Document Type : Original Article
Authors
Department of English Language, Varamin-Pishva Branch, Islamic Azad University, Varamin, Iran
Abstract
This study followed discussion-based techniques using mobile phone technologies in order to compare Iranian EFL teachers' perceptions with their practices in higher education. Applying Convergent Parallel Mixed-Method Design, 73 English for Specific Purposes (ESP) instructors, teaching technical English courses to Law students at Islamic Azad University (IAU), South Tehran, Qods and Eslamshahr branches, completed a questionnaire, assessing teachers’ perceptions versus practices on the use of mobile phone technologies in discussion-based classes. Through typical-case purposive sampling, out of 73 ESP instructors, eight instructors (four traditional and four communicative), extracted through the questionnaire, joined semi-structured interviews, and their classes were observed during the semester by two observers completing the observation scheme. Afterwards, applying the grounded-theory-instigated analytical framework of Onwuegbuzie and Teddlie (2003), the triangulated observation-interview data were thematically analyzed through open, axial, and selective codifications congruent with Mishra and Koehler’s (2008) TPACK model components, i.e., technology, pedagogy and content knowledge. The results demonstrated EFL teachers' interest in interactional mobile phone technologies and in the content constituent, i.e., the second component of the questionnaire as well as the third module of TRACK model. Additionally, the results signified EFL teachers’ use of comparative translation activities for the reading comprehension skills via collaborative/cooperative reading strategies. Finally, this research represents some pedagogical implications for administrative executives in the Iranian Ministry of Science, Research and Technology to revise Law students’ curriculum, and positively alters material providers’ and ESP instructors’ attitudes toward using mobile phone technologies in discussion-based classes.
Keywords
Main Subjects
Ahmad, T. (2019). Undergraduate mobile phone use in the Caribbean: Implications for teaching and learning in an academic setting. Journal of Research in Innovative Teaching & Learning, 13 (2), 191-210. https://doi.org/10.1108/JRIT-01-2019-0001
Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D. Ali, M. H., … Azizian, M. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 1-10. https://doi.org/10.1155/2022/9739147
Altameemy, F. (2017). Mobile phones for teaching and learning: Implementation and students’ and teachers’ attitudes. Journal of Educational Technology Systems, 45(3), 436-451. https://doi.org/10.1177/ 0047239516659754
Bahri, H., & Mahadi, T. S. T. (2016). The application of mobile devices in the translation classroom. Advances in Language and Literary Studies,7(6), 237-242. http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.237
Biel, Ł. (2011). Professional realism in the legal translation classroom: Translation competence. Meta: Translators' Journal, 56(1), 161-178. https://id.erudit.org/iderudit/1003515ar
Bermillo, J. E., & Metro, V. L. T. (2022). Collaborative strategic reading on students' comprehension and motivation. European Journal of English Language Teaching, 7(1),71-102. https://oapub.org/edu/index. php/ejel/article/download/4148/6782
Boridani, E. (2019). The use of mobile applications in EFL classrooms: Teachers’ attitudes and challenges (Master’s thesis). Islamic Azad University of Bandar Abbas. https://ganj.irandoc.ac.ir/viewer/a19806362f9945aba18d7f5305837b9e
Bozorgian, H. (2018). Teachers’ attitudes towards the use of MALL instruction in Iranian EFL context. The International Journal of Humanities, 25(3), 1-18. https://www.sid.ir/FileServer/JE/99020180301.pdf
Chen, Ch.-M., Li, M.-Ch., & Chen, Y.-T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education,179(5), 1-22. https://doi.org/10.1016/ j.compedu.2021.104428
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.
Dakir, E. I., Bali, M. M., Zulfajri Muali, Ch., Baharun, H., Ferdianto, D., & Al-Farisi, M. S. (2021). Design seamless learning environment in higher education with mobile device. Journal of Physics: Conference Series, 1899(1), 1-5. https://www.proquest.com/ docview/2535634787/7B1BD1EE7BD943D9PQ/1
Daltio, E., Gama, J., França, G., Prata, D., & Veloso, G. (2018). The potential use of smartphone and social networks in public schools: A case study in north of Brazil. In I. A. Sánchez, & P. Isalas (Eds.), Proceedings of the 14th International Conference: Mobile Learning 2018, 39-46. Lisbon: IADIS Press. https://files.eric.ed.gov/fulltext/ED590271.pdf
Davidovitch, N., & Yavich, R. (2018). Usage of mobile phone applications and its impact on teaching and learning. International Journal of Higher Education, 7(1),1-9. https://files.eric.ed.gov/fulltext/EJ1166826.pdf
Fallah, T., Hafezi, F., Makvandi, B., & Bavi, S. (2022). The effectiveness of flipped classroom and cooperative teaching methods on the creativity of students. Interdisciplinary Journal of Virtual Learning in Medical Sciences (IJVLMS), 13(1), 2-10. https://ijvlms.sums.ac.ir/article_48147.html
Fatehi Rad, N., & Sahragard, R. (2019). The impact of the participatory approach on EFL learners' language proficiency with a focus on teachers' perspective. Iranian Journal of English for Academic Purposes (IJEAP),8(3),48-64. http://journalscmu.sinaweb.net/ article_92983_00f1daa42fb11a6a37756722f95f355c.pdf
Galatsopoulou, F., Kenterelidou, C., Kotsakis, R., & Matsiola, M. (2022). Examining students' perceptions toward video-based and video-assisted active learning scenarios in journalism and communication courses. Education Sciences, 12(74), 1-18. https://www.mdpi.com/2227-7102/12/2/74
Hantla, B. F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study (Doctoral dissertation). ProQuest Dissertations and Theses database. (UMI No. 3581138)
Harizaj, M. (2015). Discussion as an active learning in EFL. Européen Scientific Journal, 11(16), 231-236. https://eujournal.org/index.php/esj/article/view/5866/5589
Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267. http://www.jallr.com/index.php/JALLR /article/view/859
Ilic, P. (2013). The impact of mobile phones on collaborative learning activities (Doctoral dissertation). University of Exeter. http://hdl.handle.net/10871/15697
Javadi, Y., & Khezrab, T. (2020). Application of mobile phone technologies in the law text translation instruction. International Journal of Linguistics, Literature and Translation, 3(1), 252-261.
https://alkindipublisher.com/index.php/ijllt/article/download/1173/957
Kimura, M., Obari, H., & Goda, Y. (2011). Mobile technologies and language learning in Japan. In M. Levy, F. Blin, C. B. Siskin, & O. Takeuchi. (Eds.), World CALL: International perspectives on computer-assisted language learning (pp. 38-54). Routledge.
Korucu-Kis, S., & Ozmen, K. S. (2019). Exherent and inherent value beliefs about technology: Missing pieces in the puzzle of technology integration? International Journal of Educational Technology, 6(1), 1-11. https://eric.ed.gov/?id=EJ1212903
Kukulska-Hulme, A., Lee, H., & Norris L. (2017). Mobile learning revolution: Implications for language pedagogy. In C. A. Chapelle, & Sh. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 217-233). John Wiley & Sons, Inc.
Labrie, A., Mok, T., Tang, A., Lui, M., Oehlberg, L., & Poretski, L. (2022). Toward video-conferencing tools for hands-on activities in online teaching. Proc. ACM Hum.-Comput. Interact, 6 (Article 10). https://dl.acm.org/doi/pdf/10.1145/3492829
Lin, V., Yeh, H.-C., & Chen, N.-S. (2022). A systematic review on oral interactions in robot-assisted language learning. Electronics,11(290), 1-37. https://doi.org/10.3390/electronics11020290
Liu, Y. (2011). Solving the puzzle of mobile learning adoption (Doctoral dissertation). Åbo Akademi University. https://core.ac.uk/download/pdf/39940233.pdf
Liuolienė, A., & Metiūnienė, R. (2012). Legal English and adapted legal texts. SANTALKA: Filologija, Edukologija, 20(1), 56-64.
Marashi, H., & Khatami, H. (2018). Using cooperative learning to boost creativity and motivation in language learning. Journal of Language and Translation,7(1/13), 43-58.
Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: The case of three selected secondary schools in Dawro zone, SNNPRS, Euthopia. International Journal of Education, 10(2), 88-94.
https://doi.org/10.17509/ije.v10i2.8461
Mishra, P., & Koehler, M., J. (2008, March). Introducing technological pedagogical content knowledge. Annual Meeting of the American Educational Research Association, New York. https://www.researchgate.net/publication/242385653_Introducing_Technological_Pedagogical_Content_Knowledge/link/00b4953038a577f993000000/download
Nikimaleki, M., & Rahimi, M. (2022). Effects of a collaborative AR-enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course. Journal of Computer-Assisted Learning, 38(1). https://doi.org/10.1111/jcal.12646
Omar, H. (2014). A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education (Doctoral dissertation). https://www.proquest.com/docview/1651930266
Park, S.Y., Nam, M.-W., & Cha, S.-B. (2012). University students’ behavioral intention to use mobile learning: evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605. https://doi.org/10.1111/j.1467-8535.2011.01229.x
Polloway, E. A., Patton, J. R., & Serna, L. (2001). Strategies for teaching learners with special needs (7th ed.). Merrill / Prentice Hall.
Prasaja, Y. B. A., Pariyanto, Pramesti, T., Nurhadi, M., & Supsiadji, M. R. (2022). Collaborative learning in creative writing: A teacher's perspective. Technium Social Sciences Journal, 27(1), 760-766. https://doi.org/10.47577/tssj.v27i1.5575
Puteh M., Ahmad, C. N. C., Noh, N. M., Adnan M., & Ibrahim, M. H. (2015). The Classroom Physical Environment and Its Relation to Teaching and Learning Comfort Level. International Journal of Social Science and Humanity,5(3),237-240. http://www.ijssh.org/index.php?m=content&c=index&a=show&catid=53&id=781
Rahmani, Z. (2017). Barrasi-ye rabete-ye beyn-e estefadeh az mobile dar yadgiri-ye zaban-e Englisi va senne zaban-amouzan (Master’s thesis). Irandoc. (161454)
Raman, A., Thannimalai, R., Rathakrishnan, M., & Ismail, S. N. (2022). Investigating the influence of intrinsic motivation on behavioral intention and actual use of technology in Moodle platforms. International Journal of Instruction, 15(1), 1003-1024.
https://www.eiji.net/dosyalar/iji_2022_1_57.pdf
Ratminingsih, N. M., Adi Ana, I. K. T., Fatmawan, A. R., Artini, L. P., & Padmadewi, N. N. (2022). WhatsApp implementation on pedagogical content courses during COVID-19 pandemic: Students' learning activities and perception. Kasetsart Journal of Social Sciences, 43, 238-244. https://doi.org/10.34044/ j.kjss.2022.43.1.32
Roselli, N. D. (2016). Collaborative learning: Theoretical foundations and applicable strategies to university. Propósitos y Representaciones, 4(1), 219-280. https://files.eric.ed.gov/fulltext/EJ1126307.pdf
Samadi, M., Shomoossi, N., & Eslami Rasekh, A. (2011). Problems in the translation of legal terms from Persian into English. Language Society and Culture, 33, 108-114. https://www.researchgate.net/publication /268813331_Problems_in_the_Translation_of_Legal_Terms_from_Persian_into_English
Sayyadi, A. (2022). In-service university-level EFL instructors' language assessment literacy and training needs. Profile: Issues in Teachers' professional development, 24(1),77-95. https://doi.org/10.15446 /profile.v24n1.93676
Shinagawa, S. (2012). Adapting the iPhone for language teaching and learning. In F. Zhang. Computer-enhanced and mobile-assisted language learning: Emerging issues and trends (pp. 188-201). Information Science Reference, IGI Global.
Simonnæs, I. (2013). Challenges in legal translation - revisited. Linguistica, 53(2), 91-102. https://doi.org /10.4312/linguistica.53.2.91-102
Stockwell, G. (2013). Mobile-assisted language learning. In M. Thomas, H. Reinders, & M. Warschauer. (Eds.), Contemporary computer-assisted language learning (pp. 201-216). Bloomsbury.
Swartzwelder, K., Murphy, J., & Murphy, G. (2019). The impact of text-based and video discussions on student engagement and interactivity in an online course. Journal of Educators Online, 16(1), 1-7. https://files.eric.ed.gov/fulltext/EJ1204391.pdf
Tan, Z. (2008). Towards whole-person translator education approach in translation teaching on university degree programs. Meta: Translators' Journal, 53(3), 589-608. https://doi.org/10.7202/019241ar
Tomlinson, B., & Masuhara, H. (2004). Developing language course materials. RELC Portfolio Series.
Velykodska, O. (2018). Legal discourse: Text analysis and translation strategies. Comparative Legilinguistics: International Journal for Legal Communication, 34,53-64. https://doi.org/10.14746/cl.2018.34.3
Vygotsky, L.S. (1962). Thought and language. MIT Press. (Original work published in 1934).
Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D. Ali, M. H., … Azizian, M. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 1-10. https://doi.org/10.1155/2022/9739147
Altameemy, F. (2017). Mobile phones for teaching and learning: Implementation and students’ and teachers’ attitudes. Journal of Educational Technology Systems, 45(3), 436-451. https://doi.org/10.1177/ 0047239516659754
Bahri, H., & Mahadi, T. S. T. (2016). The application of mobile devices in the translation classroom. Advances in Language and Literary Studies,7(6), 237-242. http://dx.doi.org/10.7575/aiac.alls.v.7n.6p.237
Biel, Ł. (2011). Professional realism in the legal translation classroom: Translation competence. Meta: Translators' Journal, 56(1), 161-178. https://id.erudit.org/iderudit/1003515ar
Bermillo, J. E., & Metro, V. L. T. (2022). Collaborative strategic reading on students' comprehension and motivation. European Journal of English Language Teaching, 7(1),71-102. https://oapub.org/edu/index. php/ejel/article/download/4148/6782
Boridani, E. (2019). The use of mobile applications in EFL classrooms: Teachers’ attitudes and challenges (Master’s thesis). Islamic Azad University of Bandar Abbas. https://ganj.irandoc.ac.ir/viewer/a19806362f9945aba18d7f5305837b9e
Bozorgian, H. (2018). Teachers’ attitudes towards the use of MALL instruction in Iranian EFL context. The International Journal of Humanities, 25(3), 1-18. https://www.sid.ir/FileServer/JE/99020180301.pdf
Chen, Ch.-M., Li, M.-Ch., & Chen, Y.-T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education,179(5), 1-22. https://doi.org/10.1016/ j.compedu.2021.104428
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.
Dakir, E. I., Bali, M. M., Zulfajri Muali, Ch., Baharun, H., Ferdianto, D., & Al-Farisi, M. S. (2021). Design seamless learning environment in higher education with mobile device. Journal of Physics: Conference Series, 1899(1), 1-5. https://www.proquest.com/ docview/2535634787/7B1BD1EE7BD943D9PQ/1
Daltio, E., Gama, J., França, G., Prata, D., & Veloso, G. (2018). The potential use of smartphone and social networks in public schools: A case study in north of Brazil. In I. A. Sánchez, & P. Isalas (Eds.), Proceedings of the 14th International Conference: Mobile Learning 2018, 39-46. Lisbon: IADIS Press. https://files.eric.ed.gov/fulltext/ED590271.pdf
Davidovitch, N., & Yavich, R. (2018). Usage of mobile phone applications and its impact on teaching and learning. International Journal of Higher Education, 7(1),1-9. https://files.eric.ed.gov/fulltext/EJ1166826.pdf
Fallah, T., Hafezi, F., Makvandi, B., & Bavi, S. (2022). The effectiveness of flipped classroom and cooperative teaching methods on the creativity of students. Interdisciplinary Journal of Virtual Learning in Medical Sciences (IJVLMS), 13(1), 2-10. https://ijvlms.sums.ac.ir/article_48147.html
Fatehi Rad, N., & Sahragard, R. (2019). The impact of the participatory approach on EFL learners' language proficiency with a focus on teachers' perspective. Iranian Journal of English for Academic Purposes (IJEAP),8(3),48-64. http://journalscmu.sinaweb.net/ article_92983_00f1daa42fb11a6a37756722f95f355c.pdf
Galatsopoulou, F., Kenterelidou, C., Kotsakis, R., & Matsiola, M. (2022). Examining students' perceptions toward video-based and video-assisted active learning scenarios in journalism and communication courses. Education Sciences, 12(74), 1-18. https://www.mdpi.com/2227-7102/12/2/74
Hantla, B. F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study (Doctoral dissertation). ProQuest Dissertations and Theses database. (UMI No. 3581138)
Harizaj, M. (2015). Discussion as an active learning in EFL. Européen Scientific Journal, 11(16), 231-236. https://eujournal.org/index.php/esj/article/view/5866/5589
Hashemifardnia, A., Namaziandost, E., & Rahimi Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267. http://www.jallr.com/index.php/JALLR /article/view/859
Ilic, P. (2013). The impact of mobile phones on collaborative learning activities (Doctoral dissertation). University of Exeter. http://hdl.handle.net/10871/15697
Javadi, Y., & Khezrab, T. (2020). Application of mobile phone technologies in the law text translation instruction. International Journal of Linguistics, Literature and Translation, 3(1), 252-261.
https://alkindipublisher.com/index.php/ijllt/article/download/1173/957
Kimura, M., Obari, H., & Goda, Y. (2011). Mobile technologies and language learning in Japan. In M. Levy, F. Blin, C. B. Siskin, & O. Takeuchi. (Eds.), World CALL: International perspectives on computer-assisted language learning (pp. 38-54). Routledge.
Korucu-Kis, S., & Ozmen, K. S. (2019). Exherent and inherent value beliefs about technology: Missing pieces in the puzzle of technology integration? International Journal of Educational Technology, 6(1), 1-11. https://eric.ed.gov/?id=EJ1212903
Kukulska-Hulme, A., Lee, H., & Norris L. (2017). Mobile learning revolution: Implications for language pedagogy. In C. A. Chapelle, & Sh. Sauro (Eds.), The handbook of technology and second language teaching and learning (pp. 217-233). John Wiley & Sons, Inc.
Labrie, A., Mok, T., Tang, A., Lui, M., Oehlberg, L., & Poretski, L. (2022). Toward video-conferencing tools for hands-on activities in online teaching. Proc. ACM Hum.-Comput. Interact, 6 (Article 10). https://dl.acm.org/doi/pdf/10.1145/3492829
Lin, V., Yeh, H.-C., & Chen, N.-S. (2022). A systematic review on oral interactions in robot-assisted language learning. Electronics,11(290), 1-37. https://doi.org/10.3390/electronics11020290
Liu, Y. (2011). Solving the puzzle of mobile learning adoption (Doctoral dissertation). Åbo Akademi University. https://core.ac.uk/download/pdf/39940233.pdf
Liuolienė, A., & Metiūnienė, R. (2012). Legal English and adapted legal texts. SANTALKA: Filologija, Edukologija, 20(1), 56-64.
Marashi, H., & Khatami, H. (2018). Using cooperative learning to boost creativity and motivation in language learning. Journal of Language and Translation,7(1/13), 43-58.
Mulatu, M., & Bezabih, W. (2018). Perceptions and practices of EFL teachers in implementing active learning in English classes: The case of three selected secondary schools in Dawro zone, SNNPRS, Euthopia. International Journal of Education, 10(2), 88-94.
https://doi.org/10.17509/ije.v10i2.8461
Mishra, P., & Koehler, M., J. (2008, March). Introducing technological pedagogical content knowledge. Annual Meeting of the American Educational Research Association, New York. https://www.researchgate.net/publication/242385653_Introducing_Technological_Pedagogical_Content_Knowledge/link/00b4953038a577f993000000/download
Nikimaleki, M., & Rahimi, M. (2022). Effects of a collaborative AR-enhanced learning environment on learning gains and technology implementation beliefs: Evidence from a graduate teacher training course. Journal of Computer-Assisted Learning, 38(1). https://doi.org/10.1111/jcal.12646
Omar, H. (2014). A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education (Doctoral dissertation). https://www.proquest.com/docview/1651930266
Park, S.Y., Nam, M.-W., & Cha, S.-B. (2012). University students’ behavioral intention to use mobile learning: evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605. https://doi.org/10.1111/j.1467-8535.2011.01229.x
Polloway, E. A., Patton, J. R., & Serna, L. (2001). Strategies for teaching learners with special needs (7th ed.). Merrill / Prentice Hall.
Prasaja, Y. B. A., Pariyanto, Pramesti, T., Nurhadi, M., & Supsiadji, M. R. (2022). Collaborative learning in creative writing: A teacher's perspective. Technium Social Sciences Journal, 27(1), 760-766. https://doi.org/10.47577/tssj.v27i1.5575
Puteh M., Ahmad, C. N. C., Noh, N. M., Adnan M., & Ibrahim, M. H. (2015). The Classroom Physical Environment and Its Relation to Teaching and Learning Comfort Level. International Journal of Social Science and Humanity,5(3),237-240. http://www.ijssh.org/index.php?m=content&c=index&a=show&catid=53&id=781
Rahmani, Z. (2017). Barrasi-ye rabete-ye beyn-e estefadeh az mobile dar yadgiri-ye zaban-e Englisi va senne zaban-amouzan (Master’s thesis). Irandoc. (161454)
Raman, A., Thannimalai, R., Rathakrishnan, M., & Ismail, S. N. (2022). Investigating the influence of intrinsic motivation on behavioral intention and actual use of technology in Moodle platforms. International Journal of Instruction, 15(1), 1003-1024.
https://www.eiji.net/dosyalar/iji_2022_1_57.pdf
Ratminingsih, N. M., Adi Ana, I. K. T., Fatmawan, A. R., Artini, L. P., & Padmadewi, N. N. (2022). WhatsApp implementation on pedagogical content courses during COVID-19 pandemic: Students' learning activities and perception. Kasetsart Journal of Social Sciences, 43, 238-244. https://doi.org/10.34044/ j.kjss.2022.43.1.32
Roselli, N. D. (2016). Collaborative learning: Theoretical foundations and applicable strategies to university. Propósitos y Representaciones, 4(1), 219-280. https://files.eric.ed.gov/fulltext/EJ1126307.pdf
Samadi, M., Shomoossi, N., & Eslami Rasekh, A. (2011). Problems in the translation of legal terms from Persian into English. Language Society and Culture, 33, 108-114. https://www.researchgate.net/publication /268813331_Problems_in_the_Translation_of_Legal_Terms_from_Persian_into_English
Sayyadi, A. (2022). In-service university-level EFL instructors' language assessment literacy and training needs. Profile: Issues in Teachers' professional development, 24(1),77-95. https://doi.org/10.15446 /profile.v24n1.93676
Shinagawa, S. (2012). Adapting the iPhone for language teaching and learning. In F. Zhang. Computer-enhanced and mobile-assisted language learning: Emerging issues and trends (pp. 188-201). Information Science Reference, IGI Global.
Simonnæs, I. (2013). Challenges in legal translation - revisited. Linguistica, 53(2), 91-102. https://doi.org /10.4312/linguistica.53.2.91-102
Stockwell, G. (2013). Mobile-assisted language learning. In M. Thomas, H. Reinders, & M. Warschauer. (Eds.), Contemporary computer-assisted language learning (pp. 201-216). Bloomsbury.
Swartzwelder, K., Murphy, J., & Murphy, G. (2019). The impact of text-based and video discussions on student engagement and interactivity in an online course. Journal of Educators Online, 16(1), 1-7. https://files.eric.ed.gov/fulltext/EJ1204391.pdf
Tan, Z. (2008). Towards whole-person translator education approach in translation teaching on university degree programs. Meta: Translators' Journal, 53(3), 589-608. https://doi.org/10.7202/019241ar
Tomlinson, B., & Masuhara, H. (2004). Developing language course materials. RELC Portfolio Series.
Velykodska, O. (2018). Legal discourse: Text analysis and translation strategies. Comparative Legilinguistics: International Journal for Legal Communication, 34,53-64. https://doi.org/10.14746/cl.2018.34.3
Vygotsky, L.S. (1962). Thought and language. MIT Press. (Original work published in 1934).
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