Razi UnivesityTechnology Assisted Language Education2981-14653420251219From Automation to Engagement: Investigating EFL Teacher Commitment Through the Lens of PERMA124414010.22126/tale.2025.13061.1148ENSiamakRahimiEnglish Department, Faculty of Humanities, Ayatollah Borujerdi University, Borujerd, IranRezaRezvaniEnglish Department, Faculty of Humanities, Shiraz University, Shiraz, IranHiwaWeisiEnglish Language Department, Razi University, Kermashan, Iran0000-0002-1678-2508Journal Article20251027The current mixed-methods study explores the impacts of AI-based software on professional commitment in English language teachers, bridging research into technology and teacher development at the intersection. This study investigates the impact of AI-mediated instruction on EFL teachers’ professional commitment using an adapted version of the PERMA well-being framework. Because several original PERMA components (Positive Emotion, Relationships, Meaning) do not fully capture commitment-related dynamics in institutional teaching contexts, the framework was modified to emphasize four constructs directly associated with teacher commitment in AI-integrated environments: work engagement, accomplishment, job satisfaction, and organizational commitment. This adapted model offers a more contextually aligned lens for examining how AI reshapes teachers’ affective, cognitive, and professional orientations. The second phase carried out by an AI education specialist, as in a couple of online workshops, aimed at exposing the participants to some of the new AI language tools and supporting them into classroom implementations. Thematic Analysis of 10 semi-structured interviews found themes of relationships with AI tools, student–teacher relationships, emotional and cognitive investment in teaching, perceived efficacy, professional growth, workload, autonomy of teachers, fulfillment, and support from the institution, organizational fit. Further insights into the multifaceted nature of commitment within AI teaching contexts were identified. The study gives pedagogical and policy recommendations for maintain teacher commitment to education enabled by increasing AI-integrated educational systems. https://tale.razi.ac.ir/article_4140_4f48881887cc80231ce436f675fbe87d.pdfRazi UnivesityTechnology Assisted Language Education2981-14653420251225Artificial Intelligence on Foreign Language Learning Strategies and Self-Regulated Learning: A Qualitative Systematic Review2541414110.22126/tale.2026.13456.1163ENHamidBahadorDepartment of English Language and Literature, Faculty of Humanities, Velayat University, Iranshahr, Iran.MasoudTaghipourDepartment of English Language and Literature, Faculty of Persian literature and Foreign languages Allameh Tabataba'i University, Tehran, Iran0009-0009-1931-0256AtousaMirzapour KouhdashtDepartment of English Language and Literature, Faculty of Persian literature and Foreign languages Allameh Tabataba'i University, Tehran, IranJournal Article20251113This qualitative systematic review is a follow-up to the transformative role of AI in the acquisition of foreign languages, focusing on LLS and SRL. It aims to map how AI-mediated tools reshape strategy use across cognitive, metacognitive, and social dimensions, and to identify patterns of learner agency in different EFL/L2 contexts. Using the PRISMA criteria for inclusion and exclusion, 28 studies (from 2023 to 2025) have been synthesized. A qualitative thematic synthesis was conducted to align reported findings with established LLS taxonomies and Zimmerman's cyclical SRL phases, enabling comparison across diverse tools and study designs. It has looked at how GenAI, interactive chatbots, and adaptive learning systems contribute to linguistic competence, such as writing, speaking, and listening skills, and strategic behaviors. The review found that AI significantly enhances metacognitive awareness and autonomy through real-time feedback and personalized pathways. Across studies, gains were most consistent for accuracy-oriented tasks and revision processes, while higher-order discourse quality showed more mixed improvement and depended on learners’ critical engagement with AI feedback. However, the synthesis has identified a crucial "AI Paradox" when technology fosters independence while simultaneously risking dependency. The review concludes that the effectiveness of AI stands upon teacher scaffolding and the development of critical AI literacy among learners.https://tale.razi.ac.ir/article_4141_dac93ea1e4a7be7c72cedecfc09d298c.pdfRazi UnivesityTechnology Assisted Language Education2981-14653420251226Critical AI Literacy among English Teachers in Iran: Balancing the Affordances and Challenges of ChatGPT4262414210.22126/tale.2026.12980.1145ENParvizAhmadiDepartment of Language and Literature, Farhangian University, Tehran, Iran0000-0003-4852-1561NouroddinYousofiRazi University, Kermanshah, Iran.0000-0001-8981-5246Journal Article20251011The rapid expansion of generative artificial intelligence has sparked renewed debate about its pedagogical, ethical, and cultural implications for language education, particularly in underrepresented contexts. This study examines how preservice and in-service English teachers in Iran perceive and experience the integration of ChatGPT in their practice, focusing on the development of critical AI literacy. Using a qualitative interpretivist approach, data were collected from twenty teachers in Kurdistan Province through semi-structured interviews, focus group discussions, and reflective written tasks. The data were analyzed thematically to explore teachers' practices, concerns, and reflections on AI in English language teaching. The findings suggest that ChatGPT supports lesson planning, learner autonomy, and student engagement by offering flexible language practice and instructional scaffolding. Teachers reported increased confidence in experimenting with communicative and learner-centered pedagogies. However, they expressed concerns about content accuracy, academic integrity, overreliance on AI, and the cultural appropriateness of AI-generated materials. Contextual factors, including limited digital access, rigid curricula, and sociocultural sensitivities, influenced how teachers adopted and adapted the tool. Overall, teachers viewed ChatGPT not as a replacement for pedagogy but as a resource requiring critical mediation. The study concludes that the effective integration of generative AI in language education depends on fostering critical AI literacy that prioritizes ethical awareness, reflective judgment, and contextual sensitivity. By centering teachers’ voices in the Iranian EFL context, this research contributes empirical insights to global discussions on the responsible and pedagogically grounded integration of AI in language teacher education.https://tale.razi.ac.ir/article_4142_231a8068e07b44a26ea3e194f25d59fa.pdfRazi UnivesityTechnology Assisted Language Education2981-14653420251201Examining the Impact of Flipped Classroom on English Language Grammar Achievement by Iranian EFL High school students: A Quasi-Experimental Study6381414310.22126/tale.2026.11396.1075ENHamodllahRavandEnglish Language Teaching, Vali-e-Asr University of Rafsanjan, Rafsanjan, IranShimaRostamizadehEnglish Language Teaching, Vali-e-Asr University of Rafsanjan, Rafsanjan, IranRezaShahiIlamJournal Article20241120This study aimed to investigate the effectiveness of the flipped classroom approach in enhancing grammar learning among Iranian EFL high school students. A quasi-experimental design was employed, with 100 participants randomly assigned to either the experimental group, the experimental group, or the control group. The experimental group received instruction using the flipped classroom method, while the control group followed traditional teaching methods. Data collection included pre- and post-tests to measure grammar proficiency, questionnaires to assess student and teacher perceptions, and semi-structured interviews to gather in-depth insights. The intervention period lasted eight weeks, during which the experimental group engaged in video-based learning outside of class and participated in interactive classroom activities. In contrast, the control group followed a traditional lecture-based approach. Independent-samples t-tests revealed significant differences between the flipped and traditional groups, with the flipped classroom group demonstrating superior grammar learning outcomes. Both students and teachers reported positive attitudes towards the flipped classroom, citing increased motivation, engagement, and opportunities for communication and collaboration. Finally, the implications of these findings were discussed, and suggestions for future research and practice in EFL education were made. https://tale.razi.ac.ir/article_4143_ccc8cf1da9a3b31eb15026901f46d5a0.pdfRazi UnivesityTechnology Assisted Language Education2981-14653420251229Unpeeling AI-Personalized Learning in Augmented Reality Environments via PLS-SEM: Cognitive Load, Adaptivity, and Learning Gains are on the Table82110414410.22126/tale.2026.12342.1121ENTaherehHeydarnejadDepartment of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran0000-0003-0011-9442Journal Article20250617The implementation of Artificial Intelligence (AI) and Augmented Reality (AR) in educational settings has become an innovative approach for individualized learning, providing immersive and adaptable experiences for students. Understanding the effects of cognitive load and adaptivity on learning outcomes in AI-enhanced AR environments is essential for refining instructional strategies. This study investigated the relationships between cognitive load, adaptivity, and learning gains among 258 English as a Foreign Language (EFL) learners using SmartPLS. The results indicated that intrinsic cognitive load (β = 0.726, p < 0.001) and extraneous load (β = -0.432, p < 0.001) had significant effects on learning gains, whereas germane load showed a positive influence (β = 0.314, p < 0.01). Adaptivity also contributed significantly, with learners’ perceptions of adaptivity (β = 0.578, p < 0.001) and system personalization (β = 0.611, p < 0.001) emerging as the most influential sub-components, though its overall impact was smaller than that of cognitive load. These findings emphasize the importance of managing cognitive load and integrating tailored adaptive features to maximize learning outcomes in AI-enhanced AR settings. Strategies that reduce extraneous load and enhance germane load can substantially improve learning experiences for lower-intermediate EFL learners.https://tale.razi.ac.ir/article_4144_433b757e4c527774daeff94a192414aa.pdfRazi UnivesityTechnology Assisted Language Education2981-14653420251201CALL Teacher Education: A Mixed-Methods Study on Iranian EFL Teacher Educators' Knowledge, Use, Challenges, and Strategies111128414510.22126/tale.2026.12834.1143ENFarhadTabandehEnglish language and Literature Department, Faculty of Foreign Languages and Literature, University of Tehran0000-0001-5653-5360ShamimehHojatpanahUniversity of TehranRezaDashtestaniEnglish language and Literature Department, Faculty of Foreign Languages and Literature, University of TehranJournal Article20250920The rapid advancement of educational technology has transformed computer-assisted language learning (CALL) into a desideratum for teaching English as a foreign language (EFL) worldwide. Yet, scant attention has been paid to CALL teacher education courses and the voices of teacher educators (TEs) in this regard. Hence, this mixed-methods study inspected Iranian EFL TEs' knowledge and use of CALL, challenges they face in holding effective CALL teacher education courses, and strategies they use to update their CALL knowledge. To this end, 74 TEs working at Iranian universities and language institutes were selected via convenience and snowball sampling methods. A questionnaire was developed and administered to collect quantitative data. An interview protocol was developed, and interviews were conducted on 15 TEs to provide qualitative data. The questionnaire results showed that TEs possess a mediocre knowledge of CALL and thus use advanced CALL tools infrequently. In interviews, they highlighted some serious technology-related challenges, such as low and disruptive Internet connection, insufficient CALL knowledge, and limited updated facilities, to run effective CALL teacher education courses, but highlighted some strategies to deal with such challenges. The pedagogical implications of the findings are discussed.https://tale.razi.ac.ir/article_4145_637824137bfd288120972d009f657d63.pdfRazi UnivesityTechnology Assisted Language Education2981-14653420251228Unpacking the Interplay Between Online Instructional Settings and EFL Teachers’ Evolving Professional Identity129153416410.22126/tale.2026.12552.1132ENRaziyeh RFallahDepartment of English, Yazd Branch, Science and Art University, Yazd, Iran.0000-0002-7412-9304AzizehChalakDepartment of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran0000-0002-6701-8366HosseinHeidari TabriziDepartment of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.0000-0002-7412-9304Journal Article20250804The COVID-19 pandemic has brought significant changes to higher education, impacting not only the adoption of new technologies but also affecting how EFL instructors perceive their professional identities. This study used a quantitative survey design to investigate the perceptions of EFL instructors regarding their professional identity transformation during the COVID-19 pandemic, in online teaching. In addition, it also examined how online teaching has influenced teachers’ professional identity in different domains. Data were collected from 35 EFL instructors selected using convenience sampling. These participants were engaged in teaching English at the university level in Iran with different genders, educational backgrounds, and teaching experiences. Data were collected through a questionnaire containing four domains with 35 items using a four-point Likert scale. The data collected from the questionnaire were analyzed using SPSS software, enabling statistical analysis to identify patterns and trends related to the research questions. The results revealed that online teaching positively enhanced social relationships with students and colleagues, enriched the teaching experience, and boosted instructors’ self-esteem. The results showed that helping the teachers adjust to online teaching is very important. In addition, the results also suggested that universities should offer ongoing professional training and encourage teamwork so that teachers can develop the digital skills, pedagogical strategies, and emotional support they need to feel confident and effective in online teaching.https://tale.razi.ac.ir/article_4164_b20f1beeffe9270ba29cd1e32ec2c305.pdf