This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing a mixed-methods approach, data was collected through surveys and semi-structured interviews from EFL learners and instructors. Findings reveal that SA plays a pivotal role in promoting learner autonomy, self-regulated learning, and academic engagement (AE). By actively involving students in the assessment process and providing opportunities for reflection and feedback, educators can empower learners to take ownership of their learning journey and enhance their overall learning outcomes. Moreover, the study underscores the importance of creating a supportive CC characterized by mutual respect, collaboration, and inclusivity. Positive teacher-student relationships and inclusive learning environments contribute significantly to students’ academic and socioemotional development. Additionally, the study highlights the influence of psychological variables such as growth mindset and emotional intelligence (EI) on student learning outcomes. Learners who adopt a growth-oriented mindset and possess high levels of EI are more likely to persevere in the face of challenges and actively engage in the learning process. The implications of this study suggest the importance of adopting a holistic approach to assessment and instruction in EFL education, with stakeholders urged to incorporate strategies to promote SA, create supportive CC, and foster psychological variables for enhanced student learning and well-being.

This research focuses on Iranian undergraduate students and examines the impact of peer support on anxiety, success, growth mindsets, and enjoyment of learning English as a foreign language. This study employed a sequential exploratory mixed-methods approach to examine the impact of language learning interventions through peer-support on students’ experiences and outcomes. The research involved 54 monolingual Persian-speaking participants aged 18 to 20, who were randomly assigned to either the experimental or control groups. In contrast to the control group, who participated in more conventional, teacher-led sessions without peer assistance, the experimental group could rely on classmates for help in and out of class. Methods for data collection included teacher-made assessments, observations, and semi-structured interviews. Quantitative data was analyzed using independent samples t-tests, while qualitative data was analyzed using thematic analysis. Results indicated that students in the experimental group experienced lower anxiety, better academic performance, cultivated growth mindsets, and enjoyed their language learning compared to the control group. The findings emphasize the significance of peer support in establishing conducive learning environments to enhance language learning outcomes and experiences.

Reading fluently is the goal of many L2 learners. The purpose of this study was to see how word recognition and fluency-building activities affect Iranian EFL students' reading comprehension. To do so, 93 subjects with preintermediate command of English were selected. Then, they were divided into two experimental groups and one control group, each with 31 participants. In an eight-session period, the first experimental group (word recognition group) received word and phrase recognition activities, the second treatment group (fluency group) was exposed to fluency-oriented activities, while the control group was only exposed to the Farsi translation of the assigned texts. Using a randomized pretest-posttest comparison group design, we attempted to see how reading comprehension changes in response to the treatment. Therefore, a one-way between-groups ANOVA was used to test the null hypothesis. The findings revealed that both experimental groups significantly outperformed the control group in the posttest. There was no significant difference between the two experimental groups, according to post-hoc analyses, hence the efficacy of the two implemented techniques. This study implies that material developers should include such activities in their textbooks to enhance text comprehension, especially at the preintermediate level of language proficiency. Additionally, teachers can employ these techniques in their classes with their learners at the preintermediate level.