درخت حوزه‌های تخصصی

This study aims to provide a comprehensive synthesis of the research landscape on Teacher Well-Being by integrating bibliometric and qualitative content analyses. Drawing on 1,256 peer-reviewed articles indexed in the Web of Science database between 1995 and 2025, the study first employs bibliometric techniques using R and VOSviewer to map trends, collaborations, and thematic tracks. Subsequently, a content analysis was conducted on a selected subset of 107 high-impact articles to categorize research purposes and contextual characteristics. Findings reveal strong thematic topics around resilience, burnout, job satisfaction, emotion regulation, positive psychology, equity, self-efficacy, reflective practice, and self-reflection. Both analyses highlight critical gaps in theoretical integration, methodological rigor, and international collaboration. While the United States, Australia, and the United Kingdom dominate in output and citations, emerging hubs such as China exhibit increasing engagement but limited global connectivity. The study underscores the need for longitudinal designs, culturally responsive research, and comparative international studies to advance the field. This research helps create a clearer, more inclusive and policy-relevant understanding of teacher well-being by emphasizing its systemic and relational aspects.

This comparative study deals with the archetypal journey of self-realization as represented in Paulo Coelho's The Alchemist and Elif Shafak's The Forty Rules of Love. Both novels feature protagonists who starts a spiritual journey to realize their true selves and fulfill their fates. The study also discovers how the writers use different literary techniques to transmit the archetypal journey of self-realization. For example, Coelho deploys the theme of the personal legend which stands for a person's unique ideal which serves as a guiding force for Santiago throughout his journey. On the other hand, Shafak benefits from the Sufi concept of the dervish, which represents a person going after spiritual enlightenment through separation from material possessions. Indeed, it focuses on the protagonists' self-realization journeys to discover the archetypal motifs, symbols, and narrative structures. These selected novels share thematic points embedded in mysticism, spirituality, and personal growth. From these perspectives, the purpose of this article is to provide a general understanding of how these contemporary works contribute to the wider discourse on self-discovery within the context of the protagonists’ archetypal journey.

This study employed a concurrent triangulation mixed-methods design to examine the impact of backward design (BD), central design (CD), and forward design (FD) on the speaking proficiency and engagement of 75 intermediate-level Iranian EFL learners, aged 18–21, selected through convenience sampling at Arak University, Iran. Participants attended nine weekly 105-minute sessions over one semester, with intermediate proficiency verified by the Oxford Quick Placement Test. Pre-tests established baseline speaking abilities, and participants were divided into three groups of 25: BD group (BDG), CD group (CDG), and FD group (FDG). Data were gathered using IELTS speaking pre- and post-tests, a student engagement scale (SES), and semi-structured interviews. The BDG focused on defining learning outcomes and using assessments such as observations and recorded speeches to track progress and adjust instruction. The FDG prioritized structured activities targeting specific speaking skills, using formative and summative assessments to evaluate mastery. The CDG adopted a learner-centric approach, incorporating personas, scenarios, and open educational resources to create collaborative, engaging activities emphasizing social context and emotional growth. Post-intervention results revealed CD as the most effective in enhancing speaking proficiency and engagement, followed by BD, with FD being the least effective. These findings underscore CD’s strength in fostering interactive, meaningful learning experiences for Iranian EFL learners. The study suggests that curriculum developers and educators should prioritize learner-centered approaches, such as CD, to improve EFL speaking outcomes and engagement.

The study of EFL in Iran reveals complex challenges faced by both teachers and learners, particularly in fostering learner autonomy. This qualitative study explored the challenges to learner autonomy in the Iranian EFL context through semi-structured interviews with 17 teachers and 13 learners selected through purposive sampling to ensure diverse representation from various educational settings. Thematic analysis using MAXQDA was employed to identify recurrent themes related to the challenges. Findings revealed that both groups face significant obstacles, primarily stemming from curriculum rigidity, which includes prescriptive syllabi, an overemphasis on standardized testing, rote memorization, and severe time constraints. Teachers also reported barriers related to their adherence to traditional teacher-centered approaches, limited understanding of innovative methods, and insufficient professional development, alongside perceiving learners' lack of motivation and passive learning styles as hindrances. Learners, conversely, highlighted the focus of curriculum on memorization, assessment methods prioritizing grammar over practical language use, and a lack of personalized guidance from instructors, compounded by personal struggles with initiative, time management, and cultural influences. The study concludes that comprehensive educational reform is essential, advocating for more flexible curricula, diversified assessment methods, continuous teacher professional development, supportive learning environments, and a cultural shift towards valuing autonomy to enhance student engagement, language proficiency, and lifelong learning.

Pragmatic testing depends on a variety of factors that can impact its dependability. This study intended to examine these factors using a two-phase approach. The first phase examined the impact of test methods, items, raters, and test-takers' characteristics on the variance in pragmatic test scores using generalizability theory, and the second phase explored potential rater bias using the Many-Facet Rasch model. Two test types, including a Written Discourse Completion Test (WDCT) and a Discourse Self-Assessment Test (DSAT), were administered to 110 English language students (98 female, 12 male) aged 17-24 at Vali-e-Asr University of Rafsanjan. Four raters scored the WDCT by using a standardized rubric developed by Lui (2004). The DSAT was self-assessed by test takers based on the same rubric. The findings revealed no significant difference between the WDCT and DSAT test types. However, items and the interaction between items and test takers emerged as substantial contributors to the variance of the scores. This highlights the importance of item calibration and rater training to mitigate bias in pragmatic testing. Finally, the implications were discussed.

The increasing ubiquity and impact of audiovisual content has turned it into one of the primary objects of study in a number of disciplines in humanities, including Translation Studies. In the recent decade, audiovisual translation (AVT) has been a thriving research focus in many parts of the world. This article aims at mapping AVT in the context of Iran by reviewing the published Persian AVT research worldwide. The article is organized into two parts: the first part provides an overview of the main research articles, delineating the main research trends in AVT research in Iran. The second part presents and discusses research gaps and areas that merit further scholarly attention by academia. The article concludes that research on the topic in Iran is still in a fairly early stage, with the studies focusing mainly on the dubbing and subtitling of audiovisual products. Particularly, accessibility research in the context of (non-)interactive audiovisual products is yet to attract focused attention. Certain areas are highlighted and recommended for future research

his study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TEQ in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.

Transfer of learning from English course to other contexts is one of the most fundamental objectives of English for Special Academic Purposes (ESAP) instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduate students who participated in an ESAP course assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. Sixty engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The variation in participants’ writing skills throughout the semester was recorded and analyzed. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). The participants’ evaluations of the treatment they had received was assessed through a focus group interview. Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis of the LTSI demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.

Partant d’un diagnostic des difficultés linguistiques des élèves, une démarche didactique de la réécriture accompagnée a été adoptée et développée dans une séquence didactique centrée sur le type argumentatif. L’analyse qualitative des données montre que les élèves du groupe d’intervention ont nettement progressé par rapport au groupe contrôle. Les écrits de ces derniers font apparaître un net progrès dans l’écriture d’un texte et ses procédures. Une analyse quantitative et statistique, réalisée à l’aide du logiciel SPSS, vient par la suite confirmer les résultats de l’analyse qualitative. Les résultats soulignent l’importance de l’enseignement des procédures rédactionnelles et de la distanciation par rapport à l’écrit. Ces éléments, et d’autres, nous ont offert des pistes didactiques intéressantes qui peuvent constituer des hypothèses de recherche pour des études ultérieures.

Academic discourse is the collaborative interaction within academic communities, primarily aimed at convincing readers that the writers' arguments are valid. Despite the fact that nouns are frequently used in academic writing, the rhetorical functions of nouns have received limited attention in academic writing analysis. This research sets out to: (1) investigate the frequency of Metadiscursive Nouns (MNs) in Iranian scholars' research articles, and (2) compare MN usage across academic disciplines and genders. In this corpus-based study, 40 articles from the fields of Applied Linguistics, Psychology, Medicine, and Chemistry were carefully selected and analyzed based on Jiang and Hyland's (2016) MNs taxonomy. Chi-square analyses revealed significant differences across disciplines and genders, with generally weak effect sizes. The findings revealed gender-based disparities, with male scholars using MNs more frequently in soft disciplines (78.4%) compared to female scholars (69.6%), while female scholars (30.4%) exceeded male researchers (21.6%) in MN usage in hard disciplines. The results also indicated that MN usage differed significantly across disciplines, with the highest frequencies observed in Linguistics and Psychology, despite the relatively small effect size. This research underscores the impact of disciplinary norms and gender on MNs' selection and usage in academic writing, providing valuable insights for teaching academic writing skills, developing instructional materials, and conducting academic discourse analysis.

This study investigates the syntactic differences between texts authored by native (NES) and non-native English-speaking (NNES) professional architects on ArchDaily, the world's most visited architecture website. We focused on established indices of syntactic complexity hypothesized to differentiate between first-language (L1) and second-language (L2) writing. The corpus consisted of randomly selected texts on residential architecture by Iranian and British architects. Data analysis was conducted using Coh-Metrix Core Desktop Beta (2023), with results processed in SPSS. Preliminary MANOVA analysis revealed significant differences in the mean scores of the two groups, and follow-up analyses indicated that syntactic complexity indices, including left-embeddedness, minimal edit distance for words, and the number of modifiers per noun phrase, exhibited medium to large effect sizes in distinguishing the texts. Additionally, among the syntactic density indices, agentless passive voice, negation, gerund, and noun phrase density were most effective in differentiating native from non-native compositions. The findings revealed that while both NES and NNES architects demonstrate sophisticated writing skills, they exhibit distinct patterns of syntactic complexity in their professional discourse. NES architects tend towards richer modification and a more cohesive flow, while NNES architects lean towards longer, denser sentences. These differences, influenced by both linguistic proficiency and discourse-specific conventions, highlight the need for continued attention to clarity and readability in architectural communication and underscore the importance of considering both linguistic proficiency and discourse-semantic motivations when analyzing syntactic complexity in professional writing.