Razi UnivesityTechnology Assisted Language Education2981-14654220260613Investigating the Effects of Digital Multimodal Composing on EFL Learners' Willingness to Communicate: A Mixed-Methods Study126434610.22126/tale.2026.13927.1186ENSamanEbadiProfessor of Applied Linguistics, Razi University0000-0001-8623-7751MaryamAmiriDepartment of English, Razi university,IranJournal Article20260516Digital multimodal composing (DMC) is a meaning-making practice that combines textual, visual, and auditory modes through digital technologies. Despite growing interest in DMC, little research has examined collaborative DMC or compared its effects with individual DMC. The role of DMC in fostering learners’ willingness to communicate (WTC) in L2 writing, which is a significant predictor of their language performance, remains underexplored. This study presents the findings of a mixed-methods investigation examining the impact of individual and collaborative DMC on English as a foreign language (EFL) learners’ WTC. This study employed a quasi-experimental pretest–posttest design within a mixed-methods framework. The effect of the DMC intervention on EFL learners’ L2 WTC was assessed quantitatively, followed by qualitative analysis of interview data to provide deeper insight into learners’ attitudes toward the intervention. Three intact classes of 96 EFL learners were chosen and randomly assigned to two experimental groups and a control group. In experimental groups 1 and 2, students were subjected to individual and collaborative DMC, while students in the control group were exposed to traditional monomodal writing. DIALANG placement test, pre-test and post-test writing tasks, and semi-structured interviews were used to collect data. Quantitative data were analyzed by using word counts from pre- and post-test writing tasks as an indirect measure of L2 WTC, and qualitative data were analyzed through thematic analysis. According to quantitative findings, individual and collaborative DMC practices increased students' WTC. Collaborative DMC was also more effective than individual DMC in improving WTC. The findings contribute to L2 pedagogy by demonstrating the potential of DMC, particularly collaborative DMC, to foster learners’ WTC.https://tale.razi.ac.ir/article_4346_17399350dde0d8c298c5ec1f6470ae90.pdfRazi UnivesityTechnology Assisted Language Education2981-14654220260601The Effect of Self-Regulated Use of Chat GPT on the Paragraph Writing Skills and Self-Efficacy of Iranian EFL Learners2748436410.22126/tale.2026.13857.1183ENMaliheGhorbanzadeh SavarDept. of English Language and Literature, Faculty of Literature and Languages, Arak University, ArakHooshangYazdaniDept. of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak0000-0003-3628-1046ElhamFarahaniDept. of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak0009-0001-9068-755XJournal Article20260503As technology has advanced rapidly, various AI tools have been integrated into educational contexts. This study investigates the effects of self-regulated use of ChatGPT on paragraph-writing skills and self-efficacy among Iranian EFL learners. To this end, 64 university students were assigned to experimental and control groups in two intact writing classes over a twelve-week intervention. The experimental group received training on self-regulated learning (SRL) strategies based on Zimmerman’s (2002) established model. Key strategies covered included: goal setting, self-monitoring, self-evaluation and reflection, and strategic resource management. They also utilized ChatGPT for writing tasks, whereas the control group followed traditional instruction. Pre- and post-tests of compare-contrast and cause-effect paragraph writing were scored for organization, logical development, grammar, mechanics, and style. Self-efficacy was measured using a validated questionnaire. The results indicated significant differences in the post-test mean scores of the experimental and control groups on the compare-and-contrast and cause-and-effect sub-sections, both of which represent large effect sizes. The findings suggest that integrating AI-driven tools facilitates self-regulated learning, enhances writing proficiency, and strengthens learners’ writing confidence. These results have implications for educational policy and curriculum development, underscoring that adopting AI tools complements traditional writing instruction by facilitating a more personalized learning experience.https://tale.razi.ac.ir/article_4364_d2b91c59e61d06221a1f64b785c07b5f.pdfRazi UnivesityTechnology Assisted Language Education2981-14654220260628The Effect of Using Miro-Based Interactive Whiteboards on Learning of Phrasal Verbs and Improving EFL Learners' Engagement in a Technology-Enhanced Classroom4967437210.22126/tale.2026.12866.1144ENMitraShayanfarEnglish Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, IranAliRoohaniDepartment of English, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran0000-0002-6846-5395Journal Article20250924A technology-enhanced classroom provides access to a combination of learning and technology. Despite the growing adoption of interactive whiteboards (IWBs) as potential instructional technologies in language classrooms, there is a lack of experimental research on their effectiveness in teaching phrasal verbs, a difficult structure for EFL learners due to their idiomatic and syntactic complexity. Moreover, no previous study has examined the impact of IWB-based instruction on all three dimensions of learner engagement (affective, behavioral, and cognitive). Therefore, this study investigated the effect of IWBs, along with traditional (non-IWB) instruction, on the learning of English phrasal verbs and learners’ engagement. Using a quasi-experimental pretest-posttest design with convenience sampling, 60 female English learners (at intermediate level) from a high school in Isfahan were assigned to two groups: the IWB and non-IWB groups, each with 30 English learners. The first group received instruction on phrasal verbs via the Miro IWB for 6 weeks. The non-IWB group received traditional teacher-fronted instruction using a conventional classroom whiteboard. A 40-item phrasal verb test and Lam and Jimerson’s (2014) Student Engagement Scale served as the pretest and posttest measures, respectively. The results of a one-way analysis of covariance (ANCOVA) showed that the IWB-based instruction was significantly more effective than the traditional method for phrasal verb learning and overall student engagement. The findings provide practical evidence for integrating Miro-based interactive whiteboards into EFL classes to enhance both lexical learning and learner engagement. https://tale.razi.ac.ir/article_4372_5287c89d78cd4da657c5084599011c1d.pdfRazi UnivesityTechnology Assisted Language Education2981-14654220260630Validation of the AI-Assisted Second Language (L2) Learning Attitude Scale: Investigating Factor Structure and Psychometric Properties among Iranian Student-Teachers6782437310.22126/tale.2026.13447.1162ENAzadAllahkaramiAssistant Professor, Department of educational sciences, Farhangian University, P.O. Box 14665_889, Tehran, Iran, IranFatemehRezaeeAssistant Professor of Persian Language and Literature Education, Farhangian University, P.O. Box 14665 -889, Tehran, IranRahimMoradiAssociate Professor, Department of Educational Sciences, Faculty of Humanities, Arak University.Journal Article20251228Given the transformative role of artificial intelligence (AI) in language education, access to valid instruments for assessing learners’ perceptions is essential. The present study aimed to localize and validate the AI-Assisted Second Language Learning Attitude Scale among Iranian student-teachers. In this psychometric study, 828 student-teachers from Farhangian University (485 females and 343 males) participated through convenience sampling. Following the forward-backward translation method and cultural adaptation, the instrument was administered to the students. A total sample was divided into two independent sub-samples of 414 participants each. Exploratory factor analysis (EFA) was conducted in SPSS to identify the factor structure, and confirmatory factor analysis (CFA) was performed in AMOS to examine model fit. The EFA results confirmed a two-factor structure comprising cognitive and behavioral components, accounting for 53.94% of the total variance. In the confirmatory factor analysis stage, the initial model was refined, and the final fit indices were highly desirable. Findings from multi-group analysis confirmed the measurement invariance (stability) of the scale’s factor structure across male and female students. Cronbach’s alpha coefficients and composite reliability indicated high internal consistency. The positive correlation between this scale’s scores and AI literacy supported the instrument’s criterion validity. The 12-item AI-Assisted L2 Learning Attitude Scale demonstrates robust psychometric properties among Iranian students. This tool can be used as a standardized scale in future research to evaluate learners’ readiness and attitudes toward integrating intelligent technologies into curricula.https://tale.razi.ac.ir/article_4373_ad97feab914d8db63c38ee51464322e4.pdfRazi UnivesityTechnology Assisted Language Education2981-14654220260701Effects of Collaborative Virtual Reality on Oral Communicative Competence Among Xenoglossophobic EFL Learners83100437410.22126/tale.2026.12772.1141ENNazaninGhiasi EsfahaniDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran.0000-0002-1398-2934AzizehChalakDepartment of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran0000-0002-6701-8366EhsanRezvaniDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran.0000-0001-8996-0312Journal Article20250912Foreign language anxiety, particularly xenoglossophobia, hinders learners’ oral communication and confidence, while conventional teaching approaches often fail to address these barriers effectively. Consequently, there is a growing need for immersive and collaborative technologies such as Virtual Reality to reduce anxiety and enhance communicative competence. In response to this need, the present study explored the impact of Collaborative Virtual Reality (CVR) teaching on the Oral Communicative Competence (OCC) of English as a Foreign Language (EFL) learners experiencing xenoglossophobia. To achieve this objective, a quasi-experimental design was employed involving 68 intermediate EFL learners with moderate levels of foreign language speaking anxiety, who were evenly assigned to an experimental group (EG) and a control group (CG). Over 18 instructional sessions lasting 70 minutes each, the EG received instruction through the AI-driven VirtualSpeech platform using CVR methods, whereas the CG followed a traditional in-person EFL course utilizing the same textbook. The findings revealed that CVR instruction resulted in significant improvements in verbal and para-verbal communicative skills among participants in the experimental group, although no substantial gains were observed in nonverbal skills. These results suggest that immersive and collaborative VR environments may reduce foreign language anxiety while enhancing key dimensions of communicative competence. Overall, the study contributes to the growing body of literature on AI-enhanced immersive learning, therapeutic language pedagogy, and virtual community-based language instruction, and offers implications for integrating CVR into EFL curricula to support anxious learners and improve their communicative performance in low-risk, technology-supported environments.https://tale.razi.ac.ir/article_4374_b124d73247700f6a13693c1e97f4af3e.pdfRazi UnivesityTechnology Assisted Language Education2981-14654220260630AI-Powered Writing in the EFL Classroom: The Pedagogical Role of ChatGPT101122437710.22126/tale.2026.13655.1175ENBehzadAghajanzadeh KiasiDepartment of English Language,Islamic Azad University, Rasht Branch, Rasht, IranAbbasPourhosein GilakjaniDepartment of English Language Translation, La. C., Islamic Azad University, Lahijan, Iran0000-0002-0135-4105Journal Article20260220Generative Artificial Intelligence (AI) systems, such as ChatGPT, hold significant potential to reshape. This study compared the impact of ChatGPT-supported writing activities with intentional instruction on the writing performance of Iranian intermediate EFL learners. Fifty-six learners from Zaban Iran English Language Institute in Rasht, Iran, were selected via the Solutions Placement Test and assigned to one experimental and one control group, each with 28 participants. After establishing homogeneity with a pretest, the experimental group engaged in writing tasks facilitated by ChatGPT, while the control group received traditional writing instruction. An immediate posttest and a delayed posttest two weeks later measured both immediate performance and retention. Analyses using independent and paired-samples t-tests revealed that the experimental group significantly outperformed the control group in writing proficiency and retention, indicating that AI-supported instruction can enhance L2 writing outcomes. The results highlight the pedagogical value of integrating ChatGPT into writing pedagogy and suggest that conventional methods can be strengthened through AI-assisted approaches. Nonetheless, effective implementation requires careful planning, ongoing teacher training, and robust professional support to address challenges such as tool reliability, alignment with learning objectives, and data privacy considerations.https://tale.razi.ac.ir/article_4377_a73fa10724478919812cc05ab9addd4b.pdf