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As the world evolves into more globalized, ethnically, and linguistically mixed societies, Intercultural Communicative Competence (ICC) stages itself as a crucial asset. This fact holds particularly true when it comes to increasingly globalized healthcare academic milieux, where cultivating ICC is crucial for healthcare professionals to interact effectively with patients from diverse cultural backgrounds. The present study, employing a quasi-experimental pretest-posttest control group design, explored the development of ICC among nursing, as the control group (27 participants), and medical students (32), as the experimental one through explicit ICC training at Zanjan University of Medical Sciences in Zanjan, Iran. Hence, targeted ICC training effectiveness in enhancing the cultural empathy (CE), flexibility (F), social initiative (SI), open-mindedness (OM), and emotional stability (ES) of medical students was investigated employing the Multicultural Personality Questionnaire (MPQ) as a key tool to gauge learners' ICC before and after the training. The findings showed a significant improvement in the participants' all ICC sub-scales, indicating the positive impact of explicit training on the development of CE, F, SI, and OM.

English language education in Baluchistan, Iran, faces unique challenges due to the region's socio-economic conditions and limited access to resources. This study investigates the specific teaching and learning difficulties within secondary schools in this region. A mixed-methods approach was employed, gathering quantitative data from 80 teachers through a questionnaire and qualitative insights from 57 students via semi-structured interviews. The findings reveal that teachers encounter obstacles such as unclear course objectives, inadequate instructional methods, time constraints, and insufficient administrative support. Students, on the other hand, struggle with curriculum disengagement, a lack of authentic language practice opportunities, low motivation, and emotional barriers like anxiety and fear of judgment. Additionally, the limited integration of technological resources hampers effective language learning. These insights challenge the assumption that resource availability alone can improve language teaching, underscoring the importance of proper resource utilization and teacher training. The study advocates for a localized approach to curriculum design that aligns global language learning goals with Baluchistan’s socio-cultural context. Practical recommendations include modernizing teacher training, addressing emotional barriers, and creating a more supportive environment for teachers and students alike.

This paper attempted to explore the impact of dynamic assessment (DA) in improving EFL students’ writing ability. To this end, 60 homogenous pre-intermediate EFL learners from a private high school participated in this study and after administering QPT, the forty students were randomly divided into two equal groups; 20 learners in an experimental group and 20 learners in a control group with the same age and the same English knowledge and background. In the first session of instruction, the pre-test was administered in order to evaluate the learners’ writing ability. Then the control group received the traditional approach and the experimental group was exposed to dynamic assessment instruction to learn how to write with more efficiency. The treatment endured 12 sessions. The results of data analysis showed that the experimental group improved significantly. It is indicated that the dynamic assessment procedure is more efficient in teaching writing than the traditional methods. Furthermore, dynamic assessment enhances L2 writing and can play a crucial role in language learning.

Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners’ argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners’ writing ability. The implications of the results are discussed in detail throughout the paper.

Les images mystiques sont le résultat de "l'imagination active" et surgissent du monde imaginal. Dans cet article, en lisant ces deux auteurs contemporains, l’une iranienne et l’autre français Nadereh Ostovar (Pris au piège dans l'impasse du temps) et Henri Loevenbruck (Le Syndrome Copernic et L’Apothicaire) nous pouvons voir deux exemples de la science-fiction contemporaine où l’idée de la science et de la mystique se rejoignent. Ainsi le symbolisme fertile de ces romans sera également analysé à l’aide de la méthodologie de Gilbert Durand. Par souci d’exactitude d’un comparatisme éclairant, nous nous référerons également à l’œuvre d’Henri Corbin pour juger de la proximité des visions décrites avec celle de la mystique. Cette étude nous permettra ainsi de comparer l’imaginaire mystique chez les deux écrivains . Nous acquérons une nouvelle compréhension du concept d'ascension dans leur imaginaire mystique. Ils s’efforcent d’atténuer la peur de leurs personnages grâce aux symboles spectaculaires et diarétiques. Ces écrivains sont constamment en quête d'excellence

The aim of this study was to examine the impact of metacognitive-cooperative training on the writing skills of Iranian EFL learners. The study employed quasi-experimental design. To this aim, four intact classes were randomly allocated into three experimental groups and one control group. The findings from the initial assessments indicated that the individuals involved in the study exhibited a similar level of language competence and writing skills, ascertained by the Oxford Quick Placement Test (OQPT) and a pretest specifically designed to evaluate writing abilities. Consequently, a total of 120 Iranian EFL learners, selected from a subject pool of 160 individuals at the upper-intermediate level, were designated as the participants for this study. The selected subjects were subsequently divided into four distinct groups, namely three experimental groups (EG1, EG2, EG3) and one control group (CG). The experimental groups (EG1, EG2, and EG3) received instruction on cooperative learning, metacognitive strategies, and a combination of metacognitive and cooperative learning, respectively. Conversely, the control group (CG) adhered to a conventional curriculum for writing. Subsequently, a posttest was conducted. Having conducted the Wilcoxon-Signed Rank Test, the researchers figured out that the instructional methods of cooperation, metacognition, and metacognitive-cooperation significantly influenced the improvement of writing skills among Iranian EFL learners. Based on the outcomes of the ANCOVA test, the researchers reached the conclusion that the metacognitive-cooperative group exhibited superior performance compared to the groups that received solely cooperative or metacognitive instruction. The study’s pedagogicalimplications have been thoroughly discussed.

Teachers’ engagement in continuing professional development activities plays an essential role in the design, implementation, and effectiveness of in-service teacher training (INSET) programs. Understanding multidimensional orientations of teacher engagement in continuing professional development (CPD) activities, albeit fluctuations and deceptive images, may provide implications for the rate and pace of their professional development. To address this issue, the present study aims to understand teachers’ engagement orientations, namely cognitive, behavioral, and affective; as well as the levels, i.e. authenticity or fakeness of their engagement. In doing so, this study further aims to analyze how the participants with different engagement orientations revealed signs of fake and/or genuine engagement. The data collected from the observations of a six-week-long CPD course and semi-structured interviews conducted after the completion of the course indicated that teachers with different engagement orientations demonstrated various ways of genuine and/or fake participation in the CPD course. Pedagogical implications highlight an assortment of courses of action to maximize authentic teacher engagement.

Teacher resilience and work engagement are critical factors in enhancing educational effectiveness and fostering a positive learning environment in today's rapidly evolving landscape of education. The present study aimed to find whether teacher resilience components (i.e., internal motivations, social skills, pedagogical skills, and contextual support) predict experienced Iranian EFL teachers’ work engagement (i.e., cognitive-physical engagement, emotional engagement, social engagement with colleagues, and social engagement with students). For this purpose, 200 novice and experienced Iranian EFL teachers were selected randomly, and the data were collected by the Engaged Teachers Scale and the English Language Teacher Resilience Instrument and analyzed by standard multiple regression. The regression analysis results for experienced teachers indicated that cognitive-physical engagement was predicted by internal motivation; emotional engagement was predicted by internal motivations, social skills, and pedagogical skills; and contextual support predicted the experienced teachers’ social engagement with colleagues. For novice teachers, internal motivations, social skills, and contextual support predicted cognitive-physical and emotional engagement. Furthermore, internal motivations and contextual support predicted their social engagement with students, and social engagement with colleagues was explained by social support. These results suggest that enhancing teacher resilience can lead to increased engagement levels, ultimately benefiting student learning experiences. Besides, the findings underscore the importance of providing support structures in educational settings to bolster teacher well-being and effectiveness. This study highlights the need for targeted interventions that focus on developing teachers' resilience and engagement, which could have lasting positive effects on the education system.

This article provides a descriptive overview and thematic analysis of translated medical texts from the Qajar era, utilizing a statistical and documentary study methodology. The research compiles all translated books, including manuscripts, lithographic, and lead-printed works, from this period. Findings reveal that medical texts were translated into Persian across various specialized fields such as internal medicine, obstetrics and gynecology, pharmacology, infectious diseases, psychiatry, pediatrics, surgery, dissection, ophthalmology, and pathology. Some translations originated from Western languages like French and English, introducing Western specialties such as surgery, dissection, infectious diseases, pediatrics, and modern medicine to Iran. Meanwhile, translations from languages like Hindi, Turkish, Arabic, and Urdu contributed to fields such as herbal medicine and pharmacology, reflecting their Eastern roots. Noteworthy translations from the Qajar era include Ibn Sina’s Ghanon , al-Razi’s Tafrih al-Gholoob , Jurjani’s Zakhireh Kharazmshahi , Hippocrates’ Resale Ghabrie , and Galen’s Molkhes Fosul .

Inaam Kachachi et Lydie Salvayre montrent dans leurs œuvres, Si je t'oublie, Bagdad et Pas pleurer, un portrait sincère des répercussions de la guerre à travers deux époques différentes. Elles partagent, plus ou moins, des points de vue communs sur des événements sociaux, politiques et historiques qui ont eu lieu pendant la guerre. L'esprit féminin de Kachachi et de Salvayre domine fortement leurs dimensions romanesques. En fait, les deux écrivaines mettent en scène des femmes libres pour exposer leurs idées, à savoir Zeina, l’héroïne de Kachachi et Montse, la narratrice de Salvayre. La guerre et ses effets sont sans doute les éléments déclencheurs de l’œuvre romanesque de Kachachi et de Salvayre. Kachachi révèle la dissolution de la famille irakienne qui s'est dispersée à cause de la guerre. De son côté, Salvayre montre également la division au sein d'une même famille à cause de la guerre civile. Les deux protagonistes sont ainsi obligés de choisir l'exil et l'immigration comme résultat de ces guerres. En même temps, les deux écrivaines, Kachachi et Salvayre avaient l’intention de raviver les mémoires pour révéler le passé comme un témoignage historique.