---

With the increasing prevalence of online education, the significance of students’ self-regulation skills has never been more pronounced. Yet, many students struggle to develop and apply these skills (Bylieva et al., ۲۰۲۱). This transcendental phenomenological study investigates the self-regulation strategies employed by highly self-regulated university students in fully online learning environments. Participants were recruited online based on purposive and criterion sampling procedures. Data were collected through guided journals and semi-structured in-depth interviews, transcribed with Voxtab, and analyzed using Peoples' (۲۰۲۰) phenomenological framework and NVivo ۱۰ software. The result revealed four major themes: meta-affective and affective practices, metacognitive and cognitive practices, socio-affective features, and tech-enhanced learning strategies. The study's trustworthiness was ensured through member checks, purposeful sampling, inter-rater agreement, and debriefing. The findings offer profound insights into students' experiences with online self-regulation. They present students with practical and effective online self-regulation strategies and provide educators with insights into course designs fostering self-regulation.

---

Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development.

---

In the context of language socialization, second/foreign language (L۲) instruction is a crucial context for secondary socialization, especially when it takes place outside the learners’ culture of origin. This study explored how Iranian EFL learners socialize through the rules of EFL classes and how gender, parents, and native language affect their language socialization during the COVID-۱۹ pandemic. We focused on two fundamental principles of language socialization (Lee & Bucholtz, ۲۰۱۵): agency and identity. In this ethnographic study, we collected the data by observing two classes in a WhatsApp group, interviewing the learners four times through Skype, asking them to write down their reflections about their class procedure, and writing our reflections about teachers-students interactions. We used Direct Qualitative Content Analysis method to analyze the data. To simplify data classification and interpretation, we utilized the MAXQDA-۲۰۲۰ software. The findings revealed two sub-categories for learners’ agency (talent and experience) and three sub-categories for learners’ identity (gender, parents, and native language). The results also showed that language socialization is bidirectional, and learners face forms of negotiating, accepting, or rejecting their agency and identity across this socialization process. The learners’ L۱ and culture influence their opinion about the English language and culture. Whether this effect is negative or positive depends on proficiency level, gender, and social context. Finally, cyberspace provided a suitable context for language socialization, especially during the Covid-۱۹ pandemic. Findings showed several pedagogical implications for EFL teachers and learners.تجزیه و تحلیل داده‌ها دو زیرمقوله برای عاملیت زبان‌آموزان (استعداد و تجربه) و سه زیرمقوله برای هویت زبان‌آموزان (جنسیت، والدین و زبان بومی) را مشخص می‌سازد. نتایج این پژوهش همچنین نشان می‌دهد که جامعه‌پذیری زبان دوسویه است و زبان‌آموزان در طی فرآیند جامعه‌پذیری با اشکال مذاکره، پذیرش یا عدم پذیرش عاملیت و هویت خود مواجه می‌شوند. فرهنگ و زبان اول زبان‌آموز بر نظر او راجع به زبان و فرهنگ انگلیسی تأثیر می‌گذارد. چه این تأثیر منفی باشد چه مثبت بستگی به سطح بسندگی، جنسیت و بافت اجتماعی دارد. یافته‌ها به چندین پیامد آموزشی برای معلمان و فراگیران زبان انگلیسی دلالت دارند.