The University of TehranJournal of Foreign Language Research2588-412315220250723The investigation of fortition in Arabic loan words of the Russian languageThe investigation of fortition in Arabic loan words of the Russian language10111510253610.22059/jflr.2025.383068.1155FAMaryamMoradiDepartment of Russian Language Teaching, Faculty of Foreign Languages, Tabataba’i University, Tehran, Iran.0000-0002-6652-227XJournal Article20241015Comparative phonetics studies the pronunciation of loan words and the transformation of phonemes in two or more related and unrelated languages. Occasionally, a loan word contains a phoneme unique to the donor language, one that is rare or non-existent in the phonological system of the recipient language. Consequently, the phonetic form of the loan word is altered according to the phonological and morphological rules of the recipient language to facilitate easier pronunciation for its speakers. In this study, the target language is Russian. We aim to analyze the types of fortition in the adaptation of Arabic words to the phonetic rules of the Russian language. All Arabic loanwords undergo various phonetic transformations when entering the Russian language. Our research methods include descriptive, library study and comparative phonetic. The research findings can be useful in phonetic courses for Iranian students majoring in Russian language and also in the study of loanwords as a part of lexicology. The data are the result of a study of 132 loanwords extracted from the Dictionary of Foreign Words, published in Moscow in 1984, by A. V. Lekhin, S. M. Lokshina, F. N. Petrov and L. S. Shaumyan. The results indicate that borrowing Arabic words into Russian often involves the phonetic process of fortition, which includes conversions such as fricative to plosive, glide to fricative, devoicing, and gemination.Comparative phonetics studies the pronunciation of loan words and the transformation of phonemes in two or more related and unrelated languages. Occasionally, a loan word contains a phoneme unique to the donor language, one that is rare or non-existent in the phonological system of the recipient language. Consequently, the phonetic form of the loan word is altered according to the phonological and morphological rules of the recipient language to facilitate easier pronunciation for its speakers. In this study, the target language is Russian. We aim to analyze the types of fortition in the adaptation of Arabic words to the phonetic rules of the Russian language. All Arabic loanwords undergo various phonetic transformations when entering the Russian language. Our research methods include descriptive, library study and comparative phonetic. The research findings can be useful in phonetic courses for Iranian students majoring in Russian language and also in the study of loanwords as a part of lexicology. The data are the result of a study of 132 loanwords extracted from the Dictionary of Foreign Words, published in Moscow in 1984, by A. V. Lekhin, S. M. Lokshina, F. N. Petrov and L. S. Shaumyan. The results indicate that borrowing Arabic words into Russian often involves the phonetic process of fortition, which includes conversions such as fricative to plosive, glide to fricative, devoicing, and gemination.https://jflr.ut.ac.ir/article_102536_8632c4ac98dc7f433ec3d20dcd1f4edd.pdfThe University of TehranJournal of Foreign Language Research2588-412315220250723Teacher Clarity and EFL Learners’ Engagement: The Mediating Role of BoredomTeacher Clarity and EFL Learners’ Engagement: The Mediating Role of Boredom11713410348010.22059/jflr.2025.386984.1174FANasserFallahDepartment of English Language, University of Zabol, Zabol, Iran0000-0003-3333-2143BehruzLotfi GaskareeDepartment of English Language, University of Zabol, Zabol, Iran0000-0002-2413-3620SajjadZahedi MoghaddamDepartment of English Language, University of Zabol, Zabol, Iran.0009-0006-0288-6134Journal Article20241215In the process of foreign language learning, environmental variables—particularly the instructor’s behavior and teaching approach—play a significant role in shaping learners’ classroom engagement. In addition to these external factors, emotional aspects such as academic boredom also influence student interactions, motivation, and level of participation in class activities. Although several studies have investigated the connections between teaching-related factors and student outcomes, further research is still needed to deepen our understanding of these complex relationships. In line with this need, the present study aimed to explore the relationships among teacher clarity, academic boredom, and academic engagement among undergraduate students majoring in English in Iran. Furthermore, the potential mediating role of boredom in the relationship between teacher clarity and student engagement was also examined. To this end, 291 English language learners were selected through convenience sampling and invited to complete a set of questionnaires. The reliability and validity of the instruments were carefully assessed. Structural equation modeling results revealed that teacher clarity was positively associated with students' academic engagement and negatively associated with their academic boredom. In addition, boredom significantly and negatively predicted students' engagement levels. The findings also confirmed that academic boredom mediates the relationship between teacher clarity and academic engagement. The study concludes with a discussion of theoretical and practical implications and offers directions for future research.In the process of foreign language learning, environmental variables—particularly the instructor’s behavior and teaching approach—play a significant role in shaping learners’ classroom engagement. In addition to these external factors, emotional aspects such as academic boredom also influence student interactions, motivation, and level of participation in class activities. Although several studies have investigated the connections between teaching-related factors and student outcomes, further research is still needed to deepen our understanding of these complex relationships. In line with this need, the present study aimed to explore the relationships among teacher clarity, academic boredom, and academic engagement among undergraduate students majoring in English in Iran. Furthermore, the potential mediating role of boredom in the relationship between teacher clarity and student engagement was also examined. To this end, 291 English language learners were selected through convenience sampling and invited to complete a set of questionnaires. The reliability and validity of the instruments were carefully assessed. Structural equation modeling results revealed that teacher clarity was positively associated with students' academic engagement and negatively associated with their academic boredom. In addition, boredom significantly and negatively predicted students' engagement levels. The findings also confirmed that academic boredom mediates the relationship between teacher clarity and academic engagement. The study concludes with a discussion of theoretical and practical implications and offers directions for future research.https://jflr.ut.ac.ir/article_103480_655b18cbabfb7655636839ed2df12a2c.pdfThe University of TehranJournal of Foreign Language Research2588-412315220250723Students’ Vocabulary Development through the implementation of Quizlet in Cambridge International School in Iran: Perspectives and ImplicationsStudents’ Vocabulary Development through the implementation of Quizlet in Cambridge International School in Iran: Perspectives and Implications13515610357010.22059/jflr.2025.392274.1200FAAbbas AliRezaeeDepartment of English Language Teaching, Faculty of Foreign Languages and Literatuers, University of Tehran, Tehran, Iran0000-0003-4311-8394AdelehEsmaeiliDepartment of English Lanuage teaching, University of Tehran, Kish International Campus, Kish Island, IranJournal Article20250420The use of technology in learning English vocabulary for academic purposes (EAP) aims to enhance learners’ academic vocabulary knowledge and provide access to a wide range of educational content, as it creates valuable and flexible learning conditions. The present study was conducted with the aim of expanding learners’ vocabulary range through the use of Quizlet at Cambridge International School in Iran, employing a mixed-methods approach at the international school and the Embassy of Pakistan College in Tehran, affiliated with the University of Cambridge. Seventy students from medical and business disciplines at levels O1, O2, O3, and A2 were trained to use the Quizlet application in specialized language classes to improve their vocabulary. A questionnaire, interviews, pre-tests, and post-tests were used to collect data. The research findings indicated a significant difference between the pre-test and post-test results, and students expressed satisfaction with the use of technology in their classes, as it facilitated the learning process and increased efficiency. The use of this application as a technological tool provided students with the opportunity to select relevant learning strategies and apply them in their language production, particularly in writing specialized texts. Additionally, such instruction received positive feedback from learners and led to greater collaboration among them. Therefore, language instructors at Cambridge schools should emphasize academic vocabulary in schools, and this emphasis should be sustained throughout learners’ education.The use of technology in learning English vocabulary for academic purposes (EAP) aims to enhance learners’ academic vocabulary knowledge and provide access to a wide range of educational content, as it creates valuable and flexible learning conditions. The present study was conducted with the aim of expanding learners’ vocabulary range through the use of Quizlet at Cambridge International School in Iran, employing a mixed-methods approach at the international school and the Embassy of Pakistan College in Tehran, affiliated with the University of Cambridge. Seventy students from medical and business disciplines at levels O1, O2, O3, and A2 were trained to use the Quizlet application in specialized language classes to improve their vocabulary. A questionnaire, interviews, pre-tests, and post-tests were used to collect data. The research findings indicated a significant difference between the pre-test and post-test results, and students expressed satisfaction with the use of technology in their classes, as it facilitated the learning process and increased efficiency. The use of this application as a technological tool provided students with the opportunity to select relevant learning strategies and apply them in their language production, particularly in writing specialized texts. Additionally, such instruction received positive feedback from learners and led to greater collaboration among them. Therefore, language instructors at Cambridge schools should emphasize academic vocabulary in schools, and this emphasis should be sustained throughout learners’ education.https://jflr.ut.ac.ir/article_103570_593e69229275b778f625786bfd2d61e8.pdfThe University of TehranJournal of Foreign Language Research2588-412315220250723Students’ Assertions and Interrogatives in IELTS Preparation Courses in IranStudents’ Assertions and Interrogatives in IELTS Preparation Courses in Iran15716910370710.22059/jflr.2025.396634.1214FAFarzanehRezaeirajaniDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran .AhmadrezaLotfiDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran .0009-0000-9873-1749AzizehChalakDepartment of English, Isf.C., Islamic Azad University, Isfahan, Iran .Journal Article20250607A descriptive hypothesis-testing design was employed to research students' initiations. Candidates’ assertions and interrogatives were studied as two types of initiations. IELTS preparation courses were selected as the context because, unlike other EFL courses in which the main aim is to develop learners' English skills, in IELTS preparation courses the main focus is on developing students' epistemic knowledge. Eight sessions were observed to check the instances in which students initiated. A researcher-made observational checklist was utilized to count the frequencies of each candidate's assertions and interrogatives. Pearson Chi-Square analysis and Spearman rho test were used to analyze the data. The findings indicated that the number of learners' assertions was significantly higher than their interrogatives. Moreover, the correlation value between the number of assertions and interrogatives is positive and moderate, which means that when one of them increases, the other one will also increase. The findings indicate that the talk pattern of IELTS preparation courses may be different because learners who are sitting in an IELTS course might come from various academic and professional backgrounds. When classroom discussion is on a specific topic, those who have expert knowledge in that area are more likely to initiate and assert their knowledge claims.A descriptive hypothesis-testing design was employed to research students' initiations. Candidates’ assertions and interrogatives were studied as two types of initiations. IELTS preparation courses were selected as the context because, unlike other EFL courses in which the main aim is to develop learners' English skills, in IELTS preparation courses the main focus is on developing students' epistemic knowledge. Eight sessions were observed to check the instances in which students initiated. A researcher-made observational checklist was utilized to count the frequencies of each candidate's assertions and interrogatives. Pearson Chi-Square analysis and Spearman rho test were used to analyze the data. The findings indicated that the number of learners' assertions was significantly higher than their interrogatives. Moreover, the correlation value between the number of assertions and interrogatives is positive and moderate, which means that when one of them increases, the other one will also increase. The findings indicate that the talk pattern of IELTS preparation courses may be different because learners who are sitting in an IELTS course might come from various academic and professional backgrounds. When classroom discussion is on a specific topic, those who have expert knowledge in that area are more likely to initiate and assert their knowledge claims.https://jflr.ut.ac.ir/article_103707_d6c09549fb02a8165f933ddc4804f887.pdfThe University of TehranJournal of Foreign Language Research2588-412315220250723Generative AI and the Transformation of Literary Translation: A Qualitative Inquiry into the Perspectives of Literature StudentsGenerative AI and the Transformation of Literary Translation: A Qualitative Inquiry into the Perspectives of Literature Students17119310383210.22059/jflr.2025.392118.1198FAAsgharMoulavinafchiDepartment of English Language and Literature, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran.0000-0002-7495-2333MasoudMadahiianDepartment of English Language Teaching, Faculty of Literature and Humanities, University of Isfahan, Isfahan, Iran.0009-0001-9086-1589Sayyede MaryamHosseiniDepartment of English Language and Literature, Faculty of Literature and Humanities, University of Zanjan, Zanjan, Iran.0000-0002-3476-1508Journal Article20250406The applications of ChatGPT in the field of education have attracted widespread attention from researchers; however, scholarly investigations in the area of translation—particularly literary translation—are considerably limited. The present study explores the attitudes of English literature students toward generative artificial intelligence (GenAI), especially ChatGPT, in the context of literary translation. This research was conducted with the participation of 22 undergraduate students majoring in English literature at Hakim Sabzevari University. Qualitative methods, including semi-structured interviews and narrative frameworks, were employed to collect data and analyze participants’ experiences over a twelve-week instructional period. During this interval, students utilized ChatGPT to translate a variety of literary texts, such as poetry, short stories, and excerpts from novels. The findings revealed both positive and negative aspects of using artificial intelligence in the translation process. Students praised ChatGPT for its speed, accessibility, and its role in enhancing creativity, expanding vocabulary, and facilitating the learning process. Nevertheless, limitations such as the inability to grasp cultural subtleties, emotional depth, and stylistic complexities—particularly in poetic texts—became tangibly apparent. Furthermore, concerns were raised regarding overreliance on artificial intelligence tools, ethical issues such as plagiarism, and the incapacity of this technology to replace human insight. Despite these challenges, most students evaluated ChatGPT as a supplementary tool rather than a substitute for human translators.The applications of ChatGPT in the field of education have attracted widespread attention from researchers; however, scholarly investigations in the area of translation—particularly literary translation—are considerably limited. The present study explores the attitudes of English literature students toward generative artificial intelligence (GenAI), especially ChatGPT, in the context of literary translation. This research was conducted with the participation of 22 undergraduate students majoring in English literature at Hakim Sabzevari University. Qualitative methods, including semi-structured interviews and narrative frameworks, were employed to collect data and analyze participants’ experiences over a twelve-week instructional period. During this interval, students utilized ChatGPT to translate a variety of literary texts, such as poetry, short stories, and excerpts from novels. The findings revealed both positive and negative aspects of using artificial intelligence in the translation process. Students praised ChatGPT for its speed, accessibility, and its role in enhancing creativity, expanding vocabulary, and facilitating the learning process. Nevertheless, limitations such as the inability to grasp cultural subtleties, emotional depth, and stylistic complexities—particularly in poetic texts—became tangibly apparent. Furthermore, concerns were raised regarding overreliance on artificial intelligence tools, ethical issues such as plagiarism, and the incapacity of this technology to replace human insight. Despite these challenges, most students evaluated ChatGPT as a supplementary tool rather than a substitute for human translators.https://jflr.ut.ac.ir/article_103832_be658718ea70c007f2190ed9d10e71dc.pdfThe University of TehranJournal of Foreign Language Research2588-412315220250723From Intimacy to Distance: A Cultural-Linguistic Analysis of Apology and Request in Persian and FinnishFrom Intimacy to Distance: A Cultural-Linguistic Analysis of Apology and Request in Persian and Finnish19520910389210.22059/jflr.2025.383556.1159FAMasoumehYazdanpanahDepartment of Linguisti, Central branch, Islamic Azad university, Tehran, Iran.0000-0002-3402-8154MaryamIrajiDepartment of Linguisti, Central branch, Islamic Azad university, Tehran, Iran.0000-0001-7026-7606ForoogKazemiDepartment of Linguisti, Central branch, Islamic Azad university, Tehran, Iran.Journal Article20241013This research investigates linguistic and cultural differences in expressing politeness between Persian and Finnish languages. The primary focus is on the two concepts of “apology and request.” Employing linguistic and cultural analytical methods, the author demonstrates how these two languages differ in expressing politeness and respect. This study addresses two fundamental questions: 1. How do linguistic and cultural differences impact the expression of politeness in Persian and Finnish languages? 2. What factors contribute to the variations in the use of apologies and requests in these two languages? The findings of this research indicate that linguistic and cultural differences play a significant role in how politeness is expressed in Persian and Finnish. Due to its cultural and social structure, the Persian language tends to employ more polite and formal expressions, whereas the Finnish language, characterized by its straightforward and direct culture, prefers more explicit and unembellished expressions. These disparities highlight the profound influence of culture on language and interpersonal communication. Furthermore, in Persian, negative politeness strategies are employed for expressing apologies and requests, emphasizing deference and humility. In contrast, Finnish culture, with its emphasis on directness and simplicity, uses fewer such expressions, reflecting a preference for clarity and and honesty. These findings underscore the importance of understanding these cultural and linguistic differences for improving intercultural communication and social interactions.This research investigates linguistic and cultural differences in expressing politeness between Persian and Finnish languages. The primary focus is on the two concepts of “apology and request.” Employing linguistic and cultural analytical methods, the author demonstrates how these two languages differ in expressing politeness and respect. This study addresses two fundamental questions: 1. How do linguistic and cultural differences impact the expression of politeness in Persian and Finnish languages? 2. What factors contribute to the variations in the use of apologies and requests in these two languages? The findings of this research indicate that linguistic and cultural differences play a significant role in how politeness is expressed in Persian and Finnish. Due to its cultural and social structure, the Persian language tends to employ more polite and formal expressions, whereas the Finnish language, characterized by its straightforward and direct culture, prefers more explicit and unembellished expressions. These disparities highlight the profound influence of culture on language and interpersonal communication. Furthermore, in Persian, negative politeness strategies are employed for expressing apologies and requests, emphasizing deference and humility. In contrast, Finnish culture, with its emphasis on directness and simplicity, uses fewer such expressions, reflecting a preference for clarity and and honesty. These findings underscore the importance of understanding these cultural and linguistic differences for improving intercultural communication and social interactions.https://jflr.ut.ac.ir/article_103892_3a53654ec4cfa266d60f8d41bd7ce466.pdf