مونا طباطبایی یزدی

The present study aimed to examine and validate a rubric for translation quality assessment using Rasch analysis. To this end, the researchers interviewed 20 expert translation instructors to identify the factors they consider important for assessing the quality of students’ translation. Based on the specific commonalities found throughout the interviews, a 23-item assessment rubric was constructed on a four-point Likert scale. More specifically, this study used the Rasch rating scale model for polytomous data to investigate the psychometric properties of the rating scale in terms of dimensionality, reliability, use of response category, and sample appropriateness. Then, a translation exam was administered to 60 translation students at the BA level in Iranian universities. Following this, the rubric was employed to assess the quality of students’ translation. The results revealed that the Rasch model fits the data well. Thus, the findings of the study indicated that the rubric is potentially valid and useful, and can be used as a measure of translation quality assessment in the Iranian context.

Teachers usually teach according to how brains naturally learn. In this way, not only do their learners learn, retain, and recall quickly, but also the teaching becomes more joyful. Increased attention to the worthwhile role of the mind in learning/teaching in recent times Due to the lack of a valid scale for estimating teachers' awareness of brain-friendly teaching, the current study intended to construct and validate a 54-item brain-friendly teaching inventory by the implementation of the Rasch model. The test was administered to 200 Iranian EFL teachers from different educational contexts. The results revealed that all the 54 items of the scale had a good fit to the Rasch model. Infit and outfit values were within the acceptable range which indicates unidimensionality of the scale. Furthermore, it is asserted that the inventory enjoyed suitable reliability. This demonstrates that the Brain-Friendly Teaching Inventory is valid and can be applied as a scale for assessing the teachers' awareness of brain-friendly teaching.

New technologies can change everything in the world and people can have different reactions to them. Some people tend to use innovations but some people do not, due to the influence of different factors. Personality type can be considered as one of those factors that might have a relation with the feelings toward the innovations. Therefore, this paper explores the relationship between Iranian EFL teachers’ personality traits and their sense of technophobia and technophilia. Two hundred and ten Iranian EFL teachers participated in this study. The Big-Five Personality Traits Questionnaire (John & Strivastava, 1999) and Technophobia and Technophilia Questionnaire (Martínez-Córcoles, Teichmann, & Murdvee, 2017) were used in the current study. To find the answers to the research questions, Pearson correlation, Structural Equation Modeling (SEM), and independent-sample t-test were used. The results showed that all subscales of personality traits were negative significant predictors of technophobia except Neuroticism. Moreover, the results indicated a positive significant relationship between overall technophilia and all constructs of personality traits.

Nowadays, digital literacy and the use of digital resources and communication tools in academic contexts have been promoted by the rise of digital civilization in the 21st-century. Thus, this research aimed to study the digital literacy of Iranian EFL teachers and students to find out any significant difference between them. One hundred and fifty Iranian EFL teachers, and 175 Iranian EFL students were invited to participate in this study. A 181-item standardized measure developed and validated by Khlaisang and Koraneekij (2019) was used to assess individuals’ three crucial 21st-century digital skills namely Information Literacy (IL), Media Literacy (ML), and Information Communication Technology Literacy (ICTL). To find that whether this difference is significant or not, a t-test was run. The results highlight that Iranian EFL teachers' scores were higher than students in all the three constructs of IL, ML, and ICTL, and ICTL had the highest mean score among all. The data regarding teachers’ and students’ digital literacy can be a reference for educational planners and decision-makers to identify digital skills which should be considered more seriously at the university level especially in these Coronavirus days.

How easily people are able to initially learn foreign language vocabulary depends on a number of different factors including effective variables such as motivation, anxiety, the cognitive processes involved in utilizing different strategies, and most relevant to the present study, linguistic features of the words themselves which is also known as mental lexicon. Thus, one of the major problems learners face in language learning either in EFL or ESL settings is the issue of vocabulary or the mental lexicon that has been changing constantly over time. Therefore, the current study aimed to find out if EFL learners’ crystallized intelligence can significantly correlate with their mental lexicon. To this aim, 80 EFL learners were asked to fill out a C-test which is a reliable instrument to measure crystallized intelligence, and the Lex30 word association test to measure their mental lexicon. Moreover, the study aimed at finding any significant differences between male and female EFL learners concerning their mental lexicon and crystallized intelligence. To analyze the data, Pearson Correlation and Independent sample T-Test were run. The results showed that there is a significant positive relationship between crystallized intelligence and mental lexicon with no significant differences between males and females. This research has some implications for teachers, supervisors, as well as syllabus designers in a way to achieve better language acquisition.

Gamification is an innovative pedagogical approach where digital games are used in an educational setting which provides tools to consider the instructions from the engagement aspects. Accordingly, since language classes are not always attractive for learners, instructors are looking for new strategies and techniques to provide opportunities to increase learners’ communication and cooperation skills in classrooms. Therefore, nowadays, teachers try using gamification tools to enhance learners’ communication skills. In this case, the present study aimed to investigate the effect of gamification, as one of the motivating ways, on Iranian EFL learners’ willingness to communicate and cooperate. A total of 50 Iranian intermediate EFL learners were chosen through convenience sampling and categorized into two groups (experimental and control groups). The classes were held online on the Adobe Connect platform. Two gamification websites (Flippity & Wordwall) were applied in the experimental group as the treatment, and the traditional method was used for the control group to teach three chapters of American English File book 1. In the experimental group, in the middle of the class, a link was given to the learners. They were randomly grouped through the spin wheel of the Flippity app and were asked to click on the link to start the game that appeared on their screen through the Wordwall and Flippity applications. The results demonstrated that gamification as a treatment in the experimental group was effective and applying gamified activities had a significant effect on Iranian intermediate EFL learners’ willingness to communicate and cooperate. However, there was not any significant difference between male and female willingness to communicate and cooperate using gamification. The results of this study can aid teachers and students in better implementation of gamified tools.

Earlier research has shown that fair assessment plays a crucial role in the classroom and is closely associated with students' academic success. Besides, multiple studies have consistently indicated that the cognitive aspect of test anxiety significantly and meaningfully influences test performance, highlighting the connection between test anxiety and academic achievement. Therefore, this correlational study was done to investigate the relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It followed a quantitative method and a total number of 201 learners, 88 males along with 113 females, participated in the present study voluntarily. A convenience and random-sampling method were applied, using fair assessment and cognitive test anxiety questionnaire. The results of the study, using Pearson-moment correlation and Regression analysis, revealed that there was no significant relationship between Iranian EFL learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. It also indicated no significant difference between male and female learners' perceptions of fairness in classroom assessment and their cognitive test anxiety. The findings of the study can be implemented in educational systems by teachers, learners, programmers, and researchers. It can be considered as a guideline for teachers, especially EFL teachers in academic environments to find solutions for the problems and difficulties in the fairness of classroom assessment.

In today’s innovative world, it is not right to consider learners as passive receivers of information since they are more possibly qualified to advance. They are certainly more actively involved, interested, self-directed, and autonomous. Likewise, a flipped classroom helps students to be more active participants in an interactive learning environment. Thus, the current study aimed to describe the benefits of implementing online flipped classrooms on EFL female students’ grammar achievement. The study was conducted as a pretest-posttest quasi-experimental research design at one of the Iranian high schools. Fifty EFL female students who were studying humanistic in grade 12th were requested to take part in this study. After analyzing the data using an independent-samples t-test, the findings indicated that the experimental group had better performance than the control group. Additionally, the results of the open-ended question showed that the majority of students had a positive perception of implementing online flipped classrooms. The implications of the study for EFL students and teachers are discussed.