Abstract The complex and multifaceted nature of teaching brings with itself the need for teachers to constantly broaden their knowledge and skills. The significance of this study lies in that it investigated how teacher professional development (TPD) was navigated by Iranian EFL teachers. In doing so, a cultural-historical activity theory (AT) lens was borrowed to i  ect teacher learning in more details. In particular, this study followed two aims. First, it served as an attempt to discover which TPD strategies Iranian EFL teachers considered as effective and why they perceived them as impactful. Second, the present study aimed to identify any significant difference between school/institute and experienced/novice teachers in their perception of effective TPD. To this end, data were collected from 128 Iranian EFL teachers using narrative frames and semi-structured interviews, and were analyzed through content analysis and Fisher’s exact test. The results of content analysis showed that engaging in self-study, interacting and cooperating with peers, attending courses and educational events, and using technology were best favored by Iranian EFL teachers. The results further demonstrated that Iranian teachers prioritized a TPD approach over other ones because it was practical, responsive to students’ needs and likes, in line with their own needs and likes, provided them with up-to-date knowledge and information, and gave them the opportunity to collaborate with their colleagues. What’s more, the results of the Fisher’s exact test revealed that workplace and teaching experience did not make a significant difference in Iranian EFL TPD. Attributing Iranian TPD approaches to the components of AT represented that Iranian EFL teachers oriented more toward using tools in their professional learning, and that cultural and historical backgrounds determined the way teachers pursued their professional growth. The study has implications for policy makers and school/institute principles as they need to reconsider teaching and learning policies. Keywords: Activity Theory (AT), Iranian EFL Teachers, Teacher professional development (TPD), Teaching context, Teaching experience, TPD approaches

In an increasingly multilingual world, understanding teachers who instruct more than one language is crucial. This study explored how the professional identities of teachers who instruct both English and Persian in Iran shift across contexts and the factors influencing these changes. Using purposive sampling, this multiple case study focused on three teachers with varying experience levels. They taught English in private institutes to Iranian learners who shared their cultural background and Persian to international students at a university. A narrative inquiry and thematic analysis approach was employed within Clarke’s (2009) framework of identity work. The framework involved four axes of identity, namely substance, authority sources, self-practices, and telos. The study found that the language of instruction significantly shaped identity (re)constructions. In English >  

   Drought, as one of the most significant climatic hazards in Iran, has intensified in frequency and severity in recent decades under the influence of global warming and altered precipitation patterns. Accurate understanding of the temporal and spatial behavior of drought and forecasting its future trends plays a fundamental role in sustainable water resources management and national food security. Therefore, the aim of this study was to evaluate meteorological and agricultural droughts in Iran using CMIP6 climate models and machine learning algorithms, and to analyze their future changes under different emission scenarios up to the mid-twenty-first century. In the first step, to select the optimal models from all available CMIP6 models for the climatic variables of precipitation, mean, maximum, and minimum temperature, the multi-criteria decision-making method TOPSIS was employed based on weighting five evaluation indices: MAE, MBE, NRMSE, NSE, and R. The ranking results indicated that the CMIP6 models including NorESM2-MM, TaiESM1, and AWI-CM-1-1-MR exhibited the best performance in simulating precipitation; NorESM2-MM, TaiESM1, and EC-Earth3-CC for mean temperature; EC-Earth3-CC, FIO-ESM-2-0, and MPI-ESM1-2-LR for maximum temperature; and GFDL-ESM4, MRI-ESM2-0, and EC-Earth3-CC for minimum temperature achieved the most accurate simulation results. The output data from these models, after spatial downscaling (Nearest) and bias correction using the quantile mapping method, were employed for calculating drought indices and training predictive models. Subsequently, the LSTM recurrent neural network was trained for simulation and forecasting, with 70% of the data allocated to training and 30% to testing for precipitation and potential evapotra  iration (estimated using the FAO-56 Penman-Monteith method), and 80% to training and 20% to testing for drought indices. Performance evaluation of the LSTM model demonstrated its high capability in reproducing the spatiotemporal behavior of drought indices; the NSE value for SPEI exceeded 0.90 and for SPI exceeded 0.6 at most stations. Model errors in estimating precipitation ranged from 2.5 to 84 mm at Zabol and Anzali stations, and for potential evapotra  iration from 11 mm at Anzali to 39 mm at Abadan, indicating high accuracy and stability of the model in arid and semi-arid regions of the country. Comparison of indices showed that SPEI, due to accounting for temperature and water balance, provides a more accurate representation of actual agricultural drought conditions compared to SPI.

This study will examine whether there is a significant relationship between teachers’ self-efficacy and their emotional intelligence, and whether and how emotional intelligence predicts of self-efficacy. To accomplish the purposes of the first phase of study (quantitative phase), a survey consisting of three sections will be administered among 200 EFL teachers to measure their self-efficacy and emotional intelligence. The first part will ask for demographic and contact information (for the subsequent interview). The second part will be the Teacher Sense of Efficacy Scale (TSES) questionnaire, while the third part will be the Trait Emotional Intelligence Questionnaire (T.E.I.Q.ue.). The results will be fed into    to figure out whether there is a significant relationship between self-efficacy and subscales of trait emotional intelligence. In particular, Pearson correlation and multiple regression will be employed to see whether teachers’ emotional intelligence subscales are strong predictors of teachers’ self-efficacy. For the aim of conducting the qualitative phase of the study (i.e., the mechanisms through which teachers’ emotional intelligence contributes to their self-efficacy), there will be some individual semi-structured interviews with selected participants. Data analysis will then be conducted by transcribing the interviews and segmenting them into meaningful units consisting of a single sentence or a group of sentences which clearly demonstrate a mechanism through which a particular subscale of the emotional intelligence can contribute to different sources of self-efficacy  

Abstract The rapid advancement of Generative Artificial Intelligence (GenAI), exemplified by ChatGPT, has sparked growing interest for its potential in language education. Despite the growing body of research on GenAI for language learning and assessment, no study has yet examined its integration within the Dynamic Assessment (DA) framework. This exploratory multiple-case study addressed this gap by designing, implementing, and evaluating a novel GenAI-based DA model to enhance English as a Foreign Language (EFL) learners' grammatical accuracy. Over an eight-week period, six intermediate-level Iranian EFL learners engaged with a custom-developed GPT model receiving graduated, ZPD-sensitive mediation on grammatical errors in their writing. Data were collected from multiple sources, including chatlogs, learner profiles, and semi-structured interviews. Microgenetic analysis was conducted to track moment-to-moment developmental changes in grammatical accuracy and self-regulation, while thematic analysis was used to identify recurring patterns in learners' experiences and perceptions. The microgenetic analysis revealed a consistent positive developmental trajectory for all participants, evidenced by a steady reduction in grammatical errors, decreased reliance on explicit mediation, and the successful transfer of learning to more cognitively demanding transfer tasks. Thematic analysis indicated positive perceptions, with learners valuing the model’s mediational approach and the creation of a psychologically safe, non-judgmental environment that fostered autonomy. The model demonstrated high diagnostic reliability, accurately identifying all rule-based grammatical errors and providing contextually appropriate mediations. Ultimately, this study provided a validated proof-of-concept for GenAI-DA integration and distilled six core design principles to guide the development of future pedagogically-aware intelligent assessment tools.

   The rapid revolutionary advances of computer technologies have led to some major shifts in public education in general and foreign language learning in particular. Integrating technology in the EFL ), high enjoyed control group (HECG, N=16), low enjoyed experimental group (LEAG, N=14), and low enjoyed control (LECG, N=15) group. To collect the required data, three measurement instruments including Oxford Placement Test (OPT), vocabulary achievement test, as well as a Foreign Language Enjoyment Scale were employed. To answer the research questions, independent-sample t-test analysis was run. The obtained results showed that mobile–assisted mind mapping had a significant effect on both low and high enjoyed EFL learners’ vocabulary knowledge. The findings indicated that the high enjoyed   EFL learners who received pleasure reading had significantly much higher performance in vocabulary knowledge compared to the low enjoyed EFL learners’ who   received the same treatment. The findings might be conducive to Iranian language learners, giving them some fruitful insights on the possible alternative ways to learn vocabularies. They would be of significance to language teachers to gain better understanding of the alternative vocabulary teaching's techniques which may facilitate long-term retention and production of lexical items in the minds of the learners.    Key terms: Mobil-assisted Language Learning, Mind-mapping, Vocabulary Learning, EFL Learners, E-learning Enjoyment

  Using a mixed-methods approach, this study

   مطالعه كمّي و كيفي   پيش رو تاثير سه متغيّر كليدي اعم از خودِ آرماني زبان دوم، اضطراب زبان دوم و ميزان مشاركت در يادگيري زبان دوم را بر ميزان تمايل به برقراري ارتباط در زبان دوم را در ميان دانشجويان ايرانيِ زبان انگليسي بررسي كرد.با توجه به افزايش تمايل و تقاضاي   افراد براي يادگيري زبان انگليسي در   كشور ايران درك عوامل موثر بر يادگيري زبان امري ضروري است . برقراري ارتباط در زبان دوم از جمله عوامل مهم تاثيرگذار بر يادگيري زبان ميباشد( مك اينتاير و همكاران ، 1998)    از اين رو شناسايي و درك عوامل موثر بر برقراري ارتباط از اهميت ويژه اي برخوردار است. مطالعه حاضر سعي داشت با بررسي سه عامل مهم بعنوان پيش بيني كننده هاي برقراري ارتباط ميان دانشجويان به دركي جديد از عوامل تقويت كننده مانند خودِ ايده آل زبان دوم ومشاركت در يادگيري   و همچنين   عوامل بازدارنده مانند اضطراب ، برسد. با توجه به افزايش چشمگير علاقه به يادگيري زبان انگليسي در ايران، شناخت دقيق عواملي كه بر موفقيت دانشجويان در برقراري ارتباط به زبان انگليسي تأثيرگذارند، از اهميت ويژه‌اي برخوردار است. اين پژوهش با هدف بررسي رابطه ميان عوامل مختلفي چون خودانگاره زبان‌آموزي ايده‌آل، مشاركت فعال در فرايند يادگيري و اضطراب زبان خارجي با تمايل به برقراري ارتباط در زبان انگليسي، در ميان دانشجويان ايراني طراحي و اجرا شده است. در اين مطالعه، از يك مدل مفهومي استفاده شده است كه در آن، تمايل به برقراري ارتباط به عنوان نتيجه‌اي از تعامل بين سه عامل اصلي خودانگاره زبان‌آموزي ايده‌آل، مشاركت فعال در فرايند يادگيري و اضطراب زبان خارجي در نظر گرفته شده است. براي بررسي اين مدل، داده‌هاي كمي از طريق پرسشنامه و داده‌هاي كيفي از طريق مصاحبه با دانشجويان جمع‌آوري شده است. يافته‌هاي اين پژوهش نشان مي‌دهد كه ميان متغيير خود ارماني زبان دوم و ميزان تمايل بر برقراري ارتباط در زبان دوم رابطه ايي مستقيم و مثبت وجود دارد. يافته هاي بيشتر حاكي از ان است كه ميان ميزان مشاركت دانش اموزان ايراني در يادگيري و ميزان تمايل ان ها در برقراري ارتباط در زبان دوم همچنان رابطه ايي مستقيم وجود دارد بدان معنا كه هرچقدر ميزان مشاركت دانش اموزان در فرايند يادگيري زبان دوم بيشتر باشد تمايل ان ها نيز براي برقراري ارتباط در زبان دوم نيز افزايش پيدا ميكند . عامل منفي اضطراب زبان دوم رابطه ايي منفي با ميزان تمايل دانش اموز ها در برقراري اربتباط در زبان دوم دارد بطوريكه با افزايش ميزان اضطراب زبان دوم ميزان تمايل ان ها در برقراري ارتباط در زبان دوم نيز بطور چشم گيري كاهش پيدا ميكند.. در نهايت، نتايج اين پژوهش مي‌تواند به معلمان زبان انگليسي كمك كند تا با شناخت دقيق‌تر عوامل مؤثر بر تمايل دانش‌آموزان به برقراري ارتباط، استراتژي‌هاي آموزشي مؤثرتري را طراحي و اجرا نمايند. با ايجاد محيط‌هاي يادگيري حمايتي و انگيزه‌بخش، تقويت اعتماد به نفس دانش‌آموزان و كاهش اضطراب آن‌ها در ارتباطات زباني، مي‌توان به بهبود كيفيت يادگيري زبان انگليسي در ايران كمك شاياني كرد. كلمات كليدي: خود ارماني زبان دوم ، تمايل به برقراري ارتباط در زبان دوم، مشاركت دانش اموز، اضطراب زبان دوم   انگليسي به عنوان زبان خارجي، آموزش زبان انگليسي، دانشجويان آموزش زبان انگليسي         

   فرهنگ هاي متنوع   و‌گوناگون موجود درگستره فرهنگي جهان از چنان تنوعي برخوردارند كه موجب حيرت و شگفتي همه آنهايي است كه سوداي   شناخت شان را در سر‌دارند. جلوه اي از اين گوناگوني فرهنگي در پاي افزارهاي سنتي فرهنگ هاي مختلف انعكاس يافته است. پاپوش هايي‌كه برگرفته از خرد و تيز هوشي مردمان اين ديار‌هاست. خردي‌كه با در‌نظر داشتن تمامي ضرورت‌هاي محيطي‌، اقدام به طراحي پا افزارهايي كرده است‌كه در نهايت هماهنگي با‌شرايط اقليمي‌، قرار‌گرفته‌اند. به عبارتي مي توان‌گفت‌كه‌كفش يا پاپوش يكي از وجوه تمايز مردمان نواحي مختلف در‌دنيا است‌. چنانكه با نگاهي ساده به هكدام از اين پا افزارها مي توان به هر آنچه كه از جانب شرايط زيستي منطقه در آنها انعكاس يافته است‌، پي برد . زيرا يكي از عوامل تفاوت بچه پولدار ها و فقيران است و به عنوان   وسيله اي براي راحتي   پاي انسان ها به‌كار رفته‌كه   با ريگ هاي خيابان مي جنگد .     

 The story, which is one of the types of the novel; It is a prose narrative that includes events, processes, people and events. And if the author's pen is powerful and eloquent; It makes reading the work more attractive for readers. Ebrahim Nasrallah is a writer who has an eloquent, attractive and powerful pen. He is the author of great works for which he has received awards. One of his works is a trilogy called "Trilogy of Aljaras", which he wrote as a continuation of his previous work "Divine Comedy of Palestine". In this trilogy, a novel named "Dabbaba under the Eid al-Milad tree" is included. This research has analyzed the content of this novel. Content analysis is the examination of the theme of a work. The novel "Dababa under the Eidul Milad tree" is a political novel; In terms of the issue related to Israel's attack on Palestine and the occupation of this country. And during the novel, other issues such as emotional, social, cultural and religious issues are also discussed and it can be said that the novel is not dry and soulless and life flows in it. The concreteness and perceptibility of the flow of life in this novel is due to the Palestinian identity of Ibrahim Nasrallah, who is forced to live in a refugee camp with his family for a while due to the attack and occupation of his country by the Zionist regime. The research method, in this research, the content analysis is descriptive-analytical, and by using library resources, data collection and data collection, the results of political, religious, social, emotional, and cultural content analysis have been discussed. is And among the results obtained in this research is the depiction of the pain and suffering of the Palestinian people. By creating fictional characters, Ibrahim Nasrallah has used them to serve his purposes and depicted a period of history that represents the pain and suffering of a nation that occupied and looted their land. Keywords: Ebrahim Nasrallah- attack of the Zionist regime- content analysis- Palestine

      This study investigates family language policy among two generations of Kurdish-Persian bilingual families in the cities of Kermanshah, Ilam, and Sanandaj in western Iran. These regions have high densities of Kurdish speakers from different dialect groups. Adopting Spolsky’s theory of language management (2009), the study examines language ideologies, practices, and management strategies related to Kurdish (minority language) and Persian (dominant language) within 30 intergenerational families across high, middle, and low socioeconomic statuses. Using a mixed-methods approach, the researcher uses a questionnaire. In addition, one parent from each generation participates in an in-depth interview covering attitudes, identity, aspirations, literacy activities, explicit management efforts, and actual language use behaviors. The study aims to provide empirical insights into the maintenance and shift of minority languages during family transmission. Results reveal that while both generations of parents hold bilingual ideologies and value the use of both languages at home, a tendency toward language shift is evident among lower socioeconomic groups, favoring Persian over Kurdish. Despite this trend, many participants express a commitment to preserving Kurdish as a cultural marker. The study highlights the critical role of family language policy in sustaining minority languages and suggests that supportive policies and community initiatives are essential for the continued preservation of Kurdish.    Key Words‌: Bilingual Families, Family Language Policy, Language Management, Language Ideology  

   Adorno’s aesthetic theory is concerned with the relation of art and society. He introduces the disartification of art which means that a work of art not only cannot be separated from its social context but also is dedicated to mirror the society within which it occurs. Long Day’s Journey into Night is an autobiographical four-act play written by the American playwright Eugene O’Neil. This study, by presenting a clear vision of Adorno’s aesthetic theory and the concepts of capitalism, reification, mass culture, and fetishization, tries to analyze O’Neil’s play in a Marxist manner. This social and political masterpiece will be thoroughly elaborated according to Adorno’s aesthetic theory. This study focuses on the potency of Adorno’s theory in elucidating O’Neil’s criticism of a capitalist system, in the above-mentioned play, in which people are the laborers in the process of producing capital and are tragically diminished as a consequence.    Key words: Adorno, Aesthetic Theory, Anti-Capitalism, Eugene O’Neill, Long Day’s Journey into Night

   Abstract Needs analysis as an integral part of evaluative review of English curriculum, requires giving sufficient attention to all English language learning factors. This issue seems to be more demanding in curriculum of Iranian schools where the feasibility of current curriculum needs to be examined in Iranian contexts in which different cultural and educational backgrounds exist and as a consequence a majority of the students do not practice and achieve proficiency in content and applied learning skills. The descriptive data will be drawn from a needs analysis survey with a group of secondary EFL Iranian students in Hamedan province. Needs discrepancies will be identified and subsequently, solutions to the problems will be offered. This study was motivated by an increasing need from school administrators, English teachers, and students for the improvement of the English curriculum in Iranian secondary school and will have implications for practitioners, teachers, and curriculum developers to practice in EFL general English >Key words: Needs analysis; Iranian secondary school; Curriculum; EFL general English   

The present research aimed to explore the factors that influence motivation and Willingness to Teach (WTT) among students of English Language Teaching (ELT) who are considering a future in education. Grounded in theoretical models, such as Self-Determination Theory (Deci & Ryan, 1985), Expectancy-Value Theory (Eccles et al., 1983), Social Cognitive Theory (Bandura, 1994), the Job Demands-Resources Model (Bakker & Demerouti, 2007), and the L2 Motivational Self System (D?rnyei, 2009), the study, utilizing a mixed-methods design, sought to discern the difference in the levels of motivation and WTT among ELT students based on their interest in becoming English as a Foreign Language (EFL) teachers, to investigate how motivation and WTT correlate in these individuals, and to pinpoint the contributing factors that sway ELT students either towards or away from teaching careers. The research adopted a sequential explanatory design, starting with a survey to gauge the motivation and WTT of 103 ELT students, recruited via purposive, convenience, and snowball sampling methods from various academic levels at Razi University, Islamic Azad University, and Jahad Daneshgahi University in Kermanshah, through distinct questionnaires. This phase was complemented by qualitative semi-structured interviews with 10 participants, offering deeper insights into the personal experiences, perceptions, and situational factors that mold their motivation and WTT. The results indicated notable disparities in the motivation and WTT among those ELT students who are inclined towards teaching careers versus those who are not. It was observed that both motivation and WTT are fluid constructs that interact in intricate ways. The study revealed various significant factors on the motivation and WTT of ELT students, encompassing internal factors like individual interest, self-efficacy, and satisfaction derived from the field, as well as external factors such as job stability, salary, and social status. Conclusively, this research adds to the existing literature on the motivation and WTT of both pre- and in-service teachers by offering both statistical and narrative evidence regarding the factors that shape these constructs. The findings hold implications for shaping educational policy, enhancing teacher education, and guiding professional development efforts, with the ultimate aim of attracting and maintaining a competent and driven EFL teaching community in Iran.   

   Fear and hope can be seen as one of the prominent characteristics of human beings, which are at the center of gravity of human emotions. These two distinct traits have a deep connection with high human emotions and when it approaches its peak, it gives a person strong motivation. Contemporary writers, with the understanding and knowledge they have of fear and hope, in their poems, prevent the society and especially their audience from painful issues with fear and make them optimistic about the issues around them with hope. do Among the poets who are committed and committed to Nazik Al-Malaika society are Iraqi poet and contemporary Iranian poet Fatemeh Rakei. These two female poets have a lot of emotional and social themes in their poems, a significant part of which is about fear and hope. This research, with a descriptive-analytical method, seeks to explain and investigate despair and hope in the poems of these two poets. In this way, after explaining the manifestations of hope and despair, the most important songs of fear and hope in the poems of these two poets are examined and compared. From the results of this research, it can be pointed out that there are many pains and hopes in Nazik Al-Malaika and Fatemeh Rakei's poems, and these two poets have a lot of hope and despair regarding social issues, especially women. In the poems of these two poets, there are many issues, some of which are stories of hope and others are derived from the despair and hopele  ess of the two poets.

   This study tried to investigate teachers’ motivation in Iranian public school and private language institutes. To this end, A total of 100 Iranian EFL teachers in public schools and private language instituted were invited to take part in the study. They were chosen using a convenience sample process. Following a sequential explanatory mixed-methods design, a motivation scale designed based on Kassabgy et al. (2001) and D?rnyei (2001) were administered among around 100 L2 teachers working in these two milieus. Subsequent to getting the filled questionnaires, the researcher purposefully selected 20 teachers from the sample and find out if they can take part in the interview. Then, at that point, the researcher orchestrated a period with every instructor for a meeting. Every teacher was met at her or his work environment separately. Interviews were audio-recorded for additional investigation by the researcher. The research questions were investigated using parametric statistical analyses. Descriptive statistics and frequency counts were utilized to analyze the questionnaires in this study. The t-test was used to compare the means of two bunch of questionnaires (Public School and Private Language Institute). It was used to compare the mean scores of two groups (Public School and Private Language Institute) of participants on a questionnaire measure. To analyze the interview phase, interview questions were also answered by the participants for obtaining more insights about all dimensions of teacher’s motivation when teaching and they were analyzed qualitatively. The findings indicated that there was no significant difference in the motivation levels of teachers between these two contexts. Moreover, the findings showed that motivation plays a vital role in the success and effectiveness of EFL teachers. In both public and private contexts, various factors can contribute to increasing or decreasing teachers' motivation. Key terms: EFL teachers, teachers’ motivation, public school, private language institute

   Abstract Iranian English teachers have always been teaching vocabulary in a traditional way, that is asking students to memorize long lists of unrelated vocabulary. As a result, students are often frustrated and demotivated, because individual factors such as motivation are neglected by the teachers and ) who would go through the new technique for vocabulary learning, and group-2 (N=20) who would go through the traditional way of teaching vocabulary which is common among Iranian teachers. This study has a quasi- experimental design and participants went through a pretest and a post test. DIALANG test was chosen to make sure that the participants proficiency was almost at the same level. A post- test was provided for students of both group to see which group had more progress in vocabulary learning. The results of the post-test were fed to   . In order to answer the research question, an independent sample T-test was run to see whether there is a significant difference between the students of both groups. The results suggested that students of experimental group had more progress regarding vocabulary learning. The results of this study can be helpful for Iranian teachers and they can improve their methodology by using this new technique. Keywords: Vocabulary learning, EFL Learners, Diary writing, DIALANG test, Incidental vocabulary learning

   Dynamic assessment (DA) helps learners gain knowledge and develop language without losing agency and helps researchers identify effective strategies for teaching language skills. Pragmatic competence, as one of the most important components of communicative competence, is crucial for successful social interactions as it can prevent communication breakdowns or misunderstandings. Technology is an important tool for facilitating learning.   Smartphones' ubiquitous, accessible nature helps tackle the limitations of conventional classrooms. Therefore, this study applied mobile-based dynamic assessment (MDA) to Iranian EFL learners' pragmatic competence, focusing on the disagreement speech act to examine their ability to express disagreements appropriately. It also investigated mediation moves and learners' reciprocity patterns to understand learners' development comprehensively. Fifty-four intermediate students receiving communicative-based instruction in a language school who needed to improve disagreement strategies to perform opinion-based tasks appropriately took the Oxford Quick placement test and an oral interview, which was assessed based on IELTS band scores, to measure their language proficiency. They were randomly assigned to three groups (the control group (CG), the dynamic assessment group (DAG), and the explicit feedback group (EFG). They received discourse completion tasks throughout eight treatment sessions and were asked to express disagreement with specific scenarios through the Telegram mobile application. Following the sociocultural framework, DAG was prompted to correct errors using incrementally-ordered mediation prompts. However, the EFG and CG received explicit feedback and no feedback, respectively. In this study, the pre-test, post-test, and delayed post-test results underwent a mixed method between within-group ANOVA. Also, a one-way ANOVA with post hoc analysis determined the differences between the groups. The results of the quantitative analyses indicated that DAG significantly outperformed the EFG and CG, which proved the effectiveness of the treatment. The qualitative data, that was, the semi-interview results, were subjected to thematic analysis to identify common themes in the participants' perceptions. The results suggested that the participants had a positive attitude toward learning disagreement strategies within an MDA framework. Also, using the microgenetic approach and monitoring students' reciprocity levels, we observed significant improvements in their microgenetic development. Keywords

   Abstract   One of the skills that must be taught to students in any educational system is thinking skills. To implement this, the teacher should try to increase the thinking and reasoning skills of his students and lead them from the stage of parrot learning to the thinking stage and train them to find the right solution which is the basis of learning with thinking. The current research utilized a mixed-methods approach to gather both of quantitative and qualitative data. The data of this research were collected through interviews and observation. Participants in this research were 60 English language teachers selected through convenience sampling, all of them are teaching in foreign language institutes. Due to the researcher's place of residence, this research was conducted in Ravansar city, Kermanshah province, and all teachers participating in this research speak Kurdish as their first language. It was found that English teachers have little knowledge of critical thinking, they pay more attention to analysis skills and then to evaluation skills and give very little importance to other skills. The results show that the three factors of discussing, grouping, and having students express their opinions out loud were considered as opportunities to foster critical thinking in the >Keywords: Critical thinking, Fostering Critical thinking, Foreign language >  

      Abstract The aim of the current study was to find out the EFL teachers’ perceptions regarding the principals’’ leadership style. It also aimed at finding the possible relationship between leadership styles of principals and teachers’’ satisfaction level. Moreover, the current study was an attempt to explore whether there is a significant difference between teachers’’ satisfaction in public schools and language institutes. In addition, the other aim of this study was to find out the teachers’’ perceptions regarding the effect of principals’’ support on their English teaching. To attain the purpose of the study, 50 Iranian EFL teachers were selected. The instruments of this study were two questionnaires, and an interview. The questionnaires were used to assess the participants’’ level of satisfaction and their perception regarding the principals’’ leadership style and the aim of the interview was to assess the teachers’’ perceptions regarding the effect of principals’’ support on their English teaching. Based on the results of data analysis, the current study has some conclusions. First, the results indicated that the Iranian EFL teachers have optimistic and positive views regarding the principals’’ leadership style. Second, the researcher concluded that there was not any significant relationship between leadership styles of principals and teachers’’ satisfaction level. Third, it was also indicated that there is a significant difference between teachers’’ satisfaction in public schools and language institutes. The findings are applicable in the pedagogy context as well as for further research. Key Words: Satisfaction, Leadership, Leadership style, EFL teachers, Principals   

   ABSTRACT

   تبخير و تعرق (ET) يك عامل مهم و كليدي در مديريت آبياري به­ حساب مي‌آيد. عناصر مهم چرخ? هيدرولوژي شامل بارش، تبخير و تعرق، نفوذ، رواناب و جريان آب زيرزميني است كه بارش و تبخيروتعرق دو جزء مهم و اساسي در اين چرخه مي­باشند. ايران كشوري است كه از لحاظ اقليمي جزو كشورهاي خشك و نيمه­خشك جهان محسوب مي‌شود. متوسط بارش آن حدود دو سوم متوسط بارش خشكي­هاي جهان و كمتر از يك­سوم بارش كر? زمين است. در سطح جهان حدود ?? درصد از بارشي كه به سطح زمين مي­رسد، با فرآيند تبخيروتعرق به جو باز مي­گردد. اين فرآيند در مناطق خشك و نيمه­خشك به ?? درصد هم مي­رسد. هدف از انجام اين پژوهش محاسب? تبخير و تعرق با تصاوير ماهواره‌اي (موديس) در غرب ايران و مقايسه با داد? ايستگاهي و نيز پيش‌بيني تبخير و تعرق با استفاده از تصاوير ماهواره‌اي است. براي انجام اين مهم ميانگين ماهانه داده­هاي تصاوير ماهواره‌اي موديس، براي برآورد تبخير و تعرق در بازه زماني 2019-2001 كه به‌صورت 8 روزه اخذشده محاسبه و مورد تحليل و بررسي قرار گرفت و همچنين داده‌هاي ايستگاهي تبخير وتعرق، بارش، دما و رطوبت ايستگاه‌هاي غربي ايران مورد تحليل قرار گرفت. همچنين از نرم‌افزارR براي پيش­بيني مقدار تبخير وتعرق طي 5 سال بعد از دور? آماري، مورد استفاده قرار گرفت. در اين پژوهش بخاطر تعداد زياد پيكسل‌هاي تصاوير ماهواره از تابع مدل خودكار آريما براي برازش بهترين مدل براي حدود 5 ميليون پيكسل استفاده شد. پيش‌بيني‌هاي مربوط به دوره‌ي آماري (2001-2019)، براي پنج سال (2020-2024) در شصت تصوير به دست آمد. طبق ميانگين تصاوير ماهواره اي دوره آماري 19 سال، بيشترين مقادير تبخيروتعرق مربوط به ماه هاي آذر (دسامبر)، دي (ژانويه) و بهمن (نوامبر) است. براساس داده هاي آماري و پيش بيني، از نظر پراكندگي جغرافيايي، بيشترين مقادير تبخيروتعرق در درياچه اروميه، جنوب استان خوزستان، غرب استان ايلام و بخش هايي از استان هاي آذربايجان غربي، آذربايجان شرقي و كردستان مشاهده مي شود. همچنين نواحي مركزي منطقه مورد مطالعه، تبخيروتعرق مقادير كمتري را نسبت به ساير نواحي دارد. مقايسه تصاوير واقعي و تصاوير پيش بيني تبخيروتعرق را براي چهار ماه فوريه، مي، آگوست و نوامبر سال 2021 نشان مي دهد تفاوت داده هاي پيش بيني شده با مقادير واقعي ناچيز است و پيش بيني هاي مدل براي اين چهار ماه سال 2021 به خوبي برآورد شده است كه حداكثر تفاوت حدودا بين?تا??ميلي متر را نشان مي دهد. صحت پيش بيني ها در ايستگاه‌هاي كرمانشاه، تبريز و بروجرد كامل و عدد ? و ميانگين خطاي مطلق صفررا نشان داد. در ايستگاه‌هاي سنندج، همدان و اروميه   ضريب همبستگي ??/0 و R2 بين ??/?تا??/? و نسبتاً قابل قبول و در ايستگاه اهواز و ايلام ضعيف است.    كليدواژه­ها: تبخير و تعرق، بارش، دما، سري زماني، سنجش از دور، نيمه غربي ايران.   

"  پژوهش تركيبي حاضر در كرمانشاه، ايران، سطح دانش زبان انگليسي شركت كنندگان، نمرات دانش آموزان در آرمون كنكور سراسري، عوامل موثر بر دانش انگليسي محدود و راهكارهاي ممكن را مورد بررسي قرار مي دهد.با دانش آموزان دختر پايه دوازدهم از 13 مدرسه نماينده مصاحبه حضوري به عمل آمد.در حالي كه حداكثر نمره زبان انگليسي در كنكور100 مي باشد، در كرمانشاه نمره 3811 دانش آموز كمتر از صفر، نمره 7836 دانش آموز صفر و نمره 2299 دانش آموز زير 5 بوده است. ميانه نمره زبان انگليسي در 22355 دانش آموز صفر بوده است.توانايي خواندن خودارزيابي شده در دانش آموزان به طور معني داري بالاتر از ساير مهارت ها بود. اكثر دانش آموزان يادگيري زبان انگليسي را ضروري مي دانستند. اكثر دانش آموزان پخش روزانه فيلم هاي انگليسي بدون دوبله اما با زيرنويس فارسي را در بهبود دانش زبان انگليسي موثر دانستند. اكثر دانش آموزان به بهبود سطح زبان انگليسي خود تمايل داشتند و دانش انگليسي را درتوسعه اجتماعي-اقتصادي ايران موثر دانستند.مضامين و مضامين فرعي استخراج شده از تحليل محتواي ارائه شده توسط دانش آموزان درباره مزاياي يادگيري زبان انگليسي، عوامل موثر بر ضعف دانش انگليسي و راهكارهاي ممكن عبارتند از:"كسب دانش عمومي و اطلاعات"، "سفر و مهاجرت"، "گردشگري"، "فرصت هاي شغلي و اشتغال زايي""شروع يادگيري زبان در سن بالا"، "كمبود زمان اختصاص داده شده به زبان انگليسي در برنامه مدارس"، "كمبود مهارت معلمان"، "كمبود امكانات آموزشي"، "عدم توجه كافي به مهارتهاي شنيدن و صحبت كردن"، "كتاب هاي درسي نامناسب"، "كمبود انگيزه""شروع تدريس زبان انگليسي در پايه هاي ابتدايي در مدارس"، "تغيير شيوه هاي تدريس"، "توجه به ضعف هاي معلمان"، "بهبود كتابهاي درسي"، "ايجاد انگيزه"يافته هاي اين پژوهش ميتواند پيامدهاي مفيدي براي مسئولان در زمينه آموزش زبان انگليسي به عنوان يك زبان خارجي به طور كلي و به خصوص در مدارس ايران داشته باشد

Digital multimodal composing (DMC) refers to an integration of multiple semiotic modes using digital tools as a practice of meaning-making. DMC has recently attracted much attention in second language education. Previous research has primarily revolved around DMC processes and perceptions, with only a few empirical studies exploring DMC effects and scarce is research comparing individual and collaborative DMC. Additionally, learners' foreign language anxiety (FLA) and their willingness to communicate (WTC) are significant indicators of their language performance. However, little is known about how DMC affects FLA and WTC. This study reports the results of a mixed-methods inquiry into the effects of individual and collaborative DMC on English as a foreign language (EFL) learners' FLA and WTC. To this aim, three intact >  

   I want to thank everyone who helped finish this thesis. My supervisor Dr. Saman Ebadi's knowledge, expertise, and constant support have been invaluable throughout this journey. his insightful comments and constructive criticism have developed this work. I'm grateful to the participant and his family who provided their time and effort to this study. You've helped illuminate this research's crucial topic. I'm grateful to my family for their support and understanding throughout this academic journey. Your love and faith in me motivated me. Finally, I'd like to thank everyone who helped me improve academically and   

In this study, the researcher tried to explore the probable relationship between intercultural sensitivity and EFL learners’ L2 motivational self-system, as well as the effectiveness of their awareness of intercultural concepts on reading comprehension ability. The study also explored to what extent intercultural competence predicts their possible selves. A mix-methods approach was adopted and data were gathered through questionnaires and tests. The results of the data analysis revealed that there was a negative and significant relationship between intercultural sensitivity and L2 motivational self-system among the participants with a weak effect size value of -.228, while the comparison of groups’ performance indicated improvement in reading comprehension ability. The findings of the posttest examined by an Independent-Samples t-test revealed that the experimental group outperformed after the treatment. Additionally, the results of Linear Regression that explored to what extent intercultural sensitivity can predict the L2 motivational self-system indicated that if intercultural sensitivity increased by one unit, the L2 motivational self-system decreased and they both showed that the regression model enjoyed statistical significance. Accordingly, the results provide empirical evidence for the effectiveness of EFL learners’ awareness of cultural concepts and motivational self-system in L2. The study offers implications for addressing intercultural concepts across the academic years and the need for considering EFL learners’ self-image in the learning process.   

Theoretically drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study investigated the impact of Computerized Dynamic Assessment (C-DA) and Group-based Dynamic Assessment (G-DA) on Iranian high school students’ grammatical ability. It also explored the impact of C-DA and G-DA mediations on learners’ grammatical ability in new and demanding problems through conducting a transcendence (TR) session. Besides, compared to non-dynamic assessment (NDA), C-DA as a diagnostic-assisting program was used to assist English teachers in unravelling learners’ performance in various grammatical structures. Moreover, a semi-structured interview was conducted to explore learners’ attitudes toward Computerized Dynamic Grammar Assessment (CDGA) and Group-based Dynamic Assessment (GDGA). This study used a convenient sample of 54 Iranian third-grade students in a private high school who prepared to participate in the Iranian University Entrance Exam (IUEE). The students of the three groups (i.e., the NEG, C-DAEG and G-DAEG groups) followed the same procedure (i.e., DIALANG test, pre-test, treatment, semi-structured interview, post-test and TR test). Quantitative findings using three Between-Subject ANOVAs and three repeated measure ANOVAs revealed that the C-DAEG and G-DAEG groups significantly outperformed the NEG group regarding grammatical ability and could apply them in more demanding circumstances. Besides, the thematic analysis of qualitative data showed that the C-DA software assisted learners to improve their grammatical abilities. The study's findings highlight the importance of applying CDGA and GDGA as mediational procedures that assist learners in developing their grammatical abilities in L2 contexts.     

Online learning has enabled students from different geographical areas to engage with academic institutions and other students online, and to learn at their own pace while working toward a degree or certificate. Therefore, it is important to check whether online learning meets students` educational expectations. The main aim of this descriptive study is to examine the perceptions of EFL students toward online classes in Iraq. In so doing, it focuses on the views of Southern Iraqi students because their conservative environment has limited their access to online learning until recently. The researchers used an adapted questionnaire and semi-structured interviews to investigate EFL learners` perceptions of the benefits and drawbacks of online learning and to determine their challenges in online learning.   The findings of this study could motivate EFL practitioners to understand the factors that facilitate or impede conducting online courses in South of Iraq. Also, it can add an insightful understanding of the existing literature on the application of technology and the use of online classes among Southern Iraqi students learning English as a foreign language.

  GOs and credit cooperatives are among the non-bank financial institutions that are important providers of microfinance, while in most societies, banks still maintain their dominance in the field of microcredit services.Microfinance was founded in 1970 and has a special place in advanced societies as well as an essential role in the economy of development and poverty alleviation in developing countries. Today, such organizations can operate in various forms such as institutions, institutions, loan funds, cooperatives, associations, boards and groups, and the financing of each of them in Islamic societies requires Sharia contracts to prevent usury. The activity process of such funds, jurisprudential and legal hypotheses are possible. Among these assumptions, it is possible to refer to contracts of representation, guarantee, conditional gift, conditional loan, etc. In the continuation of this research, it should be mentioned that non-governmental charity loan funds, according to the loan, partnership, representation, grant and peace contracts with the members, attract capital or the membership fee, and the fees charged by these funds are analyzed and analyzed. The type of study and the method of examining the hypotheses in this research is library, internet and jurisprudential software.

   Abstract Glosses are one of the most effective strategies for promoting learners’ learning of new words. The present study attempted to investigate the effects of two forms of text-based glosses, namely dynamic and non-dynamic glosses, on vocabulary gain of EFL learners. To this end, two experimental groups and one control group, each comprising 25 participants, took part in the current study. The DIALANG test was used as a homogenizing tool to ensure participants were of the right proficiency level. During ten treatment sessions, the participants were presented with some passages that included a number of unknown words by the researchers via the WhatsApp application. The participants in the dynamic glossing condition were given a set of gradual hints and prompts, from the most implicit to the most explicit, to help them identify the correct definition of unknown words. In the non-dynamic glossing group, learners were provided with their first language (L1) definition of the words following their request. All the groups completed two immediate and two delayed posttests. Statistical analyses of the results provided evidence for the benefits of both dynamic and non-dynamic glossing conditions. It also revealed that the dynamic glossing condition was superior to the non-dynamic glossing condition for L2 vocabulary learning. Key Words: Gloss, Dynamic Gloss, Mobile-mediated Learning, Vocabulary Learning  

Abstract The folklore literature of any society reflects many of the cultural realities, social beliefs, and institutionalized mindsets of that society. Proverbs are a part of oral literature in which one can understand the rules and norms of a society. In addition, the family, as the first and smallest community, has a special structure and system, part of which is reflected in the form of proverbs. Kurdish proverbs are no exception in this respect and originate from their way of life and have an inseparable connection with the people. The present article intends to use a descriptive-analytical approach to study the systemic approaches of the family in the Kurdish proverbs of Sorani, Horami, Gorani, Kalhori and Fili and to show the mentality and culture of the Kurdish people towards the family based on Kurdish proverbs. The findings of the study indicate that despite the existence of a few proverbs that have a positive approach to women's gender, the prevailing mentality in this geographical area reflects sexual misconceptions about women. It shows humiliation, gender discrimination and contempt for women. In this view, irrationality, passivity, depression, weakness and unfaithfulness are the main characteristics of women, and in contrast, traits such as strength, secrecy, courage, knowledge and combat are the characteristics of men and women do not benefit from it. In addition, a few proverbs have put women in a positive position. Neighborly friendliness, attention to son, hospitality and. . . Another approach of the family system is in Kurdish proverbs.   

Covid-19, which was spread in China on about March 13, forced most countries in the world to announce that schools and universities must be closed to curb suffering from Coronavirus infection. Many studies have been conducted to discover the perspective of online teachers about teaching online; however, no research has compared the challenges and benefits in Iran to those of other contexts. Therefore, the current study aimed to investigate the attitudes of EFL teachers in Iran about the challenges and opportunities of online teaching during the Covid-19 pandemic and compare the challenges to similar findings in other contexts. The researcher used a questionnaire and two open-ended questions to investigate the EFL teachers’ attitudes. Their attitudes revealed that teachers encountered the biggest challenges of internet connection, lack of real interaction, and low literacy of teaching online and using digital devices. Therefore, the participants recommended that these challenges should be considered and eliminated before starting teaching online. On the other hand, saving time, being location-free, getting protection from the virus, and performing better for students were the most opportunities that online teaching provided for them. Finally, the findings of the current study were not any new, and most countries experienced the same opportunities and challenges.   

Covid-19 pandemic broke out in Wuhan, China toward the end of 2019. World Health Organization proclaimed the disease a pandemic in March 11, 2020. Covid-19 posed a significant threat to the global education system causing school and university authorities find alternatives[N1]     through online[N2]   education to proceed the education during the pandemic. Therefore, the world entered an era[N3]   of [N4]  unprecedented pandemic digitalized education (Boca, 2021). This study investigated the perceptions of Kurdistan university EFL students toward online education in Kurdistan Region (KR) of Iraq. It also tried[N5]   to discover[N6]   the factors forcing the students to formulate negative or positive attitudes toward online learning in KR EFL context. To these goals, an online questionnaire was distributed among 120 university EFL participants to probe their attitudes toward online education. The researcher also performed a series of online semi-structured interviews to investigate factors shaping participants’ positive or negative perceptions toward English online teaching in KR .Technology Acceptance Model theory (Davis, 1989) was used to analyze the factors causing participants to take a positive or negative attitude toward online instruction. Results showed that Kurdistan university EFL students generally took negative attitudes to online id="_anchor_7" href="file:///C:/Users/R!!!/Desktop/%D8%BA%D8%A7%D8%AF%D9%87/Ghadah-MA-Thesis%20-Revised.docx#_msocom_7" language="JavaScript" name="_msoanchor_7">[N7]  , some few participants found online language education advantageous since they discovered it as a pleasant learning experience, which saved their time, helped them join >   Keywords: Online Education, Kurdistan Region, EFL Learner’s Perceptions, Iraq, Technology, Covid-19           

in other countries.   

   Abstract The development of listening skills is widely regarded as a critical component of foreign language learning and teaching, and numerous studies have shown that listening comprehension is the most challenging skill for L2 learners. Moreover, inference-making has been regarded as one of the essential cognitive mechanisms for establishing context in listening comprehension. However, few studies have focused on it, and no study, to the researcher's knowledge, has implemented CDA on inferential listening comprehension skills. It is also noteworthy that, in L2 research, guessing is considered a major problem for multiple-choice questions. Students without the capacity to solve a specific item earn points by guessing. Thus, using a mixed-method approach, this study  examined whether EFL learners' responsiveness to CDA mediation significantly enhances their inferential listening skills. Furthermore, it investigated if adding a guess-checking option to multiple-choice questions in the CDA project reduces the impact of guessing. It also explored how participants perceived the online computerized dynamic assessment of inferential listening comprehension skills. This study recruited a sample of 94  Iranian EFL university students of B2 proficiency level (38 male and 56 female) through convenient sampling. The researcher designed and operated a CDA software delivered through a dedicated website, www.lingeli.com. Then, the researcher fed the quantitative data into    and conducted two paired-samples T-tests and three Wilcoxon Signed Rank Tests. Afterward, semi-structured interviews were conducted to collect the qualitative data, and the transcribed interviews went through content analysis. The results showed that learners' responsiveness to mediation results in a significant change in their performance on the CDA of inferential listening skills, and adding guess-checking items significantly mitigates the impact of guessing in the CDA multiple-choice tests. It also revealed that although some learners had similar actual scores in the NDA test, they were not alike in terms of their ZPDs. Finally, six major themes emerged through the interviews' content analysis, encapsulating participants' generally positive perceptions and some negative perspectives about using the software. The current study results provided more insights into the effective role of CDA in improving EFL learners' inferential listening comprehension skills and offered some solutions to improve the design and increase the reliability of inferential listening comprehension tests. This study encourages universities and institutions to redistribute teaching and testing hours by offering such CDA models as the one introduced in this study. Besides, by using sequential CDA tests in a few sessions throughout each term, language teachers can create an amusing, nostalgic, novel, and stress-free learning environment. It, in turn, may result in a positive wash-back effect during exam times, potentially leading to more effective learning. Furthermore, language institutions are suggested to design and implement CDA programs to diagnose learners' deficiencies and strengths as they develop tailored teaching plans for them. In addition, this study found that a great way of improving CDA multiple tests` reliability is including guess-checking items in them. Gaining more reliable test scores can portray a clearer picture of learners' abilities, which may aid teachers in making more precise interpretations of students' ZAD and ZPDs. Adding this option also has a positive impact on participants' perceptions of the fairness of the CDA tests. Finally, it is suggested that researchers move forward in improving the applicability of CDA and adding to its validity by considering EFL learners` perspectives. Keywords

   Following the tenets of constructivism, especially Sociocultural theory of mind, the present study was designed to explore into the perception of EFL teachers regarding their worldviews of what supervision is. This study further aimed to find out the preference of Iranian pre-service and in-service male and female EFL teachers for prescriptive and collaborative models of supervision. The design was explanatory-sequential and data was collected through qualitative and quantitative methods. Regarding the quantitative phase, two hundred (200) participants, 100 pre-service and 100 in-service EFL teachers of schools and institutions in different levels and from both genders participated in the study. Also, 25 participants (10 supervisors,10 in-service teachers, and 5 pre-service teachers) participated in the qualitative phase of the study. For the qualitative phase, participants were selected through convenient sampling, and the required data was collected through a semi-structured interview. The participants in the quantitative phase were selected through simple random sampling and the required data was collected through a 5-point Likert scale questionnaire. To analyze the data, for the qualitative phase, thematic analysis, and concerning the quantitative phase, descriptive statistics and chi-square tests analysis were used. The acquired results through thematic analysis in the qualitative phase which aimed at investigating the three groups attitudes (supervisors, in-service, and pre-service teachers) toward supervision indicated that most of the in-service teachers were in disagreement with the current (prescriptive) supervision model. However, the level of familiarity and required knowledge of supervisors regarding the supervision was not acceptable. The data for quantitative phase which was analyzed through Chi-square tests by    demonstrated that both pre-service and in-service EFL teachers had the same attitudes toward prescriptive and collaborative models of supervision. Furthermore, most of the teachers of both groups were in agreement with the collaborative model. The results of this phase also revealed that gender did not have any significant effect on the preference for already-mentioned models of supervision and most of the teachers were in agreement with collaborative model. Therefore, the findings of the quantitative phase supported the teachers’ beliefs of three groups in the qualitative phase and also proved that there is difference. Albeit not significant, between the teachers’ attitudes in both genders concerning the prescriptive and collaborative models. Finally, some valuable implications for TTC holders, supervisors, and on-the-job mentors, and also several recommendations for further research are presented.    Keywords:

   Writing is one of the most difficult skills due to requiring highermental and critical thinking ability. The genre of writing is one of theimportant factors affecting the complexity level of this skill. Generally, mostof the EFL/ESL teachers provide feedback on learners’ writing errors as a partof their teaching program; however, the way in which they provide writtencorrective feedback (WCF) should be also taken into account. In other words,teachers need to consider the factors that influence their feedback provisionfor the purpose of decreasing the difficulty of writing skill. Althoughdifferent studies attempted to explore the role of those effective elements,writing genre in spite of its importance has got no attention in this regard.To address this gap, the present manuscript reports a mixed-method studyinvestigating the role of writing genre in WCF provided by EFL teachers. To dothis, 100 EFL teachers participated in this study to provide feedback on threewriting samples. These samples, that were written by EFL learners, includeddifferent genres namely, narrative, descriptive and analytic. Then, teachers’feedback regarding each writing sample was investigated separately to find outthe role of writing genre in WCF. The results of examining the quantitativephase indicated the effectiveness of writing genre both descriptively andstatistically. Furthermore, B.A. and M.A EFL teachers’ WCF was also examinedfor the purpose of discovering the role of writing genre in relation to theteachers’ academic level. The results of investigating this sectiondemonstrated the efficacy of writing genre as well. To complete the next phasewhich aimed at exploring teachers’ beliefs regarding the role of writing genrein the provision of their WCF, some of the teachers were attendedsemi-structured interviews. Anchored in qualitative content analysis, thefindings suggested different perspectives in this regard; therefore, theinterviewees were divided into two groups. The first group of teachersmentioned various points of view, such as the positive role of writing genre indetermining the use of specific structures and the aim of writing which callsfor particular kinds of WCF. These themes supported an association betweenteachers’ beliefs and practices as the quantitative phase showed, while thesecond group emphasized the other factors than writing genre, such as learners,teachers, context and educational system which led to the misalignment inrelation to their beliefs and practices. Finally, in the light of thesefindings, it is suggested to pay more attention to the writing genre in teacher

Objective: in this inquiry, the researcher, with the help of the theory of the contemporary American feminist-philosopher Judith Butler's ideas on gender and gender performativity, tries to peruse the female protagonist, Sula Peace, who ho lives in a patriarchal society with its norms and gender conventions. Sula stands as an opposing type of woman who questions patriarchal order. This inquiry analyzes the female protagonist in Toni Morrison's "Sula" by depending on Butler's theory about gender performativity. Methodology: in Butler's view, gender is not a biological, innate, and fixed phenomenon but a concept constructed by many factors such as culture and tradition. The consequence of such construction is that the aim of a compulsory heterosexual society is fulfilled. Relying on Butler's ideas, it becomes clear how the ideals of a heteronormative community that wants to spread the norms of heterosexuality limit individuals' gender. Findings: Sula reflects a community in which patriarchal orders are constantly circulating; these ideals expect women to be passive, submissive, and prepared to accept mothers and wives' roles. Such expectations cause too much pressure for women to endure. Result: Sula challenges all the social conventions imposed on her through family and society; she also defies the sexually preventing gender roles and contests the conventional view of womanhood and motherhood. Sula gradually becomes an independent and autonomous self. Through a careless way of living, opposing the standards of her society and the prescribed rules that society has imposed on her, Sula continuously questions and challenges the norms of her society: she never gets married, she never becomes a mother, and she has many premarital affairs both with white and black men. However, at the end of the novel, Sula's case shows that patriarchy can never be fully overcome; it can only be resisted since patriarchy determines all the restrictions in a conventional society. Key Words: Butler, Feminism, Otherness, Patriarchy, Sula, Toni Morrison   

The purpose of this study was to investigate the effects of the automated writing evaluation software Grammarly on Iranian EFL learners' ability to use articles in academic writing. 90 students majoring in different branches of English in Iran were chosen through convenience sampling. They were divided into three groups, with one receiving Grammarly feedback (experimental group 1), one receiving Grammarly as well as teacher feedback (experimental group 2), and the last one receiving teacher feedback (control group). They underwent a pretest, four weeks of treatment, then a posttest. The results showed that the group with both the Grammarly and teacher feedback had the most significant improvement. Hence, it can be concluded that Grammarly and teacher feedback complemented each other in helping students learn how to use articles properly in their writing. This study implies that Grammarly is an invaluable tool in assisting teachers in realizing which grammatical structures to target. Also, it helps students decide whether to use Grammarly to proofread their writing. The researcher recommends future studies be conducted using a larger sample and demographic to further explore the effects of Grammarly as a writing assistant tool.      

  This present study investigated the effect of

   This study aims to investigate linguistic landscape and language attitude among Kurdish speakers in the west part of Iran. A total of 772 signs were photographed and were later categorized according to the top-down (governmental) versus bottom-up (private sector) distinction in Kermanshah, Sanandaj, and Ilam. Out of these 772 photos, 578 photos were related to bottom-up and 194 photos were related to top-down signs. For the second part of the research, after studying previous studies on language attitudes, the researcher adapted a questionnaire based on two questionnaires which have been run before. After adapting the questionnaire, the process of piloting the questionnaire began. For the purpose of employing a valid and reliable survey, 150 Kurdish native speakers answered the first draft of the survey (50 participants from each city). After collecting the data, the researcher entered them into   . Then, the normality of the data was checked via KS test. Also, the internal consistency of the collected data from the questionnaire was tested via Cronbach’s Alpha tests. The questionnaire was completed based on a six-point Likert scale from strongly disagree to strongly agree as the lowest (1) to the highest point (6).   Then the final version of the questionnaire was distributed between people in target cities. 450 people participated in this part and answered the questionnaires voluntarily. The results of linguistic landscape showed that among bilingual signs, Persian-Kurdish has the highest frequency in Sanandaj, while Persian-English signs are more prevalent in Kermanshah and Ilam. In all of the cities, Persian-Arabic signs have the lowest frequency among bilingual signs. Sanandaj was the only city which Kurdish was dominant in Persian-Kurdish signs. The results of language attitude showed that Kurdish language has a very high social status among people in Sanandaj and Kermanshah and high social status among people in Ilam. Regarding its institutional support, people believed that Kurdish language, though vital and widely used with a positive attitude among its native speakers, requires more institutional support. Regarding Kurdish vitality, the results showed that unlike Sanandaj, Kurdish language may die out in future in Kermanshah and Ilam. And finally the results showed that there were no significant difference between males and females towards their attitude to Kurdish language in Kermanshah and Sanandaj, but there was an obviously significant difference between males and females` language attitude in Ilam. Finally, some suggestions for further research were proposed by the researcher.

اهداف تحقيق: 1. نگرش معلمان زبان انگليسي و دانش آموزان ايراني نسبت به تدريس زبان انگليسي از طريق فضاي مجازي2. بررسي تاثير فضاي مجازي بر چگونگي يادگيري دانش آموزان3. درك اين موضوع كه آيا فضاي مجازي تاثيري بر موفقيت و برآورده كردن نياز هاي دانش آموزان دارد يا خير4. بررسي تغييرات و بهبود هاي احتمالي كه فضاي مجازي در روش تدريس معلمان ايجاد مي¬كندبراي جمع آوري و تجزيه و تحليل اطلاعات از روش تركيبي استفاده شده است. به منظور دستيابي به اهداف مطالعه، 10 معلم زبان انگليسي در ايران را بصورت تصادفي انتخاب شده اند كه نيمي از آن ها بصورت سنتي و نيمي ديگر با استفاده از فضاي مجازي به تدريس زبان انگليسي پرداخته اند. براي جمع آوري داده از پرسشنامه و مصاحبه نيمه ساختاري استفاده شده است. به منظور درك نگرش معلمان زبان و دانش آموزان نسبت به تدريس زبان از طريق فضاي مجازي پرسشنامه¬اي كه قبلا صحت و اعتبار آن تاييد شده است اقتباس خواهد شد. پرسشنامه شامل 20 سوال است و توسط معلمان و 5 نفر از دانش آموزان هر كلاس، كه بصورت تصادفي اتخاب شده اند، پر شده است. سپس از معلم ها و دانش آموزان، مصاحبه اي شامل 5 سوال پاسخ آزاد به عمل آمد و صداي آن ها در طول مصاحبه براي تجزيه و تحليل و رونويسي كردن ضبط شده است. همچنين به آن ها اطمينان داده خواهد شد كه اطلاعات آن ها محرمانه خواهد ماند و فقط جهت اهداف آكادميك استفاده خواهد شد. براي تجزيه و تحليل اطلاعات، داده¬هاي مربوط به بخش كمي شامل پرسشنامه ها، اطلاعات بدست آمده در نرم افزار مناسب (  ) مورد تجزيه و تحليل قرار گرفته و نتايج حاصل از آناليز نرم افزار مورد بررسي گرفته است. همچنين در بخش كيفي مطالعه، مصاحبه ها كه از قبل رونويسي و بصورت موضوعي طبقه بندي شده¬اند، با استفاده از استدلال و استنباط جهت رسيدن به نتايج لازم استفاده شده است.نتايج تحقيق نشان مي دهد كه معلمان و دانش آموزان نگرشي مثبتي نسبت به يادگيري از طريق فضاي مجازي دارند. آنها تاكيد دارند كه فضاي مجازي به يادگيري فزاينده منجر شده است. زيرا آنها توانسته اند اهداف آموزشي بالاتري را دنبال كنند. همچنين كلاس هاي آموزشي آنلاين فضاي يادگيري بهتر و بدون استرسي راي براي آنها فراهم آورده است.همچنين فضاي مجازي به بهبود رابطه ميان دانش آموزان و معلمان خود نيز كمك كرده است، بطوري كه دانش آموزان احساس راحتي بيشتري در روابط خود با معلمان نسبت به كلاس هاي حضوري داشته اند. اين تحقيق مي تواند دريچه¬ي تازه¬اي را براي تحقيق هاي جديد درباره¬ي تاثيرات تكنولوژي، مخصوصا فضاي مجازي در تدريس زبان انگليسي براي محققاني كه به اين حوزه علاقه دارند، باز نمايد.

   چكيده ژرار ژنت يكي از نامدارترين روايت‎شناسان ساختارگراي فرانسوي است. او ميان سه سطح داستان، گفتمان و روايتگري تمايز قائل شد و با طرح زمان، وجه و لحن به تعامل ميان اين سه سطح اشاره كرد. او اين مقوله‎ها را براي بررسي و شناخت شگردهاي روايي در متون روايي تشريح كرده‌است. فيروز زنوزي جلالي نويسند? تواناي معاصر است. او در رمان قاعد? بازي كه يك رمان روانكاوانه است؛ زشتي و پلشتي‌هاي انسان‎ها را به تصوير مي‌كشد. اين رمان موفّق به دريافت جوايز گوناگوني شده‌است. براي درك علّل موفّقيّت و چگونگي روايت اين اثر به بررسي ساختاري آن با روش توصيفي_تحليلي و تكيه بر نظريّ? ژرار ژنت پرداخته شده‌است.    در مقول? نظم يافته‏ها حاكي از آن است كه درصد بالايي از متن داراي زمان‎پريشي از نوع گذشته‏نگر است. راوي با تداعي معاني خطّ زمان را مي‏شكند و به بيان خطاهاي خود در گذشته مي‎پردازد. اين گذشته‎نگري‎ها باعث ايجاد تعليق و جذّابيّت اثر شده‌اند. تك‏گويي دروني و بيان ايدئولوژي‏هاي راوي شتاب منفي را ايجاد كرده‎اند؛ امّا با توجّه به اين‎كه هدف زنوزي جلالي پرداختن به داستان شخصيّت است، شتاب آن كاملاً بجا و طبيعي است. بيشترين ميزان در انواع بسامد، به بسامد مكرّر اختصاص دارد. او با اين‎كار باعث انتقال بهتر آشفته‏گويي، روان‎پريشي و عقده‏هاي راوي شده است و تأثير آن اتّفاقات را بر روان راوي بازگو مي‎كند. زنوزي جلالي با استفاده از تك‎گويي به عنوان گفتمان مستقيم آزاد فاصله را كم كرده است. با انتخاب كانوني‏سازي دروني به ذهن شخصيّت دسترسي دارد و همه‏چيز را از دريچ? چشم او مي‏بيند. راوي در اين رمان درون‎روايتي_هم‎روايتي است. راوي مفسّر و البتّه غيرقابل اعتماد است. محتواي اين رمان روانكاوانه و فلسفي است. زنوزي جلالي براي انتقال بهتر اين محتوا، ساختار بسيارسنجيده‏اي تنظيم كرده‎است. او با استفاده از زمان‌پريشي‏هاي متعدّد، بسامد مكرّر، سرعت منفي، تك‎گويي دروني، راوي غيرقابل اعتماد و كانوني‎سازي دروني باعث انتقال بهتر آشفتگي‎هاي روحي، دردها، دغدغه‎ها و ايدلولوژي‎هاي شخصيّت اصلي شده است. در اين اثر نه تنها هيچ‏گونه ناهماهنگي در ميان مقوله‎هاي نظريّ? ژنت وجود ندارد؛ بلكه اين مقوله‎ها پيوستگي و تعامل مؤثري با يكديگر دارند. تكنيك‌هاي به‎كارگرفته در روايت اين اثر كاملاً مناسب و آگاهانه است و مطالع? ساختاري قاعد? بازي منجر به درك پيچيدگي‎هاي آن شده است. _______________________________________    واژه‌هاي كليدي: رمان قاعد? بازي، ژرار ژنت، زمان، وجه، لحن.   

  This study was conducted to investigate the difference between language learning through teacher’s instruction and language learning through employing mobile application. The aim of this research was twofold: First, it investigated effects of language learning through mobile application, Duolingo, as a solitary instruction to learn vocabulary, idiom and grammar from basic levels comparing with teacher’s instructions in formal context. Second, it investigated the advantages and disadvantages of using Duolingo as Mobile-learning (m-learning) tool in learner’s point of view. Therefore, 30 participants took apart in this study, who were EFL students at Razi University. They were treated for about 15-hour sessions. The experimental group used mobile application in order to learn French grammar and vocabulary and the control group used teacher’s instruction in this case. Finally, an achievement test was taken to reveal the result of the study. Then a t-test was used to compare the mean score of both group. The findings showed that there was a significant difference between the mean scores of two groups, meaning that the mean score of the students who were taught via Duolingo Application was higher than those who were taught via teacher’s instruction. In the qualitative phase, a semi-structured interview was held among five students who were selected randomly from experimental group and their answer was recorded and analyzed. The qualitative part of the study revealed that students had a positive attitude toward learning French grammar and vocabularies through mobile application while there are some limitations that they were willing to be resolved. The results of this study might be helpful for both instructor and learners to use technology in a systematic way to fulfill educational goals both in formal and informal situations. Also, computer programmers can rely on this finding to have better products for learners.Keywords: language learning, traditional teaching, mobile-learning, mobile application, Duolingo

Although reflective teaching is enumerated as a significant feature of effective teachers, there is little empirical evidence to demonstrate its influence on learners’ evaluation. This study examines the relationship between EFL teachers' degree of reflection and learners’ evaluation of teacher effectiveness. Data were collected from 71 Iranian EFL teachers teaching at the private language institutes and 296 language learners. Reflective teaching inventory designed by Akbari, Behzadpour, and Dadvand (2010) was administered to the teachers and their learners’ evaluation was elicited through Murdoch’s (2000) checklist. The statistical analysis revealed significant positive relationships between reflection subscales and learners’ evaluation. It was thus assumed that understanding how reflection can change language learners’ evaluations can shed light on the role of reflection in improving teachers' performance and consequently learners’ appraisal. Hence, ten teachers with the highest degree of reflection participated in follow-up interviews. Analysis of the interview data, indicated how reflection sub-scales contribute to teachers' in getting higher ratings from learners. In line with these findings, the implications for teachers, administrators and teacher education are discussed.   

AbstractThis thesis is done in order to investigate grammatical errors inessays of Kurdish-Persian bilingual students in fifth grade, which is executedby the method of analytical – descriptive and on the basis of Slinger erroranalysis model (1992). The statistical sample in this thesis includes allstudents in fifth grade of the city of Sar Pole Zahab and it is evaluated bysingle step racemose sampling and random sampling of 164 essays, among this 82essays belong to bilingual girls and 82 essays belong to bilingual boys. At theend of the study,   theseresultswereobtained:1-Being bilingual affects on using ofPersian grammar in Kurdish-Persian bilingual students.2-Grammatical errors wererecognized in 8 categories.3-Also, the most errors were occurred in verb usagein Persian grammar.  Keywords:bilingual,kalhoriKurdish language, sixth grade essay, grammatical error.  

  Helen Cixous prescribes the language of femininity in the form of feminine writing, and states that male literature is based on binary oppositions. Men’s literature has unnecessarily torn the reality through concepts and words, and has made it a dilemma: subject versus object, the sun against the moon, culture versus nature, day in front of night, speech versus text and man versus woman. In these oppositions, there is always a pole on the other. From the perspective of Cixous the source of i  iration for all these contradictions is rooted in the fundamental dichotomy between men and women, in which the man deals with everything active, cultural, and generally positive, and the woman deals with everything passive, natural, and dark which is generally negative.Thus, a woman in the masculine world finds existence only in terms of the male vocabulary and concepts. In a word, the woman derives from the man; the man is “self” and the woman is the “Other.” Once a woman can act as her own or in the text, she emanates from the structure of the symbolic order which is related to the masculine look and forms a new kind of text with a new structure. According to Helen Cixous, to find women’s literature, it is necessary to differentiate between the two sexes in the text and create a form of femininity that can justify the creation of the meaning that femininity must be explored and, at the same time, not demanded. In her most important work, The Laugh of the Medusa, she challenges the concept of Freud’s quagmire anxiety. In The Laugh of the Medusa, Cixous states that this male view of a woman with a lack of character has implications for social and political demonstrations. Reflecting on the sexualization of Medusa, she rejects Freud’s theory, like many other ideas that insist on a woman as a hysterical or someone with a dark nature, Cixous puts forward a challenging idea of ??the insurgency or the same women’s writing that can overthrow the dominant male-dominated system. Both Roth’s Divergent and Daneshvar’s novel struggle to challenge the male-dominated and patriarchal system which reduces them to nothing more than a miserable entity. The system states that women are deprived of their organized cultural, psychological and sexual rights, while other forms of oppression, like ethnic or racial discrimination, also exacerbate the denial of women, which is generally left unnoticed by the critics and scholars.

Recent research in teachereducation has focused more on the factors that may influence teaching quality. Althoughit is generally believed that emotional intelligence directly influences onteachers’ performance, more research is required to provide newinsights in this regard. To address the gap, this study investigated the relationshipbetween EFL teachers’ emotional intelligence and reflective practice. To thisend, in a correlational design, 180 Iranian EFL teachers (91 males and 89females) were asked to fill out a survey including of three parts: 1) thedemographic information, 2) the Trait Emotional IntelligenceQuestionnaire–Short Form (TEIQue–SF) developed by Petrides (2009), and 3)English Language Teaching Reflective Inventory Questionnaire (ELTRI) designedby Akbari, Behzadpour, and Dadvand (2010). After collecting the responses, thedata were fed into    24. To explore whether there was any correlationbetween Iranian EFL teachers’ emotional intelligence and reflective practices,Pearson-product moment correlation was employed. In addition, step-wisemultiple regression was carried out to examine which subscales of emotionalintelligence were significant predictors of reflective practices. The resultsof Pearson correlation illustrated that all the subscales of emotionalintelligence had significant correlations with reflective practices. Inaddition, regardless the weak correlations betweenEmotionality and Practical Reflection, Emotionality and Critical Reflection, andSelf-control and Critical reflection, significant positive associations weredemonstrated between the other subscales of emotional intelligence and reflectivepractices. Onthe other hand, the results of step-wise regression indicated that, save for Emotionality,the other emotional intelligence subscales were significant predictors ofreflective practices. The results indicated that emotionally intelligentteachers are more likely to enhance their reflective practices, which in turn can develop a deeper understanding of their teaching. This study addresses theeducational policymakers and teacher educators to make their best efforts to raise preservice teachers’ emotionalintelligence competencies by designing some emotional intelligence training programs, which inturn enhance their teaching quality. Finally, some suggestions forfurther research were proposed by the researcher.  

  Abstract   The present paper intends to read Things Fall Apart and Arrow of God by Chinua Achebe from a Deleuzian perspective. In opposition to a kind of literature which is ‘majoritarian’, this paper attempts to provide an adaptation of a ‘minoritarian’ literature. If the latter is innovatory, non-conformist, and interrogative, the former represents a dominant system of rules. I argue that Achebe, an African, and marginalized novelist whose country was under the domination of the British colonization represents a great literature which is considered minor not because it deals with minority, but because it disrupts and dislocates the long established tradition of two different systems. The findings of this thesis demonstrate that readers of such literature come up with a language which is highly loaded with revolutionary thoughts and ideas. Achebe portrays a variety of mutations in the two novels under study that work toward liberation from subjugation of both tribal and British systems dominating the stories while his attempts result in deterritorialization of both.Keywords: Gilles Deleuze, Chinua Achebe, Things Fall Apart, Arrow of God

  Abstract  This study was conducted with the aim of investigating EFL learners’ attitude toward the use of smartphones in order to learn English vocabulary, grammar, pronunciation, and determining the factors that lead to the selection of a specific smartphone application. This research was conducted at Razi University of Kermanshah. In this research, it has been hypothesized that students have a positive attitude toward the use of smartphones for learning the English language, and factors like the capability of being updated, cheapness, and the ease of use are the main factors that lead to the selection of a particular smartphone application. To test these hypotheses, the study used a mixed methodology which is a combination of qualitative and quantitative methods. For the qualitative part of this study, 5 students were interviewed and their data was analyzed by using thematic coding. For the quantitative part of this study a questionnaire was designed and distributed among 55 EFL students based on the themes drawn from the qualitative part of the research and the modified version of TAM (Technology Acceptance Model) by Davis (1986). The findings of this study revealed that students have a positive attitude toward the use of smartphones for learning English and the factors like the capability of being updated, cheapness, and the ease of use are the main factors that lead to the selection of a particular smartphone application.  Keywords: Attitude, Mobile Learning, MALL, EFL learners, Smartphones’ a  , TAM

Abstract  So far a large number of studies have been carried out to explore different aspects of stickers and graffiti, but very little research has been conducted on t-shirts inscriptions and the messages they convey. Therefore, the current qualitative research has been designed to investigate the t-shirt inscriptions and their messages. The purpose of this study was to categorize the t-shirt inscriptions based on their contents, and investigate the cultural messages they convey. In order to do this study the appraisal framework that was developed by Martin and White (2005) was applied in this research. The data sources in this study were 150 different t-shirt inscriptions which were gathered from the main markets and shopping centers of Kermanshah city. By using Martin and White (2005) appraisal from work, and focusing on the attitude aspect of this framework which is related to the way that people feel and express their feeling it was concluded that the T-shirt inscriptions are categorized into six main categories that were: (1) social relationship, identity, and culture; (2) Religious belief and practices; (3) Advertisement; (4) Drinks and drugs; (5) Offensive Contents; (6) Popular topics. Furthermore, the results of the study concluded that all sorts of cultural, social, and religious messages can be conveyed through the use of T-shirt inscriptions. Some of these messages convey positive, i  iring, life-related advice or some negative and insulting messages for the person who wears the T-shirts and all the people who read the inscriptions on the T-shirts.  Keywords: T-shirt, discourse, globalization, messages, society, identity, culture.