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Language teacher immunity is conceptualized as a buffering mechanism protecting teachers amid the shifting sands of their teaching careers. Despite a noticeable interest drawn to this novel aspect of language teachers&rsquo; professional identity, scant attention has been paid to examining its potential roles in classroom management. Therefore, this study aims to conduct a quantitative analysis of the relationship between the immunity of English as a Foreign Language (EFL) teachers and their classroom management practices. Using a correlational design, 213 Iranian EFL teachers, 134 females and 79 males with the age range of 20 to 53, completed two electronic surveys of the Teacher Immunity Scale (TIS) and the Behavior and Instructional Management Scale (BIMS). The results indicated a significant negative relationship between EFL teachers&rsquo; immunity and their approach to classroom management. Moreover, multiple regression analyses revealed that openness to change and teaching self-efficacy dimensions of EFL teachers&rsquo; immunity were significant negative predictors of their classroom management practices. The results are discussed in light of the teaching context of Iran, and implications are provided for language teachers, teacher educators, and policymakers.

ltrq.2025.47.04.pdf

Original Research 

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EFL Teachers’ Classroom Management Practices: Predicting Role of Immunity

The need to create more efficient approaches to teaching L2 writing has grown due to the increasing demands placed on English writing proficiency in a global setting. The present investigation aimed to explore the impacts of the ENGAGE Model and task-based language teaching (TBLT) method&nbsp;on Iranian EFL learners' overall L2 writing performance. According to their performance on the standard Oxford Quick Placement Test, 67 Iranian female EFL learners between 18 and 25 years old were chosen for this quasi-experimental study. The participants were divided into three groups at random: the ENGAGE group (N=22), the TBLT group (N=24), and the control group (N=21). The participants&nbsp;were given a writing pretest to verify their L2 writing homogeneity. Then, they went through 12 sessions of instruction.&nbsp;After the treatment, the participants received the writing posttest to measure the learners' development in L2 writing.&nbsp;One-way Analysis of Variance (ANOVA) revealed that the ENGAGE model more substantially impacted Iranian EFL learners' overall L2 essay writing skills than the TBLT.&nbsp;ELT professionals, curriculum designers, English teachers, and learners&nbsp;can utilize the study's findings to solve linguistic and metalinguistic problems.

ltrq.2024.40.07.pdf

ltrq.2024.40.07.xml

The Impact of ENGAGE Model and TBLT Application on the Overall Writing Ability of Iranian EFL Learners

Lexical bundles (LBs) are frequent groups of words that appear repeatedly in different academic texts.&nbsp;A plethora of research&nbsp;has explored their distribution and usage in general, particularly in academic texts. However, to our knowledge, the extent of research investigating LBs in the&nbsp;discussion sections of Medical Research Articles (MRAs) is scant. The present study examined the diversity and density of four-word LBs in the discussions of 1400&nbsp;MRAs. Four-word bundles&nbsp;totaling 413,&nbsp;including general and subject-bound LBs,&nbsp;were extracted using the&nbsp;freeware&nbsp;concordance software program AntConc and categorized based on their&nbsp;syntactic structures and discourse functions.&nbsp;The findings revealed that discussions structurally rely heavily on phrasal LBs (i.e., prepositional phrases and noun phrases) in general and subject-bound LBs&nbsp;compared to clausal bundles, which include VP-based and Clause-based LBs.&nbsp;Regarding functional categories, the general referential bundles with their&nbsp;subcategories were found to have the&nbsp;most considerable proportion in the medical RA genre. Given the importance of LBs in disciplinary writing and academic discourse, the findings could be instrumental in crafting suitable pedagogical materials and activities on general and subject-specific LBs for academic writing in English for Medical Purposes.

ltrq.2023.40.01.pdf

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Lexical Bundles in the Discussions of Medical Sciences Articles: Frequencies, Syntactic Structures, and Discourse Functions