Language and Translation Studies (LTS)

Abstract To investigate the impact of the multisensory method at the pre-school level, this study employed beta-waves during vocabulary retention. Six EFL learners were assigned to two groups: non-multisensory and multisensory. The comparison of the results of pre- and post-brain records denoted no significant differences in beta frequency ranges between the groups. A significant correlation was found between learners’ mean score on the post-test and the increase in beta wave-frequencies on Fp1-Fp2-regions at post-records in the multisensory-group; however, the case study analysis showed decreases in beta1 wave frequencies in the non-multisensory-group. The topography-inspections demonstrated increases in high-beta-wave frequencies in the prefrontal cortex in both groups and activity localization on the para-hippocampal in the multisensory post-records. The statistical results of non-parametric tests on groups’ mean scores revealed no significant difference between experimental and control groups. The study concluded the promising role of multisensory teaching to improve retention at the pre-school level.

Abstract This study investigated the impact of integrating self-regulated learning strategies into AI-based translation training. Twenty-one undergraduate translation students were divided into control and experimental groups. While both groups used ChatGPT for doing translation tasks, only the experimental group received instruction based on SRL principles. Targeted weekly feedback also played a critical role in guiding students’ learning processes. Translation performance was assessed through pre and posttests using Waddington’s model, and SRL development was measured using the MSLQ and weekly reflective journals. The results showed significant improvement in the experimental group's translation quality and self-regulatory behaviors. Thematic analysis of journals indicated a shift from dependence on AI to empowered decision-making. These findings suggest that SRL-based instruction, when paired with structured feedback, enhances not only the students’ interaction with AI tools but also their autonomy, critical thinking and engagement. The study highlights the value of pedagogically grounded use of AI in translator education. 

Abstract Translation serves as a powerful medium for transmitting knowledge, culture, and ideas from one culture to another. The efficacy of translation hinges on social, cultural, and political contexts. The transmission of scientific and philosophical concepts from ancient Greece to Iran sparked intellectual vitality and broadened perspectives on existence and the cosmos. Historically, translation in Iran has experienced cycles of flourishing and decline: during eras when cultural openness, patronage from rulers, or a collective thirst for knowledge prevailed, translation, and with it, philosophy and science, prospered. Conversely, in more culturally neglectful periods, translation and its influence waned. Exploring various socio-cultural and political conditions across epochs, this study demonstrates that external factors such as governmental support, societal demand, and a predisposition toward knowledge have shaped the translation of scientific and philosophical texts.

Abstract This study was an attempt to compare the neural processes of two proficiency levels through employing a stroop-like multi-word units task. The participants were selected based on purposive sampling through a test of language proficiency. Analysis of the data revealed no significant differences in the reaction times. There was a significant difference between two levels of proficiency and Plausible Target Distractor (PTD) condition in F3, F4, C3, C4, Fz, Fp1 and P3 channels and PDT in Fz, F8 and O2 channels and Implausible Target Distractor (ITD) in F8, Fz, C4 and T4 channels. A greater recruitment of the frontal lobes was observed as the participants needed to make judgments. The findings provide insights for the understanding of processing mechanisms related to multi-word units such as collocations in the brain. They also reveal the different areas of the brain involved in terms of cognitive variances.

Abstract This study was an attempt to compare the neural processes of two proficiency levels through employing a stroop-like multi-word units task. The participants were selected based on purposive sampling through a test of language proficiency. Analysis of the data revealed no significant differences in the reaction times. There was a significant difference between two levels of proficiency and Plausible Target Distractor (PTD) condition in F3, F4, C3, C4, Fz, Fp1 and P3 channels and PDT in Fz, F8 and O2 channels and Implausible Target Distractor (ITD) in F8, Fz, C4 and T4 channels. A greater recruitment of the frontal lobes was observed as the participants needed to make judgments. The findings provide insights for the understanding of processing mechanisms related to multi-word units such as collocations in the brain. They also reveal the different areas of the brain involved in terms of cognitive variances.

Abstract This qualitative study examined the perceptions of pre-service, in-service, and retired English as a Foreign Language (EFL) teachers regarding the concept of praxical hope within public school settings in Gorgan, Iran. The researchers interviewed 42 participants, including 13 pre-service teachers, 16 in-service teachers, and 13 retired teachers, to explore the nuanced understandings and implications of praxical hope in EFL education. Employing a constructivist grounded theory framework and analyzing data using MAXQDA 24, the study identified 46 initial codes and categorized them into 25 thematic groups. This process led to the development of a model of praxical hope characterized by four key elements: empowerment and agency, collaborative learning environments, critical reflection and social awareness, and innovative pedagogical practices. The findings underscore the vital role of cultivating praxical hope in enhancing educators' effectiveness and improving student outcomes, providing insights that can inform future language education strategies.

Abstract This study examines the relationship between Directed Motivational Currents (DMCs) and English Language Classroom Anxiety (ELCA) in English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. DMCs, defined by sustained, goal-driven motivation, are essential for long-term language learning, whereas ELCA, characterized by anxiety in classroom settings, can impede progress. Employing an explanatory mixed-methods approach, the study collected quantitative data from 140 participants and qualitative insights from 20 in-depth interviews with learners experiencing varying levels of DMCs. Findings revealed a significant negative correlation between DMCs and ELCA, with ESL learners reporting higher motivation and lower anxiety due to greater language exposure and integrative motivation. Qualitative findings emphasized the role of teacher support, learner goals, and contextual factors in shaping motivation and anxiety. These insights highlight the importance of goal-oriented learning environments that enhance motivation while reducing anxiety, offering practical implications for educators and curriculum designers.

Abstract This study explored Iranian university students’ best and worst experiences in English as a Foreign Language (EFL) classrooms, examining their antecedents and emotional responses. A qualitative phenomenological design was conducted with 62 convenience-sampled Iranian students (20 male, 42 female), aged 18–27, enrolled in a general English course. Adapting the Critical Incident Technique (CIT), the researchers elicited learners’ emotional experiences via a narrative frame and analyzed the data inductively using MAXQDA. Findings revealed three major insights: the best experiences were associated with the teacher as a source of affective support, a positive and humanized learning environment, and moments of personal triumph and competence. The worst experiences involved public failure, negative interpersonal dynamics, negative test experiences, impairment of student well-being, and feelings of language incompetence. Enjoyment emerged as the predominant positive emotion, whereas hopelessness was the most frequent negative one. The study offers implications for promoting emotional well-being in EFL classrooms.