Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Online Synchronous/Asynchronous Vs In-person Mediation and EFL Learners' Writing Skills Development 1 22 8293 10.22099/tesl.2025.53553.3430 EN Elham Pourrasa Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran Hassan Soleimani Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran Maryam Farnia Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran 0000-0001-7046-6533 Fatemeh Takallou Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran Journal Article 2025 07 07 As the demand for effective language instruction continues to rise in an increasingly digital world, understanding the impact of different synchronous/asynchronous mediation methods on language acquisition is crucial. Drawing on Vygotskian sociocultural theory and social constructivism, and adopting a quasi-experimental approach, this study explored the impact of synchronous, asynchronous, and in-person mediations on short- and long-term general writing skills through one-on-one dynamic assessment sessions conducted in-person and online using ONLYOFFICE Personal and its upgraded version, ONLYOFFICE DocSpace. Moreover, it explored the perceptions of synchronous and asynchronous online learners regarding computer-assisted language learning using a Likert-scale questionnaire. Sixty EFL university students preparing for the IELTS General exam participated in the study. Their general writing skills were assessed using IELTS Task 1 samples from three books, and they were marked according to the IELTS band descriptors. To analyze the data, Kruskal-Wallis and Chi-Square tests were used. The findings revealed that in-person mediation was significantly more effective than both online mediations in the short run. No significant difference was found between online synchronous and asynchronous mediation in the short term. However, online synchronous mediation proved more effective than its asynchronous counterpart in the long term, though not significantly different from in-person mediation. In addition, the results showed that students in synchronous online classes displayed more favorable attitudes than those in asynchronous online classes. The study suggests that tailored mediation approaches can enhance EFL learners' writing proficiency across diverse educational contexts, offering educators and curriculum developers valuable insights.

https://tesl.shirazu.ac.ir/article_8293_1c66c1d28a314d3714455b9ff78ddbf7.pdf

Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Rethinking Incrementalism in Applied Linguistics Research 23 45 8365 10.22099/tesl.2025.53836.3437 EN Kioumars Razavipour Department of English Language and Literature, Faulty of Letters and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran Nima Farzaneh Department of English Language and Literature, Faulty of Letters and Humanities, Shahid Chamran University of Ahvaz, Ahvaz, Iran 0009-0005-1401-3050 Journal Article 2025 07 30 Incrementalism refers to the epistemic belief that the edifice of knowledge is built one brick at a time. In actual research practice, incrementalism is realized through spotting gaps in the literature, a widely used approach for developing research questions and justifying studies. Gap-spotting is so common and taken for granted that it has become one of the grand narratives of today's academic knowledge practices. Grand narratives often go unnoticed and hence unchallenged; thus, gap-spotting must be submitted to critical scrutiny. Taking such a critical stance, this study employs a synchronic approach using a qualitative content analysis of 238 original research articles published between 2016 and 2025 in six top-tier international Applied Linguistics journals. Findings suggest that, irrespective of paradigmatic differences, an overwhelming majority of articles rely on gap-spotting to craft researchable questions and to justify their significance. Our analysis also indicates that the gap-spotting research habit promotes incremental research, an adding-to-the-literature attitude, and an occasional narrowing of vision in research. The study highlights the epistemological assumptions underpinning gap-spotting and suggests the potential of rhizomatic review as an alternative approach. These findings carry implications for research conduct, pedagogy, and the reconsideration of conventional literature review practices in Applied Linguistics.

https://tesl.shirazu.ac.ir/article_8365_2621e02ed2012b864da35ccf217da75a.pdf

Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Action Research as a Catalyst for Empowering EFL Teachers' Pedagogical Content Knowledge 47 69 8595 10.22099/tesl.2026.54563.3457 EN Abolfazl Ghasemzadeh Department of English, Isf. C., Islamic Azad University, Isfahan, Iran Ehsan Rezvani Department of English, Isf. C., Islamic Azad University, Isfahan, Iran Fatemeh Karimi Department of English, Isf. C., Islamic Azad University, Isfahan, Iran Journal Article 2025 10 16 As teachers' professional development is pivotal to enhancing educational outcomes, the role of action research (AR) in advancing Iranian EFL teachers' pedagogical content knowledge (PCK) has yet to be fully realized, particularly within a social constructivist framework. In light of this gap, this study aims to explore the impact of socially constructed AR on the PCK of eight in-service Iranian EFL teachers, with a particular focus on the transformative power of reflective practice and collaborative learning. To achieve this, a sequential explanatory mixed-methods design was employed. Data were collected through pre- and post-intervention questionnaires, alongside semi-structured interviews and observational field notes that offered a perspective on teacher experiences. The results indicated statistically significant improvements in teachers' PCK, though with modest effect sizes. Qualitative insights revealed heightened instructional confidence, increased student-centered approaches, and enriched collaborative learning experiences. However, institutional barriers such as limited time and support hindered the full realization of AR's potential. No significant gender-based differences in knowledge gains were observed. This study underscores AR's perceived potential to foster reflective teaching and enhance PCK among Iranian EFL teachers. The study concludes that institutional support, including professional learning communities, is needed to sustain AR initiatives. It recommends longitudinal research to assess AR's long-term impact and urges integrating AR into teacher development frameworks for sustainable growth.

https://tesl.shirazu.ac.ir/article_8595_d0a8e63507085c17b55c719e7c8e1859.pdf

Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Character Values Representation in Iranian High School English Textbooks 71 102 8560 10.22099/tesl.2026.54594.3459 EN Farzane Safarzade Samani English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran Mansoor Ganji 1. Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran 2. English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran Ali Beikian English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran Amir Mohammadian English Department, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran Journal Article 2025 11 19 This descriptive study aimed to examine the extent to which character values were present and their distribution in the Iranian high school English textbooks Prospect Series and Vision Series, and to determine whether these character values were violated. Quantitative data were gathered through content analysis of these two English textbook series, focusing on the frequency and distribution of the 18 character values, as defined by the checklist by Pratiwi et al. (2021). The results showed that communicative values (e.g., interaction, cooperation, and social engagement) were the most frequently represented (f = 211), reflecting the series’ emphasis on basic language use and classroom interaction at the junior high school level. Values of Democratic (f=9), Honest (f=5), and Environmental caring (f=10) appeared less frequently, suggesting room for more intentional integration. Character values of being Communicative (f=93), Disciplined (f=103), and Hardworking (f=74) dominated across the Vision series, while values such as being Honest (f=6), Democratic (f=5), and Social Caring (f=11) were rarely found, indicating a gap in promoting personal initiative and participatory classroom culture. Furthermore, a closer qualitative analysis revealed several instances in which textbook content may unintentionally undermine values such as honesty, tolerance, democracy, peace-loving, creativity, and respect in Prospect Series, and tolerance, peace-loving, creativity, and respect in Vision Series through stereotyping, dichotomous moral framing, or neutral presentation of conflict-related themes. These findings suggested that character education in Iranian EFL textbooks is present but unevenly operationalized.

https://tesl.shirazu.ac.ir/article_8560_b43f6f248f89d5cade0051641bf5c3a3.pdf

Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Socio-Cultural Determinants of Teacher–Student Relationships in Iranian EFL Contexts 71 90 8638 10.22099/tesl.2026.55343.3473 EN Behruz Lotfi Gaskaree Department of English language, University of Zabol, Sistan and Balouchestan, Iran Naser Fallah Department of English language, University of Zabol, Sistan and Balouchestan, Iran Vahid Ghafrooi Department of English language, University of Zabol, Sistan and Balouchestan, Iran Journal Article 2025 12 27 Teacher–Student Relationships (TSRs) influence classroom realities and educational experiences. This study examines the socio-cultural factors that shape these relationships in the Iranian EFL context. Adopting a Constructivist Grounded Theory (CGT) design, the study employed an iterative data collection and analysis process. Sixteen participants (10 university ELT educators and 6 EFL teachers) were recruited through purposive and theoretical sampling. Data were generated through semi-structured interviews and life-history narratives and analyzed using the constant comparative method, including initial, focused, and theoretical coding, to develop a context-sensitive explanatory framework. The findings reveal three main socio-cultural factors shaping TSRs. Authoritative culture promotes power imbalance and restricts meaningful interaction. Collectivist culture substitutes genuine collaboration with group conformity. Content-focused education prioritizes syllabus coverage and summative assessment at the expense of dialogic teaching and reciprocal engagement. The study advances three interconnected theoretical concepts—Authority–Relationship Tension Cycle, Harmonized Collectivism vs. Collaborative Personalization, and Reciprocal Scaling of Content and Learning Conditions—to explain how these factors interact to constrain constructive TSRs. The findings carry important pedagogical implications. First, teacher education programs should critically address hierarchical norms. Second, instructional practices should balance authority with relational engagement. Third, curriculum and assessment reforms should create space for dialogic, needs-responsive teaching. By situating TSRs within their socio-cultural ecology, this study provides a contextually grounded framework for rethinking relational pedagogy in exam-oriented educational systems.

https://tesl.shirazu.ac.ir/article_8638_eff2c358dc6fea45d73c79f11b400b77.pdf

Shiraz University Teaching English as a Second Language Quarterly 2981-1546 45 3 2026 06 01 Laughing at Moral Failings: A Qualitative Case Study of Character Strengths and Failures in Friends 91 116 8701 10.22099/tesl.2026.55179.3468 EN Seyyedeh Fahimeh Parsaiyan Department of English, Faculty of Literature, Alzahra University, Tehran, Iran 0000-0003-1781-2948 Fatemeh Esmaeelzadeh National Cheng Kung University (NCKU), Taiwan Journal Article 2025 12 12 Framed within the Values in Action (VIA) Classification framework, the present study investigated the pedagogical potential of sitcoms, a widely utilized form of authentic multimodal material, for supporting language learning while simultaneously serving as a vehicle for representing character strengths and failures. The study drew on the experiences and perspectives of 20 Iranian English as a Foreign Language (EFL) teachers and learners through in-depth interviews, complemented by a Qualitative Content Analysis (QCA) of character strengths and failures depicted in selected episodes of Friends. The findings indicated that both groups of participants recognized the influence of sitcoms across linguistic, cultural, and character-related domains, although the extent and durability of these effects varied. Moreover, the content analysis revealed that while Friends portrays instances of character strengths such as kindness and social intelligence, it predominantly depicts moral failings, including infidelity, poor self-regulation, and offensive humor. Despite its popularity in the Iranian language education context and its inclusion of certain positive character traits, the sitcom conveys Western cultural norms that sharply conflict with Islamic-Iranian values. These findings underscore the need for further scholarly inquiry into both the contributions and potential repercussions of authentic multimodal materials in shaping language learners' well-being and character development. The study offers practical implications for syllabus designers, EFL teachers, and learners by informing more critical, reflective, and culturally responsive selection and use of media in language education.

https://tesl.shirazu.ac.ir/article_8701_0c1b43211d138efd9b2a7c5084edeeba.pdf