Zerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1220260701Gravestones as Texts: A Genre Analysis of Tombstones through a Gendered Lens11324755610.22034/jes.2026.592064.1012ENAminKarimniaDepartment of English Language, CT.C., Islamic Azad University, Tehran, Iran0000-0002-1312-6249RezaVarzeshiBinaloud Institute of Higher Education, Mashhad, IranJournal Article20260716This study applies Swales’ (2008) genre analysis framework to Iranian tombstone inscriptions, drawing on direct observation of 1,400 gravestones (750 male, 650 female) and integrating qualitative and quantitative structural-semantic move analyses. Linguistically, the findings reveal a striking predominance of Persian poetic metaphors (82.86% of epitaphic content) over direct Quranic verses (4.8%), underscoring cultural-literary traditions rather than strictly religious rhetoric. Syntactically, the Persian ezafe construction encodes paternal lineage on 84% of men's tombstones, while maternal names are entirely absent (0%), grammatically materializing patriarchal descent. The rhetorical structure comprises nine distinct moves, two of which are obligatory: the deceased’s particulars (name/titles) and lifespan (birth/death dates). Additional gendered markers include photographs (44% on men’s stones, 0% on women’s) and explicit paternal name mentions (84% for men, 58.5% for women), further reflecting Iran's male-dominated social norms. By positioning tombstones as communicative artifacts, this study bridges a gap in genre analyses of non-academic texts, offering a nuanced, gendered perspective on how death, identity, and socio-cultural values are discursively memorialized in Iranian society.https://www.jesjournal.com/article_247556_d619ff0ebba8525c18fa47ced0b7bc9b.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1220260701Beyond Curriculum Adoption: Generative Artificial Intelligence (GenAI), Puzzle-Based Instruction, and EFL Teachers’ Pathways to Curriculum Innovation142324597410.22034/jes.2026.584534.1008ENMehdiManoochehrzadehZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, Canada.0009-0007-0381-7250Journal Article20260601The increasing complexity of language education has challenged traditional views of curriculum implementation and materials use in English as a Foreign Language (EFL) contexts. While published materials remain the primary instructional resource for many teachers, contemporary curriculum theory suggests that effective teaching extends beyond the mere adoption of prescribed content. This conceptual paper critically examines three major curriculum orientations—curriculum fidelity, adaptation, and enactment—and explores how EFL teachers negotiate the selection, modification, and development of instructional materials. Drawing on literature in curriculum studies, materials development, and language pedagogy, the paper positions Puzzle-Based Instruction (PBI) as a pedagogical framework that supports teachers in transforming curriculum from static content into dynamic, learner-centered learning experiences. Through processes of deconstruction, adaptation, recombination, and instructional redesign, PBI enhances teacher agency, learner engagement, personalization, and meaningful communication. The paper further argues that emerging technologies, particularly Generative Artificial Intelligence (GenAI), expand opportunities for curriculum innovation by enabling teachers to generate context-sensitive materials, communicative tasks, and adaptive learning activities. Rather than replacing teacher expertise, GenAI functions as a pedagogical partner that supports curriculum enactment and creative instructional design. The paper concludes that the integration of PBI and GenAI provides a promising pathway through which EFL teachers can move beyond curriculum adoption and adaptation toward sustainable curriculum innovation.https://www.jesjournal.com/article_245974_cb1b0821025239f7d3c5c46492c992e7.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1220260701English Language Teachers’ Perceptions of Ethical and AI-Responsive Future-Ready Pedagogy: A Mixed-Methods Study244124725510.22034/jes.2026.584920.1009ENHosseinIsaeeDepartment of English Language, Am.C., Islamic Azad University, Amol, Iran.0000-0002-9028-2907Ufuk CemKomsuDepartment of Healthcare İnstitutions Management, Vocational High School of Mersin, University of Mersin, Mersin, Turkey0000-0002-8348-8747SarahAttiaAssistant Professor of English Language and Literature, GFP, Muscat University, Muscat, Oman.0009-0002-6979-7030AtenaHaghnavazDepartment of English Language, Am.C., Islamic Azad University, Amol, IranMa RosellaRapsingDepartment of English Language Teaching, Bicol state College of Applied Science and technology, Naga City, Philippines0009-0001-8878-2734Journal Article20260603As generative artificial intelligence (AI) becomes increasingly integrated into language education, English language teachers are expected to balance technological innovation with ethical responsibility while preparing learners for digitally mediated and rapidly evolving educational environments. Although research on AI-assisted language teaching has expanded rapidly, relatively little empirical evidence has examined how teachers conceptualize ethical and AI-responsive future-ready pedagogy. This sequential explanatory mixed-methods study investigated these issues through a survey of 342 English language teachers, followed by semi-structured interviews with 20 purposively selected teachers to explain, elaborate, and contextualize the quantitative findings. Quantitative analyses revealed that AI literacy, ethical awareness, future-ready pedagogical beliefs, and perceived institutional support significantly predicted teachers’ implementation readiness, with AI literacy emerging as the strongest predictor, whereas institutional support received the lowest ratings. The qualitative findings generated six interrelated themes, highlighting future-ready pedagogy as preparation for uncertainty, AI as a helpful but imperfect instructional assistant, ethical concerns as everyday teaching dilemmas, institutional support as a prerequisite for implementation, the preservation of human agency, and ethical prompt literacy as an emerging educational competency. Overall, the findings demonstrate that responsible AI integration depends not only on teachers’ technological competence but also on ethical judgment, learner-centered pedagogical beliefs, and supportive institutional environments. The study provides empirical evidence that teachers' readiness for responsible AI integration depends on the interaction of technological competence, ethical judgment, learner-centered pedagogical beliefs, and supportive institutional environments.https://www.jesjournal.com/article_247255_da1748cfd7b591b4ba3883276ae7ef63.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1220260701Language Acquisition Beyond Method: Post-Method Pedagogy and Democratic Learning in the Age of Postmodern Technology425224597510.22034/jes.2026.584234.1007ENShaghayeghShirzadEiman Narimani Marketing Management Co.
L. L.C., Dubai, UAE0009-0007-1827-3268Journal Article20260601This paper critically examines the evolution of language acquisition theories and pedagogical practices from method-based instruction to the post-method condition, with particular emphasis on democratic learning in the age of postmodern technology. Historically, language teaching has been shaped by dominant methodologies such as the Grammar Translation Method, Direct Method, Audio-Lingual Method, Communicative Language Teaching, and Task-Based Language Teaching. Although each approach has offered valuable insights, the search for a universal method has shown clear limitations in addressing the linguistic, cultural, social, and technological diversity of contemporary learning contexts. Drawing on post-method pedagogy, this paper argues that language acquisition should move beyond fixed methodological prescriptions and adopt context-sensitive, learner-centered, and socially responsive practices. The post-method framework views learners as active agents and teachers as reflective practitioners who construct pedagogical knowledge through local experience and critical engagement. In the era of postmodern technology, digital platforms, artificial intelligence, online communities, and computer-mediated communication have transformed understandings of knowledge, interaction, participation, and learning. These developments create new opportunities for democratic language acquisition by expanding learner autonomy, encouraging collaboration, amplifying diverse voices, and enabling personalized learning pathways. The paper further explores how the post-method principles of particularity, practicality, and possibility can support inclusive language acquisition in technology-rich environments. Rather than treating technology as a substitute for pedagogy, the study conceptualizes it as a dynamic resource for critical engagement, learner empowerment, sociocultural participation, and contextually relevant language development.https://www.jesjournal.com/article_245975_4527f7e32fceb46665dd961a51dac22d.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1220260701Appraisal of the Relationship between Iranian Medical Students’ Learning Styles and Their Preferences for English Language Learning Software Activities536425196510.22034/jes.2026.594804.1016ENMarziyeSabzevariDepartment of General Educations, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran0009-0004-0706-4223AzarBagheri MasoudzadeDepartment of General Educations, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, Iran0000-0002-0203-9705MahdiyehAzizianDepartment of General Educations, Afzalipour School of Medicine, Kerman University of Medical Sciences, Kerman, IranJournal Article20260801The aim of this research was to explore the relationship between medical students' learning styles and their preferences towards “Tell Me More” language learning software activities among Iranian Medical Students. The study involved 57 intermediate students, comprising 39 males and 18 females, over a three-month period. Kolb Learning Style Inventory (KLSI) was utilized as a tool to examine the learning styles of the participants. A questionnaire assessing preferences for “Tell Me More” activities was given to determine the preferences of 40 out of the 57 participants (10 participants representing each learning style). Using Microsoft Excel 2010 software, the data from this questionnaire was analyzed based on their learning styles. The findings indicated that the majority of the participants who who were accommodators, convergers, and divergers preferred the dialogue type “Tell Me More” activities. In addition, the same number of participants who were divergers also liked “fill in the blanks” activities. On the other hand, majority of the participants who were assimilators had a preference for the “the right word” activities. This study has significant contribution to recent findings on teaching and learning using technology.https://www.jesjournal.com/article_251965_46d3a3e4567209c7f030f9d018164d01.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1220260701Through the Looking-Glass: Postmodern Metafiction and the Hyperreal in Shahram Mokri's Black Rabbit, White Rabbit657324846610.22034/jes.2026.588511.1011ENBehnamAmeriDepartment of English Language, Ke.C., Islamic Azad University, Kerman, Iran0009-0007-0580-4058FatemehPourjafariAssistant Professor,Department of English Language, Ke.C., Islamic Azad University, Kerman, Iran0000-0002-1012-2832Journal Article20260625Shahram Mokri's Black Rabbit, White Rabbit (2025) is a radical postmodern experiment that stages a crisis of representation itself. This article argues that the film weaponizes narrative convention through its literalization of Chekhov's Gun, transforms the Möbius strip into a narrative and ontological structure, and refuses the audience the stability of a single "real" reality. Drawing on the theoretical frameworks of Jean Baudrillard, Linda Hutcheon, and Jean-François Lyotard, the analysis demonstrates how Mokri's reconstruction of a foundational Iranian cinematic text (Hezardastan), his use of the Alice in Wonderland motif, and the film's unique location in Tajikistan together create a labyrinthine meditation on historiography, hyperreality, and the death of the author. The film exposes cinema as a machine that produces meaning through deliberate, self-aware illusion and then deconstructs that machinery in real time. Ultimately, Black Rabbit, White Rabbit stands as a challenge to the viewer: to watch it is to enter a labyrinth, to confront the machinery of narrative, and to realize that there is no exit.https://www.jesjournal.com/article_248466_49eaec28f4900fa5af48bc8d1961b071.pdf