Volume 3, Issue 1 (January 2026)                   JCALS 2026, 3(1): 0-0 | Back to browse issues page

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Hokmabadi F, Mazandarani O, Ghonsooly B, Barani G. Stylistics-Informed Pedagogy in Iranian EFL Contexts: Critical Implications for Academic Buoyancy and Language Learning. JCALS 2026; 3 (1) : 4
URL: http://cals.gonbad.ac.ir/article-1-81-en.html
Stylistics-Informed Pedagogy in Iranian EFL Contexts: Critical Implications for Academic Buoyancy and Language Learning
Fahimeh Hokmabadi , Omid Mazandarani , Behzad Ghonsooly , Ghasem Barani
Department of English Language Teaching, AK.C., Islamic Azad University, Aliabad Katoul, Iran
Abstract:   (26 Views)
The purpose of this study is to examine the efficacy of pedagogical stylistics, presented by the level of academic buoyancy and achievement. In this vein, the researchers availed themselves of Academic Buoyancy Scale (ABS) and Michigan Test of English Language Proficiency (MTELP Series), within the framework of a quasi-experimental design so as to elicit as far as possible information out of conducting pre-tests and post-tests on the control and experimental groups both of which consisted of 15 Iranian female EFL high school students, randomly assigned to each. As the intervention, the experimental group was exposed to stylistically-based pedagogies while the control group received the usual instruction. Following performing Independent-samples t-test and Mann-Whitney U test, the results revealed statistically significant differences, suggesting how the experimental group both psychologically and pedagogically outperformed the control group. Due to its contribution in raising critical language awareness, the outcomes of this study might be of help to material developers and syllabus and curriculum designers while corroborating the previous intuitively-based findings as well as opening up new ways of critical thinking and thus paving the way for further pertinent studies in the field of applied linguistics.
 
Article number: 4
Keywords: Academic achievement, Academic buoyancy, Empirical study, Pedagogical stylistics
     
Type of Study: Research | Subject: General
Received: 2025/08/20 | Accepted: 2025/10/19 | Published: 2026/01/1
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