Emerging technologies and mobile devices have enabled improved quality of learning outcomes in the field of language learning. With the opportunities provided by innovative, emerging tools, traditional ways of learning have been enhanced. The flipped classroom is one of the innovative learning models that have appeared in language learning in the last decade. The current study was carried out to investigate the difference that the flipped classroom made on students’ self-efficacy and gender. 58 participants with an intermediate proficiency level in English were randomly assigned to one of two conditions: experimental (flipped classroom) and control (traditional) group. The participants employed the Self-Efficacy Survey before and after the intervention of flipped classroom. The results demonstrated a significant increase in self-efficacy scores of the experimental group. When gender was analyzed separately, the females in the experimental group were found to have greater improvements in self-efficacy than their male colleagues in the experimental group when utilizing the flipped classroom practice. In the light of the results, students, especially female students can increase their individual confidence in producing specific or requested performance in language learning while engaged in the flipped classroom.

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

This study aims to find out the role of games in promoting students’ willingness to communicate (WTC) and their teachers’ attitude toward it. In order to collect the data, the researchers employed a 28-item questionnaire which was given to 60 English as a Foreign Language (EFL) learners in an English institute. Then, the students were randomly divided into two groups of 30 learners functioning as control and experimental groups. The students in the experimental group received games in their language lessons and classes, while control group learners did not. At the end of the term, the same questionnaire was given to the students to know if playing games had a significant impact on their WTC. In addition, the teachers were asked to answer a 30-item questionnaire to investigate their attitudes toward playing games in language classes. The results showed that most of the teachers in this study believe that games have a positive influence on the students’ attitudes towards learning English and that using them in class serves many educational purposes. In addition, games played a significant role in improving the EFL leaners’ willingness to communicate. In the light of these findings, the researchers suggested using games as energizers and practical activities at the end of class not only to improve enthusiasm for learning, but also to improve the learners’ WTC.

The current study tried to investigate the impact of cooperative learning (CL) on improving Iranian intermediate EFL learners’ oral proficiency motivations toward learning English. To fulfil this objective, 90 participants were selected and divided into two equal groups; one experimental and one control group. Then, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the participants before and at the end of the course to check students’ motivations towards the use of cooperative learning in English classes. After analyzing the data, the results indicated a significant improvement in the learners’ speaking skills after utilizing cooperative learning techniques. Furthermore, results proposed remarkable differences in favor of cooperative learning in enhancing intrinsic motivation, but no differences were observed on other sorts of motivation. The researchers suggested using CL in English classes might be beneficial for teachers, which may in turn progress students’ speaking skills and motivations.

The current study investigated the impact of using two cooperative learning strategies on the development of oral English language fluency among Iranian intermediate EFL learners. First, 72 learners studying at a private English language institute were randomly assigned to two experimental groups and one control group, each of equal size (n = 24). An equivalence of language proficiency between the members of the three groups was confirmed with the results from an Oxford Placement Test. Next, all participants undertook an oral fluency pre-test prior to either an eight-week treatment intervention or control phase. Over the eight-week study duration, the two treatment groups were each engaged in different cooperative learning approaches either Numbered heads or Think-pair-share while the control group was engaged in conventional teacher-centered learning activities. One week after the last treatment session, all participants undertook the oral fluency post-test. A comparison of mean oral fluency score gains between the two treatment and control groups suggested that both cooperative learning approaches were valuable in supporting learners’ spoken English fluency, with treatment group members significantly outperforming those in the control group. This study offers an important case of how the implementation of cooperative learning approaches can be valuable in developing important capacities like oral fluency over relatively shorty periods of time. Further, we emphasize the strong potential that such learner-centered, communicative approaches can have in imparting innovation and revitalization to teaching approaches that are not optimal for fluency development.