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    An account of EFL learners' self-efficacy and gender in the flipped classroom model
    (Springer, 2020) Namaziandost, Ehsan; Çakmak, Fidel
    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.
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    CALL-enhanced L2 vocabulary learning: Using spaced exposure through CALL to enhance L2 vocabulary retention
    (2021) Çakmak, Fidel; Namaziandost, Ehsan; Kumar, Tribhuwan
    CALL- and MALL-enhanced learning applications have dominated the field of second language (L2) learning recently. This study aims to investigate the effect of applying a CALL-enhanced L2 vocabulary learning software program on the L2 vocabulary development of English as Foreign Language (EFL) students. 76 preintermediate EFL students registered at a foreign language school were chosen from a total of 156 students after running an Oxford Quick Placement Test (OQPT). The participants were randomly assigned to two groups: the experimental group (EG = 38) and the control group (CG = 38). A vocabulary test as pretest was administered to all the participants before the treatment. During the treatment, the EG learners were requested to utilize a computer-enhanced flashcard software program on their laptops, mobile phones, or other mobile devices at their discretion. By using the program, they could access and utilize a variety of flashcards on many subject matters such as languages, geography, math, and science as well as construct their own flashcards for multiple practices. The CG, on the other hand, was taught through traditional teaching without any CALL tools available. At the termination of the intervention, the vocabulary test was employed as a posttest to both groups to assess the learners' vocabulary enhancement. The EG outperformed the CG. Findings have led to the reasonable interpretation that L2 vocabulary learning was more productive when the CALL-enhanced flashcard program was utilized for the learning processes.
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    Echoes of feedback: analyzing the ripple effects of reflective peer feedback on interpersonal trust, self-efficacy, and learning depth
    (Routledge Journals, Taylor & Francis Ltd, 2025) Namaziandost, Ehsan; Cakmak, Fidel
    This study examines the impact of reflective peer feedback on key variables, including interpersonal trust (IT), self-efficacy (SE), and learning depth (LD), compared to standard peer feedback among undergraduate English Teaching (BA) students. The primary objective was to compare the effects of reflective peer feedback and standard peer feedback, measuring both cognitive and affective aspects of learning. A quasi-experimental design, integrating both quantitative and qualitative methods, was employed. A total of 100 EFL students participated, divided into two groups: Group A (Reflective Peer Feedback) and Group B (Standard Peer Feedback). Pre- and post-tests were used to assess learning depth, interpersonal trust, and self-efficacy. Additionally, semi-structured interviews were conducted to explore their experiences with the feedback process. The results indicated that Group A (Reflective Peer Feedback) showed significant improvements in learning depth, interpersonal trust, and self-efficacy compared to Group B (Standard Peer Feedback). Participants in Group A demonstrated deeper cognitive engagement, stronger interpersonal trust, and greater self-efficacy, as revealed by both the quantitative assessments and qualitative interviews. In contrast, Group B showed minimal changes in these areas. The findings suggest that incorporating reflective peer feedback into language education can have a positive impact on both academic performance and socio-emotional development.
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    How do you feel? Unmasking ambiguity tolerance, learning adaptability, self-management, and learning outcomes in gamification vs. ludicization in foreign language learning
    (Elsevier, 2025) Namaziandost, Ehsan; Cakmak, Fidel; Ashkani, Parisa
    In recent years, the integration of gamification and ludicization into foreign language learning has gained increasing attention for its potential to enhance learner engagement and facilitate more effective learning outcomes. This study investigated the comparative effects of gamification and ludicization on ambiguity tolerance (AT), learning adaptability (LA), self-management, and learning outcomes (LOs) among foreign language learners in Turkey. A total of 256 students were assigned to one of three groups: the gamification group, the ludicization group, and the control group. Using a mixed-methods approach, quantitative data were collected via surveys assessing AT, LA, self-management, and LOs across the three groups. Qualitative data were gathered through semi-structured interviews to gain deeper insights into participants' perceptions of the effectiveness of gamification and ludicization in fostering the constructs under investigation in the study. Results indicated that both experimental groups outperformed the control groups in terms of gaining in AT, LA, self-management, and LOs on the post-tests. The qualitative data revealed that the participants both experimental groups expressed positive attitudes toward the effectiveness of the gamification and ludicization in promoting their AT, LA, selfmanagement, and LOs. These findings provide valuable insights for educators and instructional designers, highlighting that integrating gamified elements and ludic learning methods into foreign language learning can foster critical learner attributes and improve academic performance. Through such integration, the study recommends customizing these strategies to align with learners' specific needs, thereby optimizing engagement and adaptability in language learning.
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    Impact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments
    (Elsevier B.V., 2025) Namaziandost, Ehsan; Çakmak, Fidel
    Artificial Intelligence (AI) and gamified learning have attracted interest from language educators and researchers in the field of teaching English as a Foreign Language (EFL) for their potential to enhance vocabulary acquisition outcomes. However, the relative effectiveness of AI-generated storytelling and gamified learning in EFL vocabulary acquisition has been underexplored. This study examines the influence of AI-generated storytelling and gamified learning on the vocabulary retention and engagement of intermediate-level EFL learners. Ninety participants were allocated among three groups: a control group that employed conventional vocabulary methods (e.g., rote memorization using flashcards and quizzes), a gamified learning group that utilized Duolingo's exercises, and an AI-generated interactive narrative group. Over a four-week period, the gamified group completed interactive exercises, the control group followed conventional instruction, and the AI group engaged with personalized, context-rich narratives that embedded target vocabulary. Data was gathered through pre- and post-tests, which included immediate and delayed vocabulary assessments, a learner engagement questionnaire, and semi-structured interviews. The interviews were analyzed using grounded theory. The AI-generated storytelling group outperformed both the gamified learning and control groups in both immediate and delayed vocabulary tests, as evidenced by quantitative results. This suggests that the AI-generated storytelling group exhibited superior long term vocabulary retention. The control group was also surpassed by the gamified learning group in both assessments, albeit to a lesser extent. The qualitative results suggested that the AI-generated storytelling group reported a higher level of engagement, attributing their motivation to immersive and meaningful narratives. The gamified learning group found the approach to be enjoyable but less profound, and the control group described traditional methods as structured yet uninspiring. These results indicate that AI-generated storytelling is a potent instrument for improving vocabulary acquisition and engagement in EFL settings. © 2025 The Authors.
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    Job Satisfaction of Iranian EFL Teachers: Exploring the Role of Gender, Education Level, Teaching Experience, and Service Location
    (Teaching English Language and Literature Society of Iran (TELLSI), 2021) Rezai, Afsheen; Namaziandost, Ehsan; Çakmak, Fidel
    Teacher's job satisfaction (JS) is a crucial factor making objectives realized in an education system. It is deemed that various factors affect teachers' JS. This study aims to investigate if Iranian EFL teachers' JS is affected by gender, education level, teaching experience, and service location factors. For this purpose, using a stratified sampling method, a sample, including 440 female and male EFL teachers were chosen from Tehran, Lorestan, and Markazi Provinces, Iran. To collect the required data, the participants were asked to complete a printed version of a Teachers' Job Satisfaction Survey along with items addressing their demographic information (e.g., gender, education level, teaching experience, and service location). An independent sample t-test and a one-way ANOVA were used to analyze the collected data. Results evidenced no statistically significant difference between the female and male participants regarding their JS. Additionally, the findings documented that the participants with higher education levels had higher job satisfaction. Moreover, the results turned out that the participants with more teaching experiences participants felt less gratified with their jobs. Likewise, the findings disclosed that the participants working in Tehran Province enjoyed higher JS than the teachers working in Lorestan and Markazi Provinces. The study ends with proposing some implications for educational stakeholders. © 2021 – Published by Teaching English Language and Literature Society of Iran.
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    Special issue: Potential Links Among Technology-Based Instruction and Language Learning: How Do CALL, MALL, and Online Instructions Affect L2 Learningand Psychological Factors Involve in Learning?
    (CALL-EJ, 2022) Namaziandost, Ehsan; Rezai, Afsheen; Liu, Honggang; Wang, Yongliang; Saeedian, Sam; Pikhart, Marcel; Estaji, Masoomeh
    [No abstract available]
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    The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
    (Elsevier, 2024) Namaziandost, Ehsan; Cakmak, Fidel; Heydarnejad, Tahereh; Rezai, Afsheen
    Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.