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 participants' motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants' motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.

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. This study is to explore teachers' strategies of enhancing students' positive emotions in English classes in Iran. To investigate the correspondence between students' and teachers' views on the effective emotional scaffolding strategies of English teachers, an exploratory sequential mixed-methods design was conducted. First, the researcher conducted semi-structured interviews with 11 high school students of Salami School in Kazeroun to collect in-depth qualitative data. Then, the interview-based Likert scale questionnaires were distributed and completed by 60 high school English teachers in Kazeroun for the quantitative data. According to the teachers' self-reports, expressing optimism and hope about the students' future lives and prospective jobs was the most frequently used strategy. There was a significant difference among the teachers' views on the emotional scaffolding strategies. Moreover, some of the strategies taken into consideration as effective strategies by the students are the least frequently used ones according to the teachers' reports. The results and findings have several theoretical and practical implications for English teachers in EFL contexts; they might bolster their understanding of appropriate emotional scaffolding strategies preparing them to play a contributing role as great facilitators in English classes.

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 (Friends) 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. Over a 10-week period, the participants were presented with nearly 30-min-long episodes of Friends in a flipped context, two episodes every week uploaded to the accompanying website. An online 10-item quiz on the day of watching and a next-day meeting were held. During the online discussion meetings, the participants discussed cultural questions tailored to the aims of the study. The required data were collected through the administration of the intercultural sensitivity scale (ISS) and intercultural effectiveness scale (IES) in pre- and post-test assessments. The analyses of the data indicated that both ICS and ICE improved significantly during the intervention. However, ICS indicated more improvement. In addition, a semi-structured interview was administered to the participants to examine their perception of the flipped classroom experience. Having analyzed the data using MAXQDA 2020, some significant themes emerged which are reported. On the whole, the participants portrayed positive attitudes toward using technology in flipped classes. The educational and practical implications are discussed.

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. Specifically, this study examined a model to test the predictive and mediational effects of emotional intelligence, creativity, self-efficacy, and field dependence/independence (FD/FI) on simultaneous interpreting. A total of 248 university students majoring in Translation Studies completed measures of General Self-Efficacy Scale (GSES), Emotional-Quotient Inventory (EQ-I), Torrance Test of Creative Thinking (TTCT), General Embedded Figures Test (GMFT), and two SI tasks, namely the oral cloze test (OCT) and the listening and memory recall exercise (LMRE). The path analysis supported the direct effect of creativity and its indirect effects mediated by FD/FI on SI. Emotional intelligence made only a significant indirect effect on SI through FD/FI. Self-efficacy, on the other hand, made only a significant direct effect on SI. Emotional intelligence and creativity also contributed significantly to the prediction of FD/FI. The analyses also revealed a significant correlation between emotional intelligence and self-efficacy and also between creativity and emotional intelligence. Finally, FD/FI directly predicted simultaneous interpreting. Other hypothesized associations were not found to be statistically significant. The findings suggest that psychological attributes can have a great impact on students' performance in simultaneous interpreting training exercises. Implications of the study and the research avenues are discussed.

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. In the first phase of the study, the frequency of occurrence of emotional terms (ETs) in English and Persian English bed-night stories were compared. The results indicated that there were not statistically significant differences between the two groups of stories in terms of the emotion tokens utilized in both languages. Nevertheless, there was a major disparity in the number of ETs found in English and Persian bed-night tales concerning various types of emotions. During the second phase of the study, a group of 25 EFL learners were explicitly taught emotive English bed-night tales. A pre-test post-test design using a Discourse Completion Test was used to seek the efficacy of teaching ETs on the learners' pragmatic knowledge of controlling emotions. Findings showed that teaching emotive narratives enhanced students' pragmatic knowledge of emotions significantly. In light of the findings of the study, a number of conclusions are drawn and the implications are discussed.

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). Multicategorical multiple mediation analysis was then used to explore the relative direct, indirect, and total effects and to test the postulated hypotheses of the study. Results indicated that adaptive perfectionism was associated with higher levels of effort and persistence, leading to greater MLS use. Regarding the initiative subscale, no significant differences were observed among the three perfectionist groups. Maladaptive perfectionists showed high levels of effort investment but not persistence. Mediation analysis did not support self-efficacy components as the mediators of the relationship between perfectionism and MLS use. Among self-efficacy components, only effort exerted a positive effect on MLS use. Results are discussed in terms of implications for future research and classroom practice.