درخت حوزه‌های تخصصی

Self-assessment, a form of alternative assessment focusing on learner-centered curricula, autonomy, and needs analysis, has gained prominence recently. Via individual and cooperative self-assessment, EFL learners notice and apply the established standards and criteria that would decide on the accuracy and fluency of their productions, particularly in challenging areas like writing that require detailed forms of assessment. Here, learners’ capacity to self-assess and peer-assess their writings could contribute to their developmental functions. The objective of this study was to explore a specific number of Iranian EFL learners’ perceptions of criteria-referenced self-and-peer assessment in writing through a mixed-method survey. Sixty EFL learners were asked to answer a questionnaire on self-and-peer assessment. Additionally, 15 learners were requested to answer semi-structured interview questions to express their perceptions toward criteria-referenced self-and-peer assessment. For the quantitative phase of the study, a self- and peer-assessment questionnaire developed by Cornelius and Kinghorn (2014) was utilized. The questionnaire's reliability was assessed using Cronbach’s alpha, and content validity was confirmed. For the qualitative phase of the study, the researcher developed and conducted a semi-structured interview with five open-ended questions with validated content. The data related to the quantitative and qualitative phases were analyzed through descriptive statistics including the frequency percentage and content analysis methods, respectively. Results revealed learners had positive perceptions towards criteria-referenced self-and peer assessment in language classes. The findings offer beneficial implications for EFL teachers, learners, test developers, and administrators.

Alienation is a significant phenomenon that forms the subject of many psychological, sociological, literary, philosophical, and even physiological studies. Alienation is among the most critical justifications bringing about the internal and external pains and sufferings in life. Emerging as a result of war, persecution, famine, and ruin, alienation terminates unfortunately in suffering, isolation, and sometimes critical disasters. In literature, the alienated protagonist is usually a frequent figure in much of the ancient and contemporary fiction. The main issue of alienation refers to a destructive consequence of getting, or feeling of getting separated from people that one is living with them. It refers to become useless, or to feel becoming useless in the field of social relations and interactions. It is the outcome of becoming alienated, so that one thinks that no longer anyone needs him / her, and / or his / her services. Aiming to review the theme of alienation, and focusing on Melvin Seaman’s concepts of alienation in general, the present paper, in particular, will review the manifestation of the term alienation in “The Child in Time,” and “The Comfort of Strangers,” that are both the well-known novels written by Ian Russell McEwan, one of the greatest British novelists and screenwriters of the twentieth century. By describing the disastrous aftermath of the alienation, this article tries to alarm the man regarding the catastrophic and destructive consequences of the alienation in the life of the existing societies.

The present study aimed to create a diverse curriculum model for teaching English in high schools in Iran. Utilizing an exploratory mixed-methods design to collect the desired data, the study enlisted the participation of 38 Iranian curriculum designers, with a gender distribution of 26 males and 12 females. To evaluate the model, a questionnaire was developed, and its reliability was gauged using Cronbach's Alpha. The validity of the curriculum model was established through Exploratory Factor Analysis employing principle component analysis (PCA). In qualitative phase, the analysis of the data uncovered several key components of the multicultural curriculum, including multicultural education, cultural diversity, and equity pedagogy, social, gender, and educational equality, prejudice reduction, upholding the intrinsic dignity, equity pedagogy, empowering school culture. Furthermore, the proposed model encompassed four essential elements: objectives, content and learning activities, methods, and evaluation. The results of quantitative phase of the study indicated that the multicultural curriculum model was deemed valid by designers in the field of curriculum development. As a result, it is recommended for adoption by English language educators in Iranian high schools.

The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from 26 German EFL teachers and 92 Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.

This article investigates the comitative constructions in Persian. These constructions consist of three members named accompanion, accompanee and accompanying setting. Previously, studies considered ‘bā’ (WITH) as a preposition in traditional grammar. All traditional grammarians introduced ‘bā’ as a preposition except those who pointed to ‘bā’ (WITH) in accompanying situations. One of the aims of the present research is to answer this question: Is ‘bā’(WITH)  a preposition in all sentences or  is it a conjunction or both? So, this study attempts to show its syntactic and functional features in Persian. Another goal is to compare coordinated and comitative constructions. The hypothesis is that ‘bā’(WITH) can be considered as a conjunctor and a preposition as well. Thus comitative constructions are divided into two groups: 1) symmetrical constructions in which [ with + DP2 ] is not an adjunct (an argument). The type of the verbs in this group are as follows: collectives, combining, relational predicates and similar comparison.  2) asymmetrical constructions in which [ with + DP2 ]  is an adjunct. The second type does not depend on the type of the verbs. It consists some members named non-collective verbs, instrumental, body organ, transportation. The instrumental type are of mediatory and facilitating. The findings of the present article can be used in the teaching of Persian grammar as well as syntactic analyses.