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A Qualitative Study of AI-Assisted Coaching in Iranian In-service EFL Teachers Rajab Esfandiari, Mohammad Hossein Arefian
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Regulating Knowledge in Thesis Defense Discourse: A Critical Pragmatic Analysis of Examiner–Candidate Interaction Marjan Abyavi, Hossein Matoori, Mohammad Taghi Farvardin, Bahman Gorjian
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Modelling the Interrelationships between Multilingualism and Self-efficacy, Resilience, Professional Development and Motivation by PLS-SEM Hamrah Salimi, Amir Mahdavi-Zafarghandi, Masoud Khalili Sabet, Abdorreza Tahriri
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Stylistics-Informed Pedagogy in Iranian EFL Contexts: Critical Implications for Academic Buoyancy and Language Learning Fahimeh Hokmabadi, Omid Mazandarani, Behzad Ghonsooly, Ghasem Barani
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Cognitive Colonization and Gendered Identity in Buchi Emecheta’s Second-Class Citizen and The Joys of Motherhood Yalda Mansouri, Zahra Bordbari, Negar Sharif
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Teacher-Reported Role of L2 Persian Proficiency in L3 English Learning: A Qualitative Study of Balochi-Persian Bilingual Students in Iran Farideh Okati, Vahid Ghafrooi
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Negotiating Linguistic Identity through English–Turkmen Translanguaging: Iranian Turkmen EFL Learners’ Perspectives on Classroom Inclusion Amir Mohammadian, Narges Mollaie
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Ethical Leadership and Teachers' Professional Knowledge Sharing: The Mediating Role of Psychological Ownership Hamidreza Ghezelsefloo, Masoume Mohammadi
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