The University of TehranJournal of Foreign Language Research2588-412314420250120Mitigating Japanese L2 Writing Anxiety through Online Peer FeedbackMitigating Japanese L2 Writing Anxiety through Online Peer Feedback52554010031910.22059/jflr.2025.381915.1151FAZeinabShekarabiDepartment of East Asian Languages and Literatures, University of Tehran, Tehran, Iran.0000-0003-2843-6001Journal Article20240907Writing in a second language is one of the most challenging abilities to be acquired in a second language, and it frequently causes learners to experience severe anxiety, seriously impairing a learner's capacity to communicate ideas clearly and successfully complete writing assignments. In response, this study investigated the impact of online peer feedback on L2 writing anxiety among Iranian learners of Japanese as a Foreign Language (JFL). The study focused on the effects of peer feedback on cognitive, somatic, and avoidance-inducing anxiety across different stages of the writing process and various environments, including exams, home settings, face-to-face classes, and online classes. Forty-six Iranian university students (21 intermediate; 25 advanced) wrote weekly compositions and received peer feedback over six weeks. Pre- and post-intervention data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and an open-ended questionnaire. Quantitative and qualitative analysis indicates a significant reduction in cognitive and avoidance-inducing anxiety following peer feedback, though somatic anxiety persisted. The study also reveals that sources of anxiety vary depending on the writing stage and the environment, highlighting the need for tailored interventions. These findings contribute to our understanding of how peer feedback can mitigate L2 writing anxiety, particularly in online learning contexts.Writing in a second language is one of the most challenging abilities to be acquired in a second language, and it frequently causes learners to experience severe anxiety, seriously impairing a learner's capacity to communicate ideas clearly and successfully complete writing assignments. In response, this study investigated the impact of online peer feedback on L2 writing anxiety among Iranian learners of Japanese as a Foreign Language (JFL). The study focused on the effects of peer feedback on cognitive, somatic, and avoidance-inducing anxiety across different stages of the writing process and various environments, including exams, home settings, face-to-face classes, and online classes. Forty-six Iranian university students (21 intermediate; 25 advanced) wrote weekly compositions and received peer feedback over six weeks. Pre- and post-intervention data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and an open-ended questionnaire. Quantitative and qualitative analysis indicates a significant reduction in cognitive and avoidance-inducing anxiety following peer feedback, though somatic anxiety persisted. The study also reveals that sources of anxiety vary depending on the writing stage and the environment, highlighting the need for tailored interventions. These findings contribute to our understanding of how peer feedback can mitigate L2 writing anxiety, particularly in online learning contexts.https://jflr.ut.ac.ir/article_100319_a8d8f8014c2c370b163dd18dabae5e02.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120Rethinking of the zone of proximal development: The role of parental engagement in children's English language learning skillsRethinking of the zone of proximal development: The role of parental engagement in children's English language learning skills54156010032010.22059/jflr.2024.367415.1078FAElhamAkbariDepartment of Innovation, Entrepreneurship, and Learning Systems, Faculty of Industrial Engineering and Systems., Tarbiat Modares University, Tehran, Iran.Journal Article20231103The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language and based on the Vygotsky's theory, it offers suggestions regarding some concepts such as adult guidance characteristics. The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language and based on the Vygotsky's theory, it offers suggestions regarding some concepts such as adult guidance characteristics. The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.https://jflr.ut.ac.ir/article_100320_e4c8fce723a7915a26890d1f41dfb1d1.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120Investigating the Importance of Using a Lesson Plan in Presenting Literary Texts to Develop and Improve the Reading and Comprehension Skills of German Language LearnersInvestigating the Importance of Using a Lesson Plan in Presenting Literary Texts to Develop and Improve the Reading and Comprehension Skills of German Language Learners56157810048710.22059/jflr.2025.376885.1130FAMarziehRahmatalizadehDepartment of German Language Education, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran0009-0009-6874-9097ParastooPanjeshahiDepartment of German Language Education, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran0009-0008-1238-1361ElhamRahmani MofradDepartment of German Language Education, Faculty of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran0000-0002-0882-398XJournal Article20240602The reading and comprehension skills of language learners are fundamental components of effective language instruction. This study evaluates the comprehension abilities of Persian-speaking undergraduate students learning German by utilizing categorized literary texts within a lesson plan framework at the "A2" language level. The objective is to enhance learners' comprehension of German literary texts. To achieve this, German stories were selected, and a specialized lesson plan was implemented to improve reading comprehension skills. Employing a quasi-experimental research method with a pretest-posttest design, this research examined the effects of the lesson plan on the reading comprehension skills of German learners among a sample of 40 undergraduate students majoring in German translation at the Islamic Azad University, Science and Research Branch, Iran. The experimental and control groups' performance in comprehending German literary texts was compared. The findings revealed that teaching literary texts with the aid of a lesson plan significantly enhanced comprehension (P<0.01). A comparison of pre-test and post-test performance based on comprehension levels over the teaching period demonstrated a direct and significant relationship between the use of lesson plans based on literary texts and improved comprehension levels. Therefore, incorporating a lesson plan for teaching literary texts can be highly beneficial for German language instructors.The reading and comprehension skills of language learners are fundamental components of effective language instruction. This study evaluates the comprehension abilities of Persian-speaking undergraduate students learning German by utilizing categorized literary texts within a lesson plan framework at the "A2" language level. The objective is to enhance learners' comprehension of German literary texts. To achieve this, German stories were selected, and a specialized lesson plan was implemented to improve reading comprehension skills. Employing a quasi-experimental research method with a pretest-posttest design, this research examined the effects of the lesson plan on the reading comprehension skills of German learners among a sample of 40 undergraduate students majoring in German translation at the Islamic Azad University, Science and Research Branch, Iran. The experimental and control groups' performance in comprehending German literary texts was compared. The findings revealed that teaching literary texts with the aid of a lesson plan significantly enhanced comprehension (P<0.01). A comparison of pre-test and post-test performance based on comprehension levels over the teaching period demonstrated a direct and significant relationship between the use of lesson plans based on literary texts and improved comprehension levels. Therefore, incorporating a lesson plan for teaching literary texts can be highly beneficial for German language instructors.https://jflr.ut.ac.ir/article_100487_fe388e9ec2e883c4b82415dca64ca124.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120Examining the components of the curriculum "media translation" in the field of German language and literature at the bachelor's levelExamining the components of the curriculum "media translation" in the field of German language and literature at the bachelor's level5795959923610.22059/jflr.2024.377522.1137FAMohammadrezaDousti ZadehDepartment of German Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.0009-0001-6298-9008FreidoonNaemiDepartment of German Language and Literature, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.Journal Article20240625In the era of globalization and the domination of information-oriented media, the need for language specialists in the field of media translation is strongly felt. This need arises from the continuous growth and evolution of the media industry, which creates a greater demand for the training of translators. But by examining various aspects of media text translation training in Iran, it is concluded that the educational goals are not realized due to the lack of consideration of the structure of the media and the function of this type of translation. The aim of this thesis is to rely on the framework of the Scopus theory and translation theories such as "functional translation", "theory of descriptive studies of translation" and other dominant theories on the science of translation, "headline writing" of the media translation course in the undergraduate language course and examine German literature at the offering universities as well. This descriptive research examines the data of the subject of this course approved by the Ministry of Science and provides qualitative analyzes for this purpose. In this research, after analyzing the strengths and weaknesses of the course, scientific and practical solutions for processing and transferring media translation skills are presented to students, and in this regard, based on the scientific analysis, suggestions are made to overcome the weaknesses. The result of this article shows that there is a need to provide a supplementary course or even a specialized course in media translation.In the era of globalization and the domination of information-oriented media, the need for language specialists in the field of media translation is strongly felt. This need arises from the continuous growth and evolution of the media industry, which creates a greater demand for the training of translators. But by examining various aspects of media text translation training in Iran, it is concluded that the educational goals are not realized due to the lack of consideration of the structure of the media and the function of this type of translation. The aim of this thesis is to rely on the framework of the Scopus theory and translation theories such as "functional translation", "theory of descriptive studies of translation" and other dominant theories on the science of translation, "headline writing" of the media translation course in the undergraduate language course and examine German literature at the offering universities as well. This descriptive research examines the data of the subject of this course approved by the Ministry of Science and provides qualitative analyzes for this purpose. In this research, after analyzing the strengths and weaknesses of the course, scientific and practical solutions for processing and transferring media translation skills are presented to students, and in this regard, based on the scientific analysis, suggestions are made to overcome the weaknesses. The result of this article shows that there is a need to provide a supplementary course or even a specialized course in media translation.https://jflr.ut.ac.ir/article_99236_497bb6aede2ddbf3c81ef8e2ba5cfce3.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120An Investigation into the Relationship between Assessment Knowledge and Pedagogical Knowledge of Iranian EFL Teachers with a Focus on Teaching ExperienceAn Investigation into the Relationship between Assessment Knowledge and Pedagogical Knowledge of Iranian EFL Teachers with a Focus on Teaching Experience5976109923710.22059/jflr.2022.335136.917FAAli AkbarKhomeijani FarahaniDepartment of English, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.DavoodBorzabadi FarahaniDepartment of English, Faculty of Foreign Languages and Literature, University of Tehran, Tehran, Iran.MehriJalaliDepartment of English Language Teaching, Farhangian University, Tehran, Iran.0000-0002-7134-5298MitraKhalilzadDepartment of English Language Teaching, Kish International Campus, University of Tehran, Kish, Iran.Journal Article20211207Since assessment literacy is a newly developed concept in the assessment field, teachers should be informed about how to use their pedagogical knowledge of subject matter and at the same time how to use assessment strategies to assess their knowledge of teaching and students’ achievement. Inspired by these concepts, the present study attempted to examine the relationship between Iranian EFL inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Participants were 50 Iranian (i.e., 25 inexperienced and 25 experienced) teachers at State and Azad universities in Tabriz and Tehran. They were selected based on convenient sampling from both genders with teaching experience between 3 and 30 years. It should be mentioned that the teachers with teaching experience between 3 and 10 years, were considered as inexperienced teachers. And those with teaching experience of more than 10 years were considered as experienced teachers. Farhady's and Tavassoli's (2018) scenario-based language assessment knowledge test was used to measure teachers’ assessment knowledge. A pedagogical knowledge base questionnaire developed and validated by Dadvand (2013) was also used to assess the teachers ' pedagogical knowledge base. The results of data analysis showed that there was a significant difference among the two groups of participants regarding both their assessment knowledge and pedagogical knowledge scores. In addition, there was a significant positive relationship between inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Results have some implications for English teachers concerning updating their pedagogical and assessment knowledge.Since assessment literacy is a newly developed concept in the assessment field, teachers should be informed about how to use their pedagogical knowledge of subject matter and at the same time how to use assessment strategies to assess their knowledge of teaching and students’ achievement. Inspired by these concepts, the present study attempted to examine the relationship between Iranian EFL inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Participants were 50 Iranian (i.e., 25 inexperienced and 25 experienced) teachers at State and Azad universities in Tabriz and Tehran. They were selected based on convenient sampling from both genders with teaching experience between 3 and 30 years. It should be mentioned that the teachers with teaching experience between 3 and 10 years, were considered as inexperienced teachers. And those with teaching experience of more than 10 years were considered as experienced teachers. Farhady's and Tavassoli's (2018) scenario-based language assessment knowledge test was used to measure teachers’ assessment knowledge. A pedagogical knowledge base questionnaire developed and validated by Dadvand (2013) was also used to assess the teachers ' pedagogical knowledge base. The results of data analysis showed that there was a significant difference among the two groups of participants regarding both their assessment knowledge and pedagogical knowledge scores. In addition, there was a significant positive relationship between inexperienced teachers’ and experienced teachers’ assessment knowledge and pedagogical knowledge. Results have some implications for English teachers concerning updating their pedagogical and assessment knowledge.https://jflr.ut.ac.ir/article_99237_09218ea7be492aa9418d9bf940730053.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120A Systematic Review of the Effects of Generative Artificial Intelligence Models (ChatGPT& Gemini) on English Language Teaching (ELT): Opportunities & ChallengesA Systematic Review of the Effects of Generative Artificial Intelligence Models (ChatGPT& Gemini) on English Language Teaching (ELT): Opportunities & Challenges61164110067310.22059/jflr.2025.386926.1173FAShahramEsfandiariDepartment of English Language Teaching, Farhangian University,, Tehran, Iran.0000-0002-3798-0431ParhamGhamariDepartment of English Language Teaching, Farhangian University, Ardabil, Iran.0009-0004-2236-2704Journal Article20241214Artificial intelligence has affected the field of education in many ways. The current research aimed to investigate the effects of generative artificial intelligence models (ChatGPT and Gemini) on English language teaching (ELT), and systematically reviewed 41 articles published in scientific journals that were published in 2023 and 2024 and the opportunities that these chatbots bring to teachers and language learners along with their challenges and limitations have been examined. By following the strict entry and selection criteria of articles and research standards, including inter-rater reliability (Cohen's Kappa coefficient = 0.81), articles were collected and analyzed from reliable international scientific research databases. The research findings showed that previous studies focused on four main themes: a) Effects and benefits of using generative artificial intelligence models in ELT, b) Challenges and limitations of using artificial intelligence models in ELT, c) The role of artificial intelligence models in evaluating and improving education in the field of ELT, and d) The necessity of training and support for the effective use of generative artificial intelligence models in ELT. Also, the results showed the benefits of using chatbots in teaching English and the challenges and limitations of using them. This systematic review can provide a clear perspective and practical recommendations on the integration of artificial intelligence in English language education and help policy makers and educational planners to make more informed decisions about the effects of generative artificial intelligence models in education. Meanwhile, this research can help design new teaching tools and methods that are specifically optimized for the needs of English language learners.Artificial intelligence has affected the field of education in many ways. The current research aimed to investigate the effects of generative artificial intelligence models (ChatGPT and Gemini) on English language teaching (ELT), and systematically reviewed 41 articles published in scientific journals that were published in 2023 and 2024 and the opportunities that these chatbots bring to teachers and language learners along with their challenges and limitations have been examined. By following the strict entry and selection criteria of articles and research standards, including inter-rater reliability (Cohen's Kappa coefficient = 0.81), articles were collected and analyzed from reliable international scientific research databases. The research findings showed that previous studies focused on four main themes: a) Effects and benefits of using generative artificial intelligence models in ELT, b) Challenges and limitations of using artificial intelligence models in ELT, c) The role of artificial intelligence models in evaluating and improving education in the field of ELT, and d) The necessity of training and support for the effective use of generative artificial intelligence models in ELT. Also, the results showed the benefits of using chatbots in teaching English and the challenges and limitations of using them. This systematic review can provide a clear perspective and practical recommendations on the integration of artificial intelligence in English language education and help policy makers and educational planners to make more informed decisions about the effects of generative artificial intelligence models in education. Meanwhile, this research can help design new teaching tools and methods that are specifically optimized for the needs of English language learners.https://jflr.ut.ac.ir/article_100673_680c9230ddb8402aefd4288a27e6512d.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120Analysis of Semantic Equivalence in Khadivjam’s Translation of Al-Ayyām Based on Reiss and Baker’s ModelAnalysis of Semantic Equivalence in Khadivjam’s Translation of Al-Ayyām Based on Reiss and Baker’s Model64366010077010.22059/jflr.2025.380586.1145FAMousa Al-RezaSoleimanivandDepartment of Arabic Language Translation, Faculty of Humanities, Damghan University, Damghan, Iran0009-0005-3507-467XMortezaZare BeromiDepartment of Arabic Language Translation, Faculty of Humanities, Damghan University, Damghan, Iran0000-0002-4113-7850Journal Article20240811The type of a text specifies translation approaches; therefore, it is essential to have a system that determines the type of the text. In her model, Reiss mentioned four types of texts with informative, expressive, appellative, and audio-medial functions. Classified under the autobiography genre, works like <em>Al-Ayyām</em> (= <em>The Days</em>) represent a composition of informative, expressive, and appellative functions. Therefore, translators should adopt approaches tailored to each function while translating such works, as these functions determine how translators should employ what translation approaches. After the text type is identified, two objective measures are at the translation analyst’s disposal: linguistic criteria and metalinguistic criteria. The linguistic criteria include semantic, lexical, syntactic, and stylistic equivalences, among which only the semantic equivalence is focused in this study. The semantic equivalence is also supported by Baker’s model in relation to logical, inductive, presupposed, and provoked meanings. Hosein Khadivjam’s translation of Taha Hosein’s <em>Al-Ayyām</em> was selected to apply Reiss and Baker’s model to functional semantics. Khadivjam translated this book into Persian under the title of <em>The Days</em>. The results of this descriptive-analytical study indicated that Khadivjam translated <em>Al-Ayyām</em> based on its dominant function, i.e. the informative function. Regardless of certain shortcomings that have emphatic meanings in translation, the translator succeeded in striking a semantic equivalence between the original text of <em>Al-Ayyām</em> and its translated text (i.e. <em>The Days</em>) in logical, inductive, presupposed, and provoked dimensions. Therefore, Khadivjam’s translation of <em>Al-Ayyām</em> equals the original text with respect to the measures of functional semantics.The type of a text specifies translation approaches; therefore, it is essential to have a system that determines the type of the text. In her model, Reiss mentioned four types of texts with informative, expressive, appellative, and audio-medial functions. Classified under the autobiography genre, works like <em>Al-Ayyām</em> (= <em>The Days</em>) represent a composition of informative, expressive, and appellative functions. Therefore, translators should adopt approaches tailored to each function while translating such works, as these functions determine how translators should employ what translation approaches. After the text type is identified, two objective measures are at the translation analyst’s disposal: linguistic criteria and metalinguistic criteria. The linguistic criteria include semantic, lexical, syntactic, and stylistic equivalences, among which only the semantic equivalence is focused in this study. The semantic equivalence is also supported by Baker’s model in relation to logical, inductive, presupposed, and provoked meanings. Hosein Khadivjam’s translation of Taha Hosein’s <em>Al-Ayyām</em> was selected to apply Reiss and Baker’s model to functional semantics. Khadivjam translated this book into Persian under the title of <em>The Days</em>. The results of this descriptive-analytical study indicated that Khadivjam translated <em>Al-Ayyām</em> based on its dominant function, i.e. the informative function. Regardless of certain shortcomings that have emphatic meanings in translation, the translator succeeded in striking a semantic equivalence between the original text of <em>Al-Ayyām</em> and its translated text (i.e. <em>The Days</em>) in logical, inductive, presupposed, and provoked dimensions. Therefore, Khadivjam’s translation of <em>Al-Ayyām</em> equals the original text with respect to the measures of functional semantics.https://jflr.ut.ac.ir/article_100770_989921184b38c45c44beb6261d4dc928.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120High-Performing and Low-Performing Iranian Learners' Attitude, Perception, and Motivation Toward Collaborative WritingHigh-Performing and Low-Performing Iranian Learners' Attitude, Perception, and Motivation Toward Collaborative Writing66168010068210.22059/jflr.2025.386000.1170FARasoulMohammad HosseinpurDepartment of English Language and Literature, University of Qom, Qom, Iran.0000-0002-3718-5948FarzanehBagheriDepartment of English Language and Literature, University of Qom, Qom, Iran.Journal Article20241130This study, grounded in sociocultural theory, explores Iranian learners' attitudes, perceptions, and motivations toward collaborative writing. A mixed-methods approach was employed, involving a sample of 50 learners with different performance levels (high and low). Quantitative data were collected through three questionnaires focusing on attitude, perception, and motivation, complemented by qualitative data from reflective journals. The results of the attitude, perception, and motivation questionnaires indicated a generally positive outlook towards collaborative writing across both performance levels. Notably, high-performing learners scored significantly higher across all dimensions. Qualitative analysis confirmed these findings, revealing a positive attitude toward the educational value of collaborative writing. High-performing learners were more enthusiastic about collaborative writing than their low-performing peers. Thematic analysis of qualitative data identified seven key themes: peer collaboration, personal preferences and individual factors, impacts and outcomes, language development, efficiency, and enjoyment. Despite the overall consensus on the benefits of collaborative writing, challenges related to time management and individual differences were also noted. The findings provide valuable insights into the complex interplay between individual and group factors in collaborative writing, suggesting a possible link between learners' existing language proficiency and the benefits they derive from collaborative writing.This study, grounded in sociocultural theory, explores Iranian learners' attitudes, perceptions, and motivations toward collaborative writing. A mixed-methods approach was employed, involving a sample of 50 learners with different performance levels (high and low). Quantitative data were collected through three questionnaires focusing on attitude, perception, and motivation, complemented by qualitative data from reflective journals. The results of the attitude, perception, and motivation questionnaires indicated a generally positive outlook towards collaborative writing across both performance levels. Notably, high-performing learners scored significantly higher across all dimensions. Qualitative analysis confirmed these findings, revealing a positive attitude toward the educational value of collaborative writing. High-performing learners were more enthusiastic about collaborative writing than their low-performing peers. Thematic analysis of qualitative data identified seven key themes: peer collaboration, personal preferences and individual factors, impacts and outcomes, language development, efficiency, and enjoyment. Despite the overall consensus on the benefits of collaborative writing, challenges related to time management and individual differences were also noted. The findings provide valuable insights into the complex interplay between individual and group factors in collaborative writing, suggesting a possible link between learners' existing language proficiency and the benefits they derive from collaborative writing.https://jflr.ut.ac.ir/article_100682_1451697e7ef5ff0831c8bab04d65ad46.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120The challenge of using German verbs with fixed prepositions and the importance of addressing the issue of negative transfer in language teachingThe challenge of using German verbs with fixed prepositions and the importance of addressing the issue of negative transfer in language teaching68169510089610.22059/jflr.2025.376479.1133FASaraMoterassedDepartment of German Language, CT.C., Islamic Azad University, Tehran, Iran.0009-0006-4996-4857HamidrezaHajighasemDepartment of German Language, CT.C., Islamic Azad University, Tehran, Iran.0000-0001-7612-1528Journal Article20240618The present study examines the potential problems that arise from the negative transfer of German verbs with fixed prepositions. The theoretical discussions reveal that the structural interference between the mother tongue and the learned foreign language is evident and leads to errors. Due to the structural peculiarities of the Persian and German languages, German verbs with fixed prepositions are no exception. Consequently, the question arises: "How is this problem addressed at universities in the country, particularly at the universities in the statistical sample of this study, the Islamic Azad University-Tehran Central, and the Azad University for Science and Research?" In this context, we seek to answer the aforementioned question through theoretical discussions and empirical investigations. Through theoretical discussions, we will gain an understanding of interference and its consequences, and delve into the theoretical foundations of transfer, including both positive and negative transfer, essentially interference. Subsequently, we will answer the research question of this study descriptively and inductively. In this way, Persian-speaking learners of German at the Islamic Azad Universities-Tehran Central and the University of Science and Research, Department of German Language, were tested during the field research. The experimental studies were first conducted in the fall semester of 2018 at the Islamic Azad University-Tehran Central and again in the fall semester of 2023 at the Islamic Azad University for Science and Research. It is noteworthy that both groups have passed the "Advanced German" course according to the curriculum plan of the study program.<br /><br /><br />The present study examines the potential problems that arise from the negative transfer of German verbs with fixed prepositions. The theoretical discussions reveal that the structural interference between the mother tongue and the learned foreign language is evident and leads to errors. Due to the structural peculiarities of the Persian and German languages, German verbs with fixed prepositions are no exception. Consequently, the question arises: "How is this problem addressed at universities in the country, particularly at the universities in the statistical sample of this study, the Islamic Azad University-Tehran Central, and the Azad University for Science and Research?" In this context, we seek to answer the aforementioned question through theoretical discussions and empirical investigations. Through theoretical discussions, we will gain an understanding of interference and its consequences, and delve into the theoretical foundations of transfer, including both positive and negative transfer, essentially interference. Subsequently, we will answer the research question of this study descriptively and inductively. In this way, Persian-speaking learners of German at the Islamic Azad Universities-Tehran Central and the University of Science and Research, Department of German Language, were tested during the field research. The experimental studies were first conducted in the fall semester of 2018 at the Islamic Azad University-Tehran Central and again in the fall semester of 2023 at the Islamic Azad University for Science and Research. It is noteworthy that both groups have passed the "Advanced German" course according to the curriculum plan of the study program.<br /><br /><br />https://jflr.ut.ac.ir/article_100896_02cc7ff218420173f83916df3e243a72.pdfThe University of TehranJournal of Foreign Language Research2588-412314420250120Applied Linguistics and Urban Planning Nexus: Developing an Academic Word List of Urban Planning Using Corpus Linguistics ApproachApplied Linguistics and Urban Planning Nexus: Developing an Academic Word List of Urban Planning Using Corpus Linguistics Approach69771510109010.22059/jflr.2025.387680.1177FAMohammadAmini FarsaniDepartment of Foreign Languages, University of Science and Technology, Tehran, Iran.Mohammad HosseinAfshari PoorDepartment of Foreign Languages, University of Science and Technology, Tehran, Iran.0009-0000-6989-6712TahaSaedi RoudiDepartment of Foreign Languages, University of Science and Technology, Tehran, Iran.0009-0004-7557-5965Journal Article20241229Having authentic, technical, and field-specific word lists at the disposal of each academic community is crucial and yet contemporary for the various academic obstacles that need to be addressed in specific fields. Given the numerous vocabularies within a language, especially specific language of a field, it is vital to provide students with vocabularies that they are most likely to encounter with in academic discourses. As such, this study was aimed at establishing a specialized corpus to identify the most prevalent academic words, leading to the development of Urban Planning Academic Word List (hereafter UPAWL). To do so, researchers identified top-tier journals of Urban Planning and included four journals with the highest elite scores (multiplying Impact Factor by Citation Score). To include the research articles of Urban Planning, research articles were required to follow the IMRD format (Swales, 1990) and be published from 2013-2017 and 2018-2022. By applying simple random sampling as well as stratified random sampling, we included 100 articles, bringing about an Urban Planning corpus with 1,252,458 million running words. To develop the academic word list, we followed the Coxhead (2000) criteria, including range, frequency, and specialized occurrence. This process led to identification of 507 word types. The implications for researchers, students and EAP instructors of Urban Planning are also discussed.Having authentic, technical, and field-specific word lists at the disposal of each academic community is crucial and yet contemporary for the various academic obstacles that need to be addressed in specific fields. Given the numerous vocabularies within a language, especially specific language of a field, it is vital to provide students with vocabularies that they are most likely to encounter with in academic discourses. As such, this study was aimed at establishing a specialized corpus to identify the most prevalent academic words, leading to the development of Urban Planning Academic Word List (hereafter UPAWL). To do so, researchers identified top-tier journals of Urban Planning and included four journals with the highest elite scores (multiplying Impact Factor by Citation Score). To include the research articles of Urban Planning, research articles were required to follow the IMRD format (Swales, 1990) and be published from 2013-2017 and 2018-2022. By applying simple random sampling as well as stratified random sampling, we included 100 articles, bringing about an Urban Planning corpus with 1,252,458 million running words. To develop the academic word list, we followed the Coxhead (2000) criteria, including range, frequency, and specialized occurrence. This process led to identification of 507 word types. The implications for researchers, students and EAP instructors of Urban Planning are also discussed.https://jflr.ut.ac.ir/article_101090_e05a0ec4f2aae1ea3aeb0cf4bf211d99.pdf