270.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 “Man of Life”: A Cultural-Linguistic Investigation of the Concept of ‘Manhood’ in the Persian Language “Man of Life”: A Cultural-Linguistic Investigation of the Concept of ‘Manhood’ in the Persian Language 237 270 24008 10.48311/lrr.2025.24008 FA Ali Dabbagh Department of Foreign Languages, Gonbad Kavous University 0000-0002-4795-1984 Nasser Fallah University of Zabol Journal Article 2025 09 16 To shed further light on Iranian cultural cognition, an investigation was conducted into conceptualizations of ‘manhood’ among Iranian speakers of Persian. To this end, a total of 127 Persian male and female speakers from various ethnic and age groups in Iran were asked to complete a vignette question form that included five naturally occurring situations, for which the most probable concept(s) related to the action of the male character were provided by the participants. Additionally, interviews were conducted with the participants to triangulate the data and uncover the underlying worldviews. The data were then analyzed using MAXQDA, following a grounded-theory-driven approach and the analytical framework of cultural conceptualizations. The findings revealed that despite the participants’ diverse ethnic backgrounds, homogeneous and interrelated cultural schemas (i.e., ᴇɴᴅᴜʀɪɴɢ ʟɪғᴇ ᴅɪғғɪᴄᴜʟᴛɪᴇs, sᴜᴘᴘᴏʀᴛᴇʀ, ᴏ̨ᴇɪʀᴀᴛ, and ᴇᴍᴏᴛɪᴏɴ ᴄᴏɴᴛʀᴏʟ) and cultural metaphors (i.e., ᴍᴀɴ ᴀs ᴀ ʙᴀᴄᴋʀᴇsᴛ, ᴍᴀɴ ᴀs ᴀ ᴍᴏᴜɴᴛᴀɪɴ, ᴍᴀɴ ᴀs ᴀ sᴘɪɴᴇ ᴏғ ᴀ ʙᴏᴅʏ, and ᴍᴀɴ ᴀs ᴀ ᴡᴀʟʟᴇᴛ) of manhood were referred to, all of which reflect a unified cultural category (i.e., ᴍᴀɴ ᴏғ ʟɪғᴇ). It is argued that Cultural Linguistics can be utilized to unravel the unique cultural cognition of masculinity in the Iranian culture. <br><br><br><br> To shed further light on Iranian cultural cognition, an investigation was conducted into conceptualizations of ‘manhood’ among Iranian speakers of Persian. To this end, a total of 127 Persian male and female speakers from various ethnic and age groups in Iran were asked to complete a vignette question form that included five naturally occurring situations, for which the most probable concept(s) related to the action of the male character were provided by the participants. Additionally, interviews were conducted with the participants to triangulate the data and uncover the underlying worldviews. The data were then analyzed using MAXQDA, following a grounded-theory-driven approach and the analytical framework of cultural conceptualizations. The findings revealed that despite the participants’ diverse ethnic backgrounds, homogeneous and interrelated cultural schemas (i.e., ᴇɴᴅᴜʀɪɴɢ ʟɪғᴇ ᴅɪғғɪᴄᴜʟᴛɪᴇs, sᴜᴘᴘᴏʀᴛᴇʀ, ᴏ̨ᴇɪʀᴀᴛ, and ᴇᴍᴏᴛɪᴏɴ ᴄᴏɴᴛʀᴏʟ) and cultural metaphors (i.e., ᴍᴀɴ ᴀs ᴀ ʙᴀᴄᴋʀᴇsᴛ, ᴍᴀɴ ᴀs ᴀ ᴍᴏᴜɴᴛᴀɪɴ, ᴍᴀɴ ᴀs ᴀ sᴘɪɴᴇ ᴏғ ᴀ ʙᴏᴅʏ, and ᴍᴀɴ ᴀs ᴀ ᴡᴀʟʟᴇᴛ) of manhood were referred to, all of which reflect a unified cultural category (i.e., ᴍᴀɴ ᴏғ ʟɪғᴇ). It is argued that Cultural Linguistics can be utilized to unravel the unique cultural cognition of masculinity in the Iranian culture. <br><br> https://lrr.modares.ac.ir/article_24008_542a24028f7e1eff6be2bbc9a257fce1.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 Exploring the Frequency of Reading Strategy Use Among EFL High School: A Case Study in Vietnam Exploring the Frequency of Reading Strategy Use Among EFL High School: A Case Study in Vietnam 271 293 7250 10.48311/lrr.2025.7250 FA Tuyet Hanh Le Thi Vinh University Nguyen Thi Dong Nghe An’s Education and Training Department Tran Thi Phuong Thao Vinh University Journal Article 2025 07 13 <span lang="EN-MY">This study aimed to examine the frequency of reading strategy use among EFL high school students and the relationship between their strategy use and reading comprehension achievement. The research sample consisted of 328 EFL students from four high schools in Central Vietnam. Data collection was carried out using three primary instruments: a questionnaire, follow-up interviews, and two reading comprehension tests. The findings revealed that most participants expressed a generally positive attitude toward the use of reading strategies. However, their actual use of these strategies was found to be limited during the reading process. Moreover, the study identified a significant correlation between the frequency of reading strategy use and students’ reading performance: students who employed reading strategies more frequently achieved higher reading scores. Based on these findings, several pedagogical implications were proposed for both EFL students and teachers, aimed at enhancing the teaching and learning of reading skills in EFL contexts</span> <span lang="EN-MY">This study aimed to examine the frequency of reading strategy use among EFL high school students and the relationship between their strategy use and reading comprehension achievement. The research sample consisted of 328 EFL students from four high schools in Central Vietnam. Data collection was carried out using three primary instruments: a questionnaire, follow-up interviews, and two reading comprehension tests. The findings revealed that most participants expressed a generally positive attitude toward the use of reading strategies. However, their actual use of these strategies was found to be limited during the reading process. Moreover, the study identified a significant correlation between the frequency of reading strategy use and students’ reading performance: students who employed reading strategies more frequently achieved higher reading scores. Based on these findings, several pedagogical implications were proposed for both EFL students and teachers, aimed at enhancing the teaching and learning of reading skills in EFL contexts</span> https://lrr.modares.ac.ir/article_7250_8ce6fc704072e351679ac97d4a985574.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 How Trends and Topics Reflect the Evolution of Translation Studies as an Academic Field of Study: A Scientometrics Study How Trends and Topics Reflect the Evolution of Translation Studies as an Academic Field of Study: A Scientometrics Study 295 328 7132 10.48311/lrr.2025.7132 FA Nematullah Shomoossi Sabzevar University of Medical Sciences, Sabzevar, Iran Mehrdad Vasheghani Farahani Leipzig University, Leipzig, Germany Somayeh Ghaffari Heshajin Iran University of Medical Sciences, Tehran, Iran Abdurrashid Abdurrashid Khazaei Feizabad Zahedan University of Medical Sciences, Zahedan, Iran 0000-0003-0806-1214 Journal Article 2025 07 13 Translation Studies seems to in establishing itself as an area of inquiry for scholars. Patterns of flourishing this discipline with its diverse audience are not well studied, though. The present study employed scientometric and bibliometric analyses to identify and assess topics and trends of Translation Studies as evidence of evolution over the course of time. Documents (from 1931 to 2021) were extracted from Scopus to examine relevant indicators, including document types, top journals, authors’ networks, institutes/universities, organizational support, countries and interdisciplinary contributions. In addition, VOSviewer, network and cluster density visualization and word co-occurrences were utilized to analyze and evaluate the development of the field. The analyses revealed that over a 90-year time span (1931-2021), 13916 documents <span lang="EN-GB">were</span> published by 21509 authors from 16323 institutes/universities that contributed to the scientific development of Translation Studies. Authors’ cooperation from 124 countries emerged in four clusters led by the US, the UK, Spain and China. In its course of development, Translation Studies witnessed a remarkable proliferation of documents since the 2000s. Relevant topics were <span lang="EN-GB">demonstrated</span> by keywords analysis, and interrelationships of Translation Studies with other disciplines were explored. The findings offer analyses of trends and topics in Translation Studies, as evidence of scientific evolution, attested by the interdisciplinary contributions and bibliometric findings. Translation Studies seems to in establishing itself as an area of inquiry for scholars. Patterns of flourishing this discipline with its diverse audience are not well studied, though. The present study employed scientometric and bibliometric analyses to identify and assess topics and trends of Translation Studies as evidence of evolution over the course of time. Documents (from 1931 to 2021) were extracted from Scopus to examine relevant indicators, including document types, top journals, authors’ networks, institutes/universities, organizational support, countries and interdisciplinary contributions. In addition, VOSviewer, network and cluster density visualization and word co-occurrences were utilized to analyze and evaluate the development of the field. The analyses revealed that over a 90-year time span (1931-2021), 13916 documents <span lang="EN-GB">were</span> published by 21509 authors from 16323 institutes/universities that contributed to the scientific development of Translation Studies. Authors’ cooperation from 124 countries emerged in four clusters led by the US, the UK, Spain and China. In its course of development, Translation Studies witnessed a remarkable proliferation of documents since the 2000s. Relevant topics were <span lang="EN-GB">demonstrated</span> by keywords analysis, and interrelationships of Translation Studies with other disciplines were explored. The findings offer analyses of trends and topics in Translation Studies, as evidence of scientific evolution, attested by the interdisciplinary contributions and bibliometric findings. https://lrr.modares.ac.ir/article_7132_32b127307a606effdcc8e51f60a45922.pdf

دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 17 3 2026 09 23 The Impact of Task-Based Language Teaching on Learners’ Speaking Proficiency and Confidence The Impact of Task-Based Language Teaching on Learners’ Speaking Proficiency and Confidence 329 357 27622 10.48311/LRR/lrr.2025.116348.0 FA Tri Septiana Kurniati English Language Education Department, Faculty of Languages, Arts and Culture, Yogyakarta State University, Yogyakarta, Indonesia Margana . English Language Education Department, Faculty of Languages, Arts and Cultures, Yogyakarta State University, Yogyakarta, Indonesia 0000-0002-7680-641X Endang Nurhayati English Language Education Department, Faculty of Languages, Arts and Cultures, Yogyakarta State University, Yogyakarta, Indonesia 0000-0003-2866-9120 Jeane Tuilan English Language Education Department, Faculty of Languages and Arts, Manado State University, Minahasa, Indonesia 0000-0002-7467-1996 Ahmad Tauchid English Language Education Department, Faculty of Teacher Training and Education, Duta Bangsa University, Solo, Indonesia 0000-0002-8216-7263 Journal Article 2025 07 14 <span lang="EN-ID">peaking proficiency and confidence are essential components of communicative competence, particularly in English for Specific Purposes (ESP) contexts where learners must perform authentic spoken tasks. While Task-Based Language Teaching (TBLT) has been widely recognized for promoting real-world language use, most research has tended to emphasize either linguistic development or affective outcomes. This study investigates how TBLT contributes to both speaking proficiency and speaking confidence among undergraduate ESP learners. Conducted over one academic semester, the research involved 65 university students in Indonesia who participated in structured TBLT activities integrated into their regular curriculum. Data were collected through speaking performance assessments and self-report questionnaires on speaking confidence. Paired-sample <em>t</em>-tests using SPSS version 26 were employed to compare learners’ performance before and after the intervention. The findings revealed that TBLT had a positive and meaningful effect on both dimensions, enhancing learners’ fluency, vocabulary use, and interactional skills while also increasing their willingness to communicate and reducing anxiety. These outcomes indicate that TBLT supports the development of both technical language ability and psychological readiness, fostering a supportive environment where learners can actively participate and grow in their spoken English. The study offers practical insights for educators seeking to implement communicative, learner-centered approaches and emphasizes the value of integrating TBLT into ESP instruction to strengthen learners’ speaking competence and confidence simultaneously.</span> <span lang="EN-ID">peaking proficiency and confidence are essential components of communicative competence, particularly in English for Specific Purposes (ESP) contexts where learners must perform authentic spoken tasks. While Task-Based Language Teaching (TBLT) has been widely recognized for promoting real-world language use, most research has tended to emphasize either linguistic development or affective outcomes. This study investigates how TBLT contributes to both speaking proficiency and speaking confidence among undergraduate ESP learners. Conducted over one academic semester, the research involved 65 university students in Indonesia who participated in structured TBLT activities integrated into their regular curriculum. Data were collected through speaking performance assessments and self-report questionnaires on speaking confidence. Paired-sample <em>t</em>-tests using SPSS version 26 were employed to compare learners’ performance before and after the intervention. The findings revealed that TBLT had a positive and meaningful effect on both dimensions, enhancing learners’ fluency, vocabulary use, and interactional skills while also increasing their willingness to communicate and reducing anxiety. These outcomes indicate that TBLT supports the development of both technical language ability and psychological readiness, fostering a supportive environment where learners can actively participate and grow in their spoken English. The study offers practical insights for educators seeking to implement communicative, learner-centered approaches and emphasizes the value of integrating TBLT into ESP instruction to strengthen learners’ speaking competence and confidence simultaneously.</span> https://lrr.modares.ac.ir/article_27622_4d0d3acf6bc4d8f28d53f73a2879dc3e.pdf