Shiraz UniversityTeaching English as a Second Language Quarterly2981-154645420260901The Rhetoric of Research Gaps across Qualitative, Quantitative, and Mixed-Methods Traditions in Iranian Applied Linguistics Articles128880410.22099/tesl.2026.56562.3519ENRezaRezvaniDepartment of Foreign Languages and Linguistics, Shiraz University, Shiraz, IranNimaFarzanehDepartment of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran0009-0005-1401-3050Journal Article20260705Gap-spotting, identifying and filling perceived deficiencies in existing literature, has become the predominant strategy for formulating research questions across academic disciplines. While recent investigations have documented its prevalence in applied linguistics, this study sought a more nuanced understanding of how gap statements vary across qualitative, quantitative, and mixed-methods articles published in Iranian applied linguistics journals. From a corpus of empirical articles published between 2016 and 2025 in 12 Scopus- or ISC-indexed journals, 220 articles that included gap-based justifications were selected. We excluded articles that did not state explicit research questions, and we analyzed the remaining 215 articles using qualitative content analysis.<em> </em>Using a six-category typology of research gaps, the analysis examined primary gap type, gap statement explicitness, gap claim basis, textual positioning of gap statements, and number of research questions. Findings revealed that knowledge gaps dominated across all three traditions with near-identical proportions (80.9–81.0%), indicating a shared disciplinary norm that transcends paradigmatic boundaries. Tradition-specific variations emerged in attribution use, rhetorical positioning, and research question counts. These patterns aligned with a cumulative, positivistic epistemology that privileges empirical accumulation over conceptual innovation. Findings highlighted the need for more diverse approaches to research question formulation to foster a pluralistic and socially responsive research culture across traditions.https://tesl.shirazu.ac.ir/article_8804_e609970844d217487c3d53803f8cdacf.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645420260901Investigating Iranian EFL Teacher AI Assessment Literacy: A ChatGPT-Driven Collaborative Reflective Approach2953883410.22099/tesl.2026.55936.3494ENRajabEsfandiariDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, IranMohammad HosseinArefianDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, IranJournal Article20260416The emergence of artificial intelligence (AI) has prompted teachers to integrate AI tools into assessment practices. Accordingly, teachers need to learn how to implement AI tools to inform their assessment practices with a sufficient level of AI-based assessment literacy. One promising approach to developing teachers' AI-based assessment literacy can be collaborative reflective practice (CRP), particularly when facilitated by tools such as ChatGPT or other generative AI technologies. This study qualitatively explored how English-as-a-foreign-language (EFL) teachers can reflect and collaborate with ChatGPT, individually and collectively, through CRP to develop their AI-based assessment literacy. After collecting qualitative data from six novice and experienced EFL teachers through observations, group discussions, and interviews within a descriptive case research design, we found that EFL teachers developed their AI-based assessment literacy emotionally, socially, and professionally through ChatGPT-driven CRP. Teachers reflected on their AI-based assessment practices, collaborated with ChatGPT to identify and solve problems related to using AI tools in assessment, received feedback and guidance from ChatGPT on using AI tools in their assessment practices, and improved their knowledge of AI-based assessment through ChatGPT-driven CRP. The findings contribute to the growing dialogue on AI integration in professional development by empirically showing that ChatGPT-driven collaborative reflective practice can serve as a viable, accessible, and context-responsive mechanism for developing EFL teachers' AI-based assessment literacy, particularly in under-resourced contexts where institutional professional development opportunities are limited.https://tesl.shirazu.ac.ir/article_8834_3b8abc46e762c1171aee1fdc26e99f34.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645420260901Key Considerations in Generic Move Analysis Research (1990 to 2023): A Systematic Review5584882310.22099/tesl.2026.56108.3503ENAliyehAziziEnglish Department, Ilam University, Ilam, IranRezaKhanyEnglish Department, Ilam University, Ilam, IranLeilaShojaEnglish Department, Ilam University, Ilam, IranJournal Article20260518Following Swales' (1990) pioneering study on the generic structure of research article (RA) introductions, the Create-a-Research-Space (CARS) model has inspired numerous move-based studies on different sections of RAs. Therefore, to outline the generic, field-specific characteristics of the relevant body of research and identify future trends in the research agenda, the authors conducted the present systematic review. In doing so, we examined: The research themes addressed in the retrieved studies 2. Rhetorical idiosyncrasies as well as theoretical frameworks within which the studies have been conducted, and 3.Other field-specific aspects of the corpora. 190 move-based studies published between 1990 and 2023 were included in this review. The findings reveal rapid, consistent growth in move analysis research, with particular emphasis on cross-disciplinary comparison, cross-linguistic comparison, and the applicability of move frameworks. The abstract and introduction sections dominated the published research. Researchers applied various models to analyze different sections of RAs. Applied linguistics and language education were the most frequently studied fields. The inherently interpretative nature of move identification, achieving inter-coder agreement, and maintaining analytical consistency were identified as the most prevalent challenges in identifying and analyzing moves. This study offers important implications for<strong> </strong>further research<strong>.</strong>https://tesl.shirazu.ac.ir/article_8823_fd49fb007b1f5beb0fe0bb286314d828.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645420260901Interactional Metadiscourse Markers in the Era of Artificial Intelligence: An Analysis of Human and GPT-Generated Academic Writing85108883310.22099/tesl.2026.56334.3510ENAliRoohaniEnglish Department, Faculty of Letters & Humanities, Shahrekord University, IranAhmadrezaNikbakhtEnglish Department, Faculty of Letters & Humanities, Shahrekord University, IranJournal Article20260606As the boundaries between human and machine-authored academic texts continue to blur, there is a compelling need to evaluate how artificial intelligence (AI)-generated content navigates the landscape of interpersonal engagement and persuasion in research articles. This investigation examined the functional role of interactional metadiscourse markers in academic texts authored by humans versus those generated by<em> </em>ChatGPT. Relying on Hyland's (2005) metadiscourse framework, this research study compared the frequency, rhetorical function, and contextual use of five key interactional markers in the conclusion and discussion sections of 40 applied linguistics research articles. Results from a mixed-methods corpus-based discourse analysis revealed significant differences in rhetorical style and communicative intent. The human-authored texts employed more hedges, engagement markers, and attitude markers, indicating a more cautious, evaluative, and reader-aware stance. In contrast, the AI-generated texts overused self-mentions and lacked contextual subtlety, often resulting in a more expository and impersonal tone. These findings highlight AI's current limitations in replicating the rhetorical sensitivity required in academic writing and suggest the continued need for critical human oversight in AI-assisted scholarly communication.https://tesl.shirazu.ac.ir/article_8833_bd7da341b6c638e9f62814a8620ce174.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645420260901Language Choice in Pre-Speaking Discussions and EFL Learners' Oral Performance, Willingness to Communicate, and Self-Confidence109131885410.22099/tesl.2026.56641.3522ENMasoumeAhmadiAssistant Professor, Department of English Language, Farhangian University, Tehran, IranShahabMoradiEnglish language and literature Dep., Faculty of Literature and Languages, Arak University, IranJournal Article20260724This explanatory sequential mixed-methods study examined how the language used in pre-speaking discussions (PSDs) relates to Iranian EFL learners' oral language performance (OLP), willingness to communicate (WTC), and linguistic self-confidence (LSC). Thirty-six male B2-level learners in a university speaking workshop took part. We implemented three PSD language modes across five intact discussion groups: L1-only (Turkish <em>n</em> = 7, Kurdish <em>n</em> = 6, Arabic <em>n</em> = 7), L2-only (English, <em>n</em> = 9), and mixed L1–L2 (<em>n</em> = 7). Over 10 sessions, each group completed a 10-minute PSD in its assigned mode before a 20-minute English-speaking task. We measured WTC, LSC, and OLP before and after the intervention. One-way ANCOVAs on post-test scores, controlling for pre-test scores, showed significant between-group effects for WTC, <em>F</em>(4, 30) = 4.56, <em>p</em> = .005, partial <em>η² </em>= .38, and LSC, <em>F</em>(4, 30) = 6.21,<em> p </em>= .001, partial <em>η² </em>= .45, but not for OLP, <em>F</em>(4, 30) = 1.84, p = .148. Exploratory within-group comparisons showed significant LSC gains in all four groups whose PSDs involved the first language (<em>g<sub>av</sub></em> = 0.34–0.55) and a significant WTC gain in the mixed-language group (<em>g<sub>av</sub></em> = 0.34); the English-only group changed significantly on neither affective outcome, and no significant OLP change was detected in any group. Interviews with 25 participants indicated that L1-involving PSDs were experienced as reducing anxiety, supporting brainstorming, and increasing readiness to speak. Because the groups were intact and participants were not randomly assigned, the findings are interpreted as associational rather than causal.https://tesl.shirazu.ac.ir/article_8854_821b2f9bc047e0af9f6aa9ed9b58c49f.pdfShiraz UniversityTeaching English as a Second Language Quarterly2981-154645420260901Evaluating a Classroom-Based Grit Intervention for L2 Grit and English Proficiency among Iranian EFL Learners133151890110.22099/tesl.2026.56109.3506ENAkramAlaediniDepartment of English, Isf.C., Islamic Azad University, Isfahan, IranAzizehChalakDepartment of English, Isf.C., Islamic Azad University, Isfahan, IranAhmad RezaLotfiDepartment of English, Isf.C., Islamic Azad University, Isfahan, IranJournal Article20260514Despite growing attention to the role of grit in second language learning, empirical evidence on the effectiveness of interventions to increase grit remains limited. A recently identified personality trait known as 'grit' could forecast individual success across various professional and academic fields. This study investigated whether grit, as a noncognitive trait, can be developed through a classroom-based intervention. In a quasi-experimental study, 42 Iranian EFL learners were conveniently selected and randomly assigned to an experimental group (a classroom-based grit intervention designed to foster perseverance and sustained effort) or a control group (standard instruction). The data were collected using the L2-Grit Scale and final exam scores. The grit intervention was implemented over approximately two months across 16 sessions with a two-month follow-up period. A two-way mixed ANOVA with repeated measures indicated that the grit intervention significantly improved learners' grit and English proficiency (p<0.01), and that improvements were maintained at follow-up (p<0.01). The findings may benefit EFL teachers, learners, and curriculum developers, considering the importance of grit on achievement. In the future, classroom-based instruction incorporating grit-oriented activities might be planned to enhance learning by fostering learners' positive attributes.https://tesl.shirazu.ac.ir/article_8901_4b1a7eaf888797e5971322194978dab8.pdf