English is taught all over the world either as a foreign or second language. It is taught as a foreign language in the Iranian educational system as well. However, it has always been the issue that EFL programs have been developed without conducting a systematic needs analysis from the learners’ perspective. The present study examined the effect of employing critical needs analysis on the learn...

This study investigated the effect of cultural orientation on reading comprehension andachievement motivation of the EFL learners. To conduct this study, the researcher recruited 60Iranian EFL learners at language institutes. All learners were selected from the intermediate level.They were assigned to two groups; experimental and control groups. The researcher used a numberof cultural concepts ...

This article presents an autoethnographical account of my foray into Spanish immersion education in Costa Rica as a professor of multilingual education at a university in Canada. This language-learning journey was inspired by curiosity about the growing trend for Internet marketing of second-language learning as a form of tourism, which I label edu-tourism. I map the course of my edu-tourism ex...

This study was an endeavor to develop a model of identity among Iranian EFL learners. To achieve this end, a multiphase design was implemented. Initially, it attempted to investigate different factors of identity to propose and validate a model. Thus, 120 EFL learners studying in different English language institutes in Iran were randomly selected, and 36 learners were interviewed about their v...

Grounded on Hofstede's (1986) dichotomous model of collectivism/individualism, this study explored Iranian English as a foreign language (EFL) teachers' cultural identity. A sequential mixed methods procedure was adopted to examine their cultural orientation and the impact of length of experience on their degree of propensity to absorb the target language culture. A total of 120 female and male...

The present study was aimed at investigating intermediate Iranian EFL learners’ feedback preferences on their L2 writing and examining the possible differences between learners with entity and incremental language mindsets with respect to their feedback preferences. To this end, 150 EFL learners were recruited from several language institutes in Isfahan, Iran, and their language proficiency lev...

Despite the abundance of research on teachers’ repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers’ org...

The present study was an attempt to provide a psycholinguistic account of cognitive processes underlying responding and questioning. It also strived to identify the potential differences between responding and questioning cognitive processes in Target Language Use Situation tasks. To accomplish the objectives, 65 Iranian general IELTS applicants from two foreign language learning instit...