درخت حوزه‌های تخصصی

Annually, researchers in various scientific fields publish their research results as technical reports or articles in proceedings or journals. The collocation of this type of data is used by search engines and digital libraries to search and access research publications, which usually retrieve related articles based on the query keywords instead of the article’s subjects. Consequently, accurate classification of scientific articles can increase the quality of users’ searches when seeking a scientific document in databases. The primary purpose of this paper is to provide a classification model to determine the scope of scientific articles. To this end, we proposed a model which uses the enriched contextualized knowledge of Persian articles through distributional semantics. Accordingly, identifying the specific field of each document and defining its domain by prominent enriched knowledge enhances the accuracy of scientific articles’ classification. To reach the goal, we enriched the contextualized embedding models, either ParsBERT or XLM-RoBERTa, with the latent topics to train a multilayer perceptron model. According to the experimental results, overall performance of the ParsBERT-NMF-1HT was 72.37% (macro) and 75.21% (micro) according to F-measure, with a statistical significance compared to the baseline (p<0.05).

The study aimed to examine the mediating role of self-efficacy beliefs in the relationship between coping strategies and language learning anxiety using Structural Equation Modeling (SEM). A total of 783 language learners participated in this research and completed Coping with Language Anxiety Scale, Foreign Language Anxiety Scale, and Self-Efficacy Belief Scale. The data were analyzed using SEM to test the hypothesized mediation model. Results indicated that coping strategies were negatively associated with language learning anxiety. Furthermore, self-efficacy beliefs partially mediated the relationship between coping strategies and language learning anxiety. Specifically, higher levels of self-efficacy were found to enhance the negative effect of coping strategies on language learning anxiety. These findings highlight the importance of promoting coping strategies and self-efficacy in language learning contexts to reduce anxiety. The implication of these findings for language learners, educators, and researchers are discussed, along with suggestions for future research in this area.

Measurement disturbances refer to any conditions that affect the measurement of some psychological latent variables, which result in an inaccurate interpretation of item or person estimates derived from a measurement model. Measurement disturbances are mainly attributed to the characteristics of the person, the properties of the items, and the interaction between the characteristics of the person and the features of the items. Although numerous researchers have detected measurement disturbances in different contexts, too little attention has been devoted to exploring measurement disturbances within the context of language testing and assessment, especially using graphical displays. This study aimed to show the utility of graphical displays, which surpass numeric values of infit and outfit statistics given by the Rasch model, to explore measurement disturbances in a listening comprehension test. Results of the study showed two types of outcomes for examining graphical displays and their corresponding numeric fit values: congruent and incongruent associations. It turned out that graphical displays can provide diagnostic information about the performance of test items which might not be captured through numeric values.

Measurement invariance (MI) refers to the degree to which a measurement instrument or scale produces consistent results across different groups or populations. It basically shows whether the same construct is measured in the same way across different groups, such as different cultures, genders, or age groups. If MI is established, it means that scores on the test can be compared meaningfully across different groups. To establish MI mostly confirmatory factor analysis methods are used. In this study, we aim to examine MI using the Rasch model. The responses of 211 EFL learners to the listening section of the IETLS were examined for MI across gender and randomly selected subsamples. The item difficulty measures were compared graphically using the Rasch model. Findings showed that except for a few items, the IELTS listening items exhibit MI. Therefore, score comparisons across gender and other unknown subgroups are valid with the IELTS listening scores.

This quasi-experimental study aimed to investigate the effects of dynamic assessment employed by teachers on promoting Iranian EFL learners’ stances in academic writing. For this purpose, three intact writing classes were selected by convenience sampling from BA students of English translation at Isfahan (Khorasgan) Branch, Islamic Azad University. The Quick Oxford Placement Test (QOPT) was administered to them, and those whose scores matched the intermediate band score of QOPT were selected. In general, 35 homogeneous students were selected from each class and randomly assigned into two experimental groups and one control group. A writing test was administered to all groups as the pre-test at the onset of the semester. The experimental groups were taught by the researcher and passed five different quizzes during the semester. The three groups were post-tested at the end of the semester. The results illustrated that both teacher and peers’ dynamic assessment effectively improved Iranian EFL learners’ stance in academic writing.

This research sought to investigate IELTS test-takers' perceptions of obtaining scaffolded MOOC-based training. To accomplish this purpose, 50 IELTS candidates were chosen through convenient sampling and assigned to one of two groups: a MOOC-based teaching group (MG, n = 25) and a face-to-face instruction group (F2FG, n = 25). The MG test-takers were exposed to FutureLearn, while the F2FG test-takers were given identical materials in person. Scaffolding took the form of visual aids, pre-teaching the necessary terminology, drawing on the participants' past knowledge of a subject, modeling what they were requested to write, and providing them with the sentence patterns needed to complete the IELTS Writing Task 2. The writing pre-test and post-test scores of the two groups were examined using a one-way ANCOVA, which revealed that the MG learners outperformed their F2FG counterparts significantly. The perception questionnaire results revealed that MG students liked MOOC-based education for their writing courses. The implications and applications of the current study's results are provided at the end of the research

In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching.

This research explored the intricacies of incitement as a speech act in political discourse, particularly in the context of the ongoing Russia-Ukraine conflict. Utilizing a mixed-methods design, the study combined qualitative analyses—focusing on rhetorical structures and pragmatic strategies—with quantitative evaluations of speech act frequencies. The corpus included speeches from prominent political figures delivered between February 2022 and March 2024, selected for their relevance to incitement. The analysis revealed that incitement often straddles the boundary between illocutionary and perlocutionary acts, showcasing how politicians use indirect language to maintain plausible deniability while still mobilizing action. This ambiguity complicates traditional classifications within speech act theory. Furthermore, the study highlights various persuasive strategies employed in political rhetoric, such as emotional appeals and historical analogies.The implications of this research are significant for understanding how language functions as a tool of political power, particularly in conflict situations. It provides insights into ethical considerations surrounding incitement in political communication, suggesting that awareness of linguistic strategies can help prevent escalation of tensions and promote more responsible discourse among leaders.

This study aimed at exploring Iranian thesis supervisors’ views on examiners’ fair in examining M.A. Teaching English as a Foreign Language (TEFL )thesis in Iran. In so doing, a phenomenological design was used. 20 M.A. thesis supervisors participated in the study who were selected through purposeful sampling. To collect the data, a semi-structured interview was used. Data analysis was conducted via manual thematic analysis. According to the results, the following views were among those extracted for M.A. theses supervisors about examiners’ fair: Examiners’ unfair in Examining Theses; Inattention to the Standards of Thesis Writing; Judgment Based on Personal Mood; Examiners’ Personal Problems with Supervisors; and Examiners’ Relation with Students. Based on the results of this study, it can be concluded that according to the perceptions of Iranian TEFL thesis supervisors, examiners are not just and fair in examining theses. They pay attention to the issues such as previous relations, personal problems, practicing power and such matters which are non-relevant to thesis itself. It can also be concluded that Iranian TEFL thesis examiners, at least according to thesis supervisors' views, are illiterate or unknowledgeable in terms of statistics and some research topics. This is a reason for their unfair in examining theses. The results have some implications for M.A. thesis examiners, students, higher education administrators, and researchers.

On a considéré la première traduction du Gulistan de Saadi en français par André du Ryer en 1634 comme un tournant dans l’histoire des échanges culturels franco-iraniens. De ce point de vue, cette première traduction d’un chef-d’œuvre persan en France est très importante ; elle fait connaître Saadi et son Gulistan non seulement en France, mais aussi dans le monde occidental. Autrement dit, c’est l’œuvre qui initie l’Occident à la poésie persane. Cependant, en lisant attentivement le Gulistan ou l’Empire des Roses, nous découvrons d’abord que cette œuvre n’est pas une traduction complète et qu’ensuite, elle porte de fréquentes et graves erreurs de traduction. L’objet de notre article est d’étudier les défauts de cette traduction imparfaite, à savoir sa monotonie (la présentation matérielle du texte original non respectée), les ajouts, les suppressions et les modifications injustifiables (ceux qui dénaturent complètement le sens des idées de Saadi, allant parfois jusqu’à les contredire) et le contresens dont les exemples ne sont pas rares dans l’œuvre en question.

This study was an attempt to investigate the relationship between test anxiety and writing performance among Iranian intermediate EFL students. To achieve this goal, 50 participants of EFL students (male and female) at Iran, Tehran, were selected on the basis of sampling convenience. The instruments used in this research consisted of the proficiency test and TAQ (Test Anxiety) questionnaire. After homogenizing the students via a proficiency test (Cambridge Placement Test, 2010), those students who were selected as upper-intermediate ones were allowed to take part in this research. Their age range was between 20 and 40. Having collected the results, the researchers recorded the scores in computer files for statistical analysis using the Statistical Package for the Social Sciences (SPSS) version 25.00. In order to measure the relationship between the variables (test anxiety & written performance) Pearson Correlation tests were run. The results illustrated that there were significant relationships between writing performance and text anxiety and all its sub-scales of worry and emotionality. In addition, it was proved that there was not any significant difference between male and female in respect to writing performance. It must be reiterated that a Pearson Correlation test was also run to measure the Inter-Rater Reliability. The results of this study will provide insights to help EFL learners reduce their test anxiety and increase the level of their confidence.

Learning vocabulary seems to be a major focus of language instruction. The role of vocabulary knowledge in language learning has been studied by many researchers. The present study was conducted to investigate the effect of using online Quizlet flashcards and student-created Quizlet flashcards on learning and retention of receptive and productive vocabulary knowledge. Sixty Iranian elementary high school students who were randomly divided into 3 groups (twenty subjects per group) participated in this study. The materials and data collection instruments included the Quick Placement Test (QPT), the students’ textbook, Top Notch1 from which the vocabulary items were selected, a pre-test, an immediate post-test, and a delayed post-test. It should be mentioned that the control group was taught the words through the conventional method while the first experimental group received the words using online flashcards and the next experimental group worked on developing their own Quizlet flashcards. The results showed that in terms of receptive vocabulary knowledge learning, the students of the online Quizlet flashcards group significantly outperformed students of the control group and online Quizlet flashcards. In learning of the productive vocabulary knowledge, the learners of the control group performed significantly better than other two experimental groups. The results on vocabulary retention revealed that students of the student-created Quizlet flashcards group significantly outperformed students of the control group in terms of retention of the receptive vocabulary knowledge, and in terms of the productive vocabulary knowledge retention there were no significant difference between the groups of the study. These findings will be advantageous for English language teachers to choose the teaching techniques which can facilitate the process of language teaching and learning.