Razi UnivesityTechnology Assisted Language Education2981-14653120250301Exploring the Impact of an AI-oriented Teacher Education Program on EFL Teachers’ Professional Development123358410.22126/tale.2025.11510.1082ENMehdiMehraniradEnglish Department, University of Neyshabur0000-0001-6825-2042Journal Article20241215The present study is set out to explore the impact of a 12-session, AI-focused in-service teacher education program designed to enhance EFL teachers’ professional development in integrating artificial intelligence (AI) tools into their teaching practices. Employing a qualitative research design, the study collected data through pre- and post-intervention questionnaires and semi-structured interviews with 18 teachers in a private language teaching institute. The findings reveal that the program significantly enhanced teachers’ instructional practices by enabling them to create tailored materials, optimize teaching efficiency, and foster critical reflection. Participants reported improved confidence and the ability to provide more personalized and constructive feedback to students, thus strengthening teacher-student interactions. The findings are discussed in light of the available literature with special focus on Vygotsky’s sociocultural theory, Schön’s reflective practitioner model, and Bandura’s self-efficacy theory. The findings of the study point to the transformative potential of AI tools in reshaping teaching practices and highlight avenues for future research in diverse educational settings.https://tale.razi.ac.ir/article_3584_0a7135bc23d395b7dd77a28ca8b877cc.pdfRazi UnivesityTechnology Assisted Language Education2981-14653120250301A model for the Mediating Role of the Knowledge Sharing in the Relationship between EFL Learners’ Online Peer-Written Feedback and their Reflectivity in Writing2443358510.22126/tale.2025.11314.1072ENMinaFarabiDepartment of English, Mal.C., Islamic Azad University, Malayer, Iran.Hamid RezaKhalajiDepartment of English, Mal.C., Islamic Azad University, Malayer, Iran.0000-0001-7808-8186AbbasBayatDepartment of English, Mal.C., Islamic Azad University, Malayer, Iran.Journal Article20241101Collaborative learning and knowledge sharing are important concepts in academia that facilitate the process of teaching and learning to write. Educators are more adept at providing constructive feedback due to technology integration in writing courses. While collaborative learning has been examined in the EFL environment, the investigation of information sharing remains nascent. The correlation between online peer feedback and knowledge sharing remains unexamined. Considering the benefit above, the purpose of this study is twofold. The researchers examined the relationship between EFL learners’ online peer feedback, their knowledge sharing, and their reflections on writing. Moreover, they investigated if knowledge sharing mediated the relationship between EFL learners’ online peer feedback and reflection on writing. Based on convenience sampling, 183 EFL learners were recruited from different branches of a language school. The study used three questionnaires, including EFL learners’ attitudes toward online peer-written feedback, learners’ knowledge sharing, and reflection on writing. The Pearson Correlation coefficient was run to examine the relationship between EFL learners’ online peer feedback and their knowledge sharing and the relationship between EFL learners’ knowledge sharing and reflection on writing. A path analysis was employed to assess the mediating role of knowledge sharing. The study found a significant relationship between EFL learners’ online peer feedback and their knowledge sharing and EFL learners’ knowledge sharing and reflection on writing. It was revealed that knowledge sharing mediates the relationship between EFL learners’ online peer feedback and reflection on writing. Implications and further suggestions for researchers are discussed.https://tale.razi.ac.ir/article_3585_fc1e7c2b975140003f5ac0aef9aca998.pdfRazi UnivesityTechnology Assisted Language Education2981-14653120250301A Comparative Study on the Effect of Blended and Flipped Teaching Strategies on Vocabulary Learning and Retention: Evidence from Iranian Intermediate EFL Learners4467359210.22126/tale.2025.11408.1076ENZakiehNezhad MahdipourDepartment of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, IranAbbasPourhosein GilakjaniDepartment of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran.0000-0002-0135-4105Journal Article20241118With the growing advancements in educational technology and its integration into learning, there has been a rising interest among language education experts in effectively implementing innovative approaches such as flipped and blended classrooms, especially during the COVID-19 pandemic. However, there is limited evidence to substantiate the impact of these blended and flipped teaching methods on vocabulary learning and retention. The study compares the effects of blended and flipped learning strategies on Iranian intermediate EFL learners’ vocabulary learning and retention. This study used a quasi-experimental, pretest-posttest control group research design through a convenience non-random sampling method. This research included 120 intermediate EFL learners from a Language Institute in Iran. The paired samples t-test and one-way ANOVA results indicated that blended and flipped learning strategies significantly affected learners’ vocabulary learning and retention. However, the control group did not improve in the post-test. The results also revealed that blended and flipped groups outperformed the control group in the vocabulary post-test. The findings indicated that the blended group outflanked the flipped group. The study’s findings offer valuable insights for language teachers, researchers, and curriculum designers, encouraging them to reevaluate the role of educational technology tools in enhancing classroom-based learning. By comparing blended and flipped learning strategies, the research improved the vocabulary knowledge of intermediate EFL learners and shed light on the distinct effects of these strategies within Iranian English Language Institutes.https://tale.razi.ac.ir/article_3592_1f00189f09c42badfeebb3e1233b1964.pdfRazi UnivesityTechnology Assisted Language Education2981-14653120250301Teacher Reflections on Distance English Teaching to Iranian Young Language Learners during COVID-196889359410.22126/tale.2025.11370.1073ENMasoumehArefi MoghadamEnglish Department, West Tehran Branch, Islamic Azad University, Tehran, IranServatShirkhaniEnglish Department, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran0000-0003-2114-5391Journal Article20241111The outbreak of COVID-19 led to a swift transition from traditional classrooms to distance education to ensure the continuity of learning. This sudden shift resulted in some problems for language teachers while offering some opportunities. This paper focused on language teachers’ reflections on the challenges they faced due to the urgent shift to virtual teaching of English to young language learners (YLL). The study also explored teachers’ reflections on the opportunities offered by distance language teaching during the COVID-19 lockdown. The data for the study were triangulated through a questionnaire filled out by 100 language teachers, a survey completed by 12 teachers, and an interview with five teachers. Based on quantitative analysis of the questionnaire data and thematic analysis of the survey and interview responses, distance education led to five main categories of challenges, including technological issues, communication issues, psychological issues, pedagogical issues, and worries and offered opportunities in five areas, comprising of technological knowledge, and psychological, pedagogical, economic, and safety issues. The results stress the crucial role of technology in education, specifically in times of emergency such as the COVID-19 crisis. Therefore, they imply the need for enhancing teachers and learners’ digital literacy, equipping educational environments with technological tools, and removing barriers in the way of implementing virtual education. Further implications of the study for language teachers, learners, and policymakers are discussed in the paper. https://tale.razi.ac.ir/article_3594_098051de60357550bce2524cea1e3809.pdfRazi UnivesityTechnology Assisted Language Education2981-14653120250301The Impact of Artificial Intelligence (chat GPT) on Writing Accuracy of Iranian Intermediate EFL Learners and Their Level of Motivation90109359910.22126/tale.2025.11123.1063ENShaghayeghJafariEnglish Language Department, Karaj Branch, Islamic Azad University, Karaj, IranLalehFakhraeeEnglish Language Department, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran.MortezaTeimourtashEnglish Language Department, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran.Journal Article20240920This study investigated the impact of ChatGPT on writing accuracy and motivation of Iranian intermediate EFL learners. Initially, the Oxford Placement Test (OPT) was administered to 113 intermediate EFL learners; who were selected from two language institutes in Tehran,. Based on the results of the OPT a group of 40 homogeneous learners were selected as the main participants of the study. The selected participants were randomly assigned to an experimental and a control group each consisting of 20 paticipants. Before the treatment, a writing accuracy pretest and a motivation questionnaire were administered to the participants in both groups. Later, the experimental group received AI-assisted writing instruction using ChatGPT through a web-based interface designed specifically for the study. They were trained on effective interaction with ChatGPT to enhance their writing skills and encouraged to use it at their convenience, both at home and in the classroom, to create a personalised learning experience. On the other hand, the control group was taught through traditional methods of writing instruction, in which they wrote and revised texts by themselves. After eight sessions of instruction; each lasting 90 minutes, participants in both groups were given a writing posttest and a motivation questionnaire. Next, the pretest and posttest results were analysed using independent samples t-tests, which revealed a statistically significant positive impact of ChatGPT on Iranian intermediate EFL learners’ writing accuracy and motivation. The study provides some theoretical and pedagogical implications for EFL learners and teachers.https://tale.razi.ac.ir/article_3599_99d2230ed83d4f98438954e2895e799c.pdfRazi UnivesityTechnology Assisted Language Education2981-14653120250301Unveiling the Potentials and Limitations of ChatGPT in Second Language Education: A Qualitative Study110132366410.22126/tale.2025.11186.1066ENMusaNushiAssociate professor in TEFL, Department of English Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran.MorvaridSaeediPhD candidate of TEFL, Department of English language and literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran0000-0003-0524-9924Journal Article20241004This study examines the integration of ChatGPT into second language (L2) education, with a focus on English as a Foreign Language (EFL) teaching in Iran. Through qualitative analysis of interviews with 15 Iranian EFL teachers, the research explores how ChatGPT enhances teaching practices both inside and outside the classroom, the challenges teachers face when using it as an assistant, and their strategies for overcoming these challenges. The findings reveal that ChatGPT offers significant benefits, such as improving students’ language skills—particularly in writing and reading—providing support for lesson planning, task creation, and material preparation, and delivering immediate feedback for learner evaluation. However, the study also highlights key challenges, including the need for reliable VPNs and stable internet connections, risks of reduced originality and critical thinking, and concerns about diminished human interaction and creativity due to overreliance on the tool. The research concludes that while ChatGPT can be a valuable assistant in L2 education, its effectiveness depends on balanced usage, proper teacher oversight, and targeted training to ensure responsible and effective integration. These findings provide practical recommendations for educators and policymakers aiming to incorporate AI tools into language education effectively.https://tale.razi.ac.ir/article_3664_05465cda61d1f8527b7ace3436e05c2a.pdfRazi UnivesityTechnology Assisted Language Education2981-14653120250331Computer-Mediated L2 Collaborative Writing: L1 vs. L2 Interaction Effect on Complexity, Accuracy, Fluency (CAF) and Overall Quality of EFL Learners’ Texts133158366510.22126/tale.2025.11457.1079ENShararehKafianDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran0009-0002-7390-2438RajabEsfandiariDepartment of English Language Teaching, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran0000-0002-2305-762XJournal Article20241130Despite research studies regarding collaborative writing (CW), the effect of using L1 as the medium of collaboration has been underexplored in computer-mediated L2 CW. This study investigated the effect of the language that the learners employed for collaboration (L1 vs. L2) on their L2 texts and examined whether learners participating in online CW using Google Docs produced better subsequent individual L2 texts. Participants consisted of 45 Iranian upper-intermediate English-as-a-foreign-language (EFL) male and female learners, with Farsi as their mother tongue and their ages ranging from 19 to 24. They were divided into three groups (two experimental groups and one control group). The essays were analyzed in terms of complexity, accuracy, fluency (CAF), and overall quality of the texts to see which language (L1 or L2) led to superior L2 texts. The researchers employed Mann-Whitney U, Kruskal-Wallis, and multivariate analysis of variance (MANOVA) to analyze the test data. The results showed that collaboratively written L2 texts were superior in terms of accuracy and overall quality compared to those generated by the control group. Furthermore, the L1 group performed better regarding complexity, whereas the L2 interaction group was superior in terms of fluency and overall quality of the texts. Based on the findings, the way collaboration is done may play a more important role than the language utilized for collaboration. The findings promise implications for the use of collaborative-based processes to contribute to EFL learners’ quality writing.https://tale.razi.ac.ir/article_3665_ed36a217ae247f7016420800807dc5bd.pdf