ابوالفضل قاسم زاده

L2 Motivational Self System (Dörnyei, 2005, 2009) holds a remarkable potency in explaining the long-term routes to L2 acquisition. Meanwhile, due to the prevalence of dynamic systems perspective, the theory has been awaited to account for the affective and cognitive aspects of L2 learning. The present study attempted to test an integrated model to examine the correlations between components of the revised L2MSS, L2 emotions of Enjoyment and Boredom, Intended Learning Effort, Vigilant and Eager L2 Use, and L2 Proficiency utilizing structural equation modeling. The data was obtained from 350 TOEFL test takers in ETS official centers in Iran. The results demonstrated the strongest prediction of Intended Learning Effort by Ought L2 Self/Own, coming next to the Ideal L2 Self/Own and Ideal L2 Self/Other. Ideal L2 Self/Own and L2 Learning Experience were positive predictors of L2 Enjoyment, whereas Ought L2 Self/Other and L2 Learning Experience had a positive and negative impact on L2 Boredom, respectively; L2 Enjoyment predicted Intended Learning Effort and Eager L2 Use positively, whereas L2 Intended Learning Effort Vigilant L2 Use were predicted negatively and positively by Boredom, respectively. Moreover, Eager L2 Use and Intended Learning Effort were positive predictors of L2 Proficiency; however, Vigilant L2 Use was conversely related to L2 Proficiency. Overall, the findings illustrate the superiority of a promotion orientation to L2 learning and the equal importance of quality and quantity of the Motivated Learning Behavior, which has significant pedagogical implications in terms of motivational and self-regulatory learning strategies in designing and managing L2 classroom tasks.

The present study aimed to determining the role of senior high schools in the preparation of students to transfer to university. By using an exploratory mixed method approach, we combined qualitative content analysis with descriptive quantitative method. In the qualitative part, the study population includes 9929 senior high school teachers of Tabriz and 891 professors of Tabriz University, and in the quantitative part, it includes 2013 students of Tabriz University in the academic year 2019-2020. The participants of the qualitative part are 16 people and the quantitative part is 325 people based on the Krejcie- Morgan, which was selected by simple random sampling. In order to collect data in the qualitative part, a semi-structured interview, and in the quantitative part, a researcher-made questionnaire based on the findings of the qualitative part was used. The reliability of the quantitative part by using the internal reliability of 0.93. For data analysis, colaizzi's method analysis was used in the qualitative part,and descriptive and inferential statistics tests (Friedman's ranking and sample TT) were used in the quantitative part. Based on qualitative findings, the role of senior high schools in preparing students for transfer to university included academic adaptation, environmental adaptation, individual-emotional adaptation, pre-transitional preparation, and organizational-managerial factors of educational system. The findings of the quantitative part from perspective of the first-year students, indicated status quo of organizational-managerial factors of educational system, pre-transitional preparation, and individual-emotional adaptation was unfavorable while factors of academic and environmental adaptation had moderate situation. According to the results of Friedman test, environmental adaptation was in the highest rank followed by academic adaptation, organizational-managerial factors of educational system, individual-emotional adaptation, and pre-transitional preparation in the next ranks. Combining quantitative and qualitative methods, in this study, caused different aspects of preparing students for transfer to university through senior high schools were identified, and finally, solutions for preparing students to university were presented.

     In organizational interactions and communities, professional learning communities have gained more attention from managers due to their sustainable benefits for human resources and organizations, which contribute to growth and development. This research is applied in terms of purpose and descriptive-correlation based on structural equations as a method. The statistical population of the study consisted of all primary school teachers in District Two of Urmia, totaling 1,236 individuals. The sample size was determined using the Krejcie and Morgan table, resulting in a selection of 291 individuals. A cluster random sampling method was employed. Data were collected based on four questionnaires: Brown et al.'s (2005) Ethical Leadership Questionnaire, Hu et al.'s (2015) Professional Learning Communities Questionnaire, Eisenberg et al.'s (2001) Normative Commitment Questionnaire, and Jangman et al.'s (2005) Teacher Decision-Making Participation Questionnaire, with Cronbach's alpha coefficients of 0.91, 0.91, 0.87, and 0.85, respectively. The validity of these questionnaires was confirmed by experts and through SPSS analysis. Data analysis was conducted using Smart PLS 3 software. The results indicated that ethical leadership has a positive and significant impact on professional learning communities, and normative commitment plays a mediating role in the relationship between ethical leadership and professional learning communities. However, participation in decision-making does not play a moderating role in the relationship between ethical leadership and professional learning communities.

Prior research demonstrates that flipped approach in English as a Foreign Language (EFL) classroom positively affects learners' achievement. However, the way learners with distinct cognitive styles respond to this method remains less unexplored. This study examines the effect of flipped classroom instruction on grammar learning of Iranian EFL beginners at Iran Language Institute in Tabriz, Iran with different cognitive styles, i.e., field dependent (FD), field independent (FI), and field neutral (FN). A convenience sample of two groups in five classes taught by the same teacher were given a Group Embedded Figures Test to identify their cognitive styles, and a Grammar pre-test and posttest to measure their grammar achievement. Learners in the flipped classes watched videoed lessons of grammar via an application prior to each session. Inside the class, they briefly reviewed the videos and were engaged in interactive activities. Learners in the control group were taught grammar based on their regular syllabus which involved strings of instruction, practice and homework assignment. A two-way ANCOVA revealed that FI learners in flipped classes outperformed their non-flipped counterparts, while FD learners in non-flipped classes performed better compared to FI learners, demonstrating an interaction between cognitive style and the type of instruction. Learners identified as FN performed moderately well in both settings. Overall, flipped classroom led to better grammar achievement. The findings attest to the dynamicity involved in the functioning of flipped instruction. It is suggested that pedagogical variations, individual characteristics, and grammar assessment procedures be taken into account in designing and implementing flipped classrooms.