Razi UnivesityTechnology Assisted Language Education2981-14653220250601Effect of Static Infographics on Vocabulary Gain and Retention of Iranian Intermediate EFL Learners121375910.22126/tale.2025.11951.1104ENShahlaTavanapourDepartment of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, IranAzizehChalakDepartment of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran0000-0002-6701-8366HosseinHeidari TabriziDepartment of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran0000-0002-9360-1555Journal Article20250320Infographics are visual representations of information intended to be presented quickly and clearly. This study examined the impact of static infographics on vocabulary acquisition and retention among Iranian intermediate English as a Foreign Language (EFL) learners. Sixty learners from the Bayan Institute in Abadan, Iran, were divided into a Static group (SG) and a Control group (CG) through convenience sampling, with classes conducted online via Jitsi Meet. A teacher-made vocabulary pretest based on the course content was given to both groups before instruction. While both groups received new vocabulary from the Touchstone book, the SG learned through static infographics featuring pictures and texts, whereas the CG used traditional methods. Finally, a posttest was administered to both groups and three weeks later, a delayed posttest was conducted to assess vocabulary retention. All tests were teacher-made and conducted via Digi Survey, with their validity confirmed by two TEFL experts from Islamic Azad University in Abadan, Iran. Results showed that both methods improved vocabulary acquisition and retention, but the SG significantly outperformed the CG. Students who received vocabulary instruction through static infographics demonstrated significantly better vocabulary gains and retention than those taught using traditional textbook methods. The findings are helpful for language instructors because this type of study leads to more effective teaching methodologies and better criteria for selecting materials.https://tale.razi.ac.ir/article_3759_566d1a79993351ad5fae214997ec51f7.pdfRazi UnivesityTechnology Assisted Language Education2981-14653220250601The Impact of Using Languent as a Movies-Based Mobile Application on the Vocabulary Learning of Iranian EFL Learners2250376010.22126/tale.2025.11550.1085ENFarzadSabekiDepartment of English, Faculty of Management and Humanities, Chabahar Maritime University, Chabahar, Iran.0009-0005-5389-8840ElhamValizadehDepartment of English language and literature, Faculty of Humanities, Semnan University, Semnan, Iran.0009-0006-1902-9059Journal Article20250127Integrating technological tools in educational practices has transformed traditional learning methodologies, making them more interactive and engaging. However, research in practical language learning applications, specifically regarding vocabulary, has received little attention in the Iranian context. This study investigated the impact of Languent, a movies-based mobile application, on vocabulary learning among Iranian English as a Foreign Language (EFL) learners. A quasi-experimental research design was employed, involving 78 intermediate-level English language learners, as determined by the institute’s placement test. Participants were divided into two groups based on pre-existing classes: an experimental group (n = 44), which used Languent for vocabulary learning, and a control group (n = 34), which followed conventional vocabulary learning methods without the application. Both groups completed pretests and posttests to assess vocabulary knowledge and measure the impact. The data were analyzed using one-way ANCOVA to control for initial differences and Pearson correlation to examine relationships between variables. The results revealed that the experimental group significantly outperformed the control group in vocabulary acquisition, demonstrating the positive influence of the Languent on learning outcomes. However, no significant correlation was found between the time spent using the application and the learners’ vocabulary improvement. It suggests that while Languent is effective, its effect may not be directly proportional to usage duration. This study contributes to mobile-assisted language learning, making it practical for language teachers, policymakers, and teacher educators. https://tale.razi.ac.ir/article_3760_a3497c949d826f6db653497f143552d0.pdfRazi UnivesityTechnology Assisted Language Education2981-14653220250601Collaborative Writing Using the Sites in VR Application: A case of Iranian EFL learners5171376110.22126/tale.2025.11862.1099ENSomayehFathaliDepartment of English, Faculty of Literature, Alzahra University, Tehran, Iran0000-0003-3430-7257ReyhaneMohammadiDepartment of English, Faculty of Literature, Alzahra University, Tehran, Iran0009-0005-1337-7696Journal Article20250225Computer-Assisted Language Learning (CALL) has revolutionized language education, with virtual reality (VR) offering innovative opportunities for immersive learning. Through a mixed-methods design, this study examines the effects of collaborative writing using the Sites in VR application on the writing performance and attitudes of Iranian EFL learners towards using the application for collaborative writing. Adopting a pretest-posttest control group design, two intact classes, including 30 intermediate female learners (aged 16–20), were randomly divided into experimental and control groups. The experimental group explored sites using the Sites in VR application with a VR box, while the control group viewed the same sites through images. Both groups completed writing tasks after exploration and discussion sessions. Writing performance was assessed pre- and post-intervention. Statistical analyses (ANCOVAs and MANOVA) revealed significant improvements in the experimental group’s writing performance compared to the control group. Analyzing the participants’ attitudes through semi-structured interviews revealed that they held predominantly positive attitudes toward using the Sites in the VR application for collaborative writing. Key themes included increased motivation, enhanced creativity, and improved collaboration. These findings underscore the potential of VR-based collaborative writing to enhance language learners’ performance and engagement. https://tale.razi.ac.ir/article_3761_ccf8e96ee5d2e6b11cb95e435afc86ef.pdfRazi UnivesityTechnology Assisted Language Education2981-14653220250601The Effect of Dictogloss and Jigsaw Collaborative Output Tasks on Iranian EFL Learners’ Development of Conditional Sentences: Insights from Mobile-Assisted Task-Based Language Teaching7298376210.22126/tale.2025.11067.1055ENKarimShabaniAllameh Mohaddes Nouri UniversityZahraKiaEnglish Department, Allameh Mohaddes Nouri UniversityJournal Article20250105Drawing on the tenets of Task-Based Language Teaching (TBLT), this study aimed to investigate the impact of dictogloss and jigsaw tasks, facilitated by Mobile-Assisted Language Learning (MALL), on the acquisition of conditional sentences and perceptions among Iranian intermediate EFL learners. The participants included 75 learners aged 13 to 20. Following the results of an Oxford Quick Placement Test (OQPT) to ensure homogeneity, the participants were divided into two experimental groups (dictogloss, n = 25; jigsaw, n = 25) and one control group (n = 25). The experimental groups were provided with dictogloss and jigsaw tasks through Telegram. They were expected to produce the target grammatical forms while they were communicating with their peers. The results of the paired samples t-test and one-way ANOVA revealed that using dictogloss and jigsaw tasks through MALL, namely receiving instruction on mobile devices via the Telegram application, which supports both textual and voice messaging, resulted in significant improvement for the EFL learners compared to the control group. In addition, no significant difference was detected between the two experimental groups’ grammar learning. The results of the semi-structured interview uncovered that learners favored mobile-assisted TBLT due to its prominent benefits, namely engagement, motivation, interactivity, and collaboration. On the implications side, it is suggested that incorporating MALL into dictogloss and jigsaw tasks allows learners to engage with the language, collaborate with peers, and receive immediate feedback. This can help improve their overall grammar skills. https://tale.razi.ac.ir/article_3762_bcfe0607d6a3aeadef0a9c9a87b0a462.pdfRazi UnivesityTechnology Assisted Language Education2981-14653220250601The Impact of Grammarly AI-powered Writing Tool on the EFL Students’ Writing Proficiency and Autonomy99119380710.22126/tale.2025.11107.1062ENFatemehTakallouEnglish Language Department, Payame Noor University, Tehran, Iran0000-0002-2573-3310Journal Article20250112The integration of technology into educational settings has gained significant attention, particularly in language learning, with a focus on professional users such as instructors and researchers. However, little has been done on how it can assist students’ writing proficiency and autonomy. This study examines the effectiveness of an AI Writing Tool in improving the writing skills and autonomy of Iranian EFL learners in virtual education. This study examines the impact of Grammarly on the writing performance and autonomy of EFL learners using a quasi-experimental design. A cohort of 52 English translation students from Payame Noor University’s virtual education program was selected using convenience sampling and stratified based on their Oxford Placement Test (OPT) results. The experimental group received a Grammarly-based intervention, and the control group followed conventional methods. After ten sessions, post-tests in writing and learner autonomy were administered, and data were analyzed using ANCOVA to control for pre-test scores. The findings revealed a significant improvement in the writing proficiency and autonomy of the experimental group compared to the control group, emphasizing the potential of AI tools in addressing the challenges of virtual education in the Iranian context. These results underscore the importance of integrating Grammarly into EFL curricula to foster writing competence and learner independence. By addressing the specific needs of Iranian EFL learners, this study bridges a critical gap in research. It provides practical implications for educators and policymakers in adopting AI-driven tools for language learning.https://tale.razi.ac.ir/article_3807_d8585b3ee180639f3dad38e789a327c0.pdfRazi UnivesityTechnology Assisted Language Education2981-14653220250601Developing a New Augmented Reality Mobile Application to Improve School-Age EFL Learners’ Vocabulary Acquisition120143386010.22126/tale.2025.11840.1097ENShivaKhatoonyDepartment of English, Central Tehran Branch, Islamic Azad University, Tehran, IranBehdokhtMall-AmiriDepartment of English, Central Tehran Branch, Islamic Azad University, Tehran, IranSholehKolahiDepartment of English, Central Tehran Branch, Islamic Azad University, Tehran, IranJournal Article20250221An innovative method for improving English language learners' linguistic skills is augmented reality. This study investigated the impact of a newly developed augmented reality-assisted language learning (ARAL) smartphone application on learning English vocabulary using the phonics technique. Thirty-six first-time language learners, ages 6 to 8, participated in the study. They were randomly divided into two groups of 18: the control group, which received traditional instruction using flashcards and repetition, and the experimental group, which used the ARAL application. Results from an independent sample t-test comparing pre- and post-test scores indicated a significant difference between the two groups (t(24.32) = 8.83, p < 0.001). The experimental group showed a mean gain score of 2.72 (SD = 0.97), significantly higher than the control group's mean gain score of 0.47 (SD = 0.46). These findings provide robust statistical evidence that the ARAL application significantly outperformed traditional methods in vocabulary acquisition. Additionally, structured interviews revealed that the experimental group had a favorable attitude toward using augmented reality in their language learning. This study offers valuable insights for EFL teachers and researchers interested in integrating augmented reality into language education. https://tale.razi.ac.ir/article_3860_ab1c344ccfc2fba43a8e624958e97e42.pdf