درخت حوزه‌های تخصصی

As AI-driven tools gain prominence in informal language assessment, high-stakes proficiency exams such as the International English Language Testing System (IELTS) continue to depend on trained human raters to ensure fairness, genre sensitivity, and construct validity. This study examines how raters’ linguistic backgrounds—specifically English L1 and Persian L1—affect holistic scoring across writing genres within the IELTS framework. Some experienced EFL teachers (11 English L1, 11 Persian L1), all trained in writing assessment and familiar with IELTS rating procedures, evaluated 150 argumentative and descriptive essays produced by advanced Iranian learners under time-controlled conditions. Scoring was based on the publicly available IELTS Task 2 band descriptors, ensuring standardization and alignment with institutional criteria set by Cambridge Assessment. Findings revealed that while both groups demonstrated overall scoring consistency, English L1 raters applied stricter standards to organization in argumentative writing, whereas Persian L1 raters were more sensitive to grammatical accuracy across both genres. The results underscore the critical role of human raters in detecting discourse-level features not fully captured by AI-based scoring systems. Implications are offered for rater training, assessment fairness, and genre-specific writing instruction in standardized testing contexts.

This article examines the current state of the translated editions of the ‘complete works’ of Rosa Luxemburg, one of the most influential figures in European Marxism at the turn of the 20th century, with particular attention to the projects undertaken in the United Kingdom, France, and Italy. In recent decades, various publishers and collectives have undertaken projects to recover and translate her theoretical, political and epistolary works, to rescue her legacy in different languages and political contexts. This phenomenon not only responds to academic interests but is also deeply linked to ideological dynamics and contemporary political militancy, making these editions spaces for negotiation between memory, historiography and political action. The study focuses on three paradigmatic cases in Western Europe: the United Kingdom, France and Italy. In the Anglo-Saxon world, the project was promoted by Verso Books under the coordination of Peter Hudis. In France, the work carried out by the Smolny collective and the Agone publishing house has opted for a contextualised edition that emphasises the historical and political dimension of the texts. In both countries, these efforts face financial and logistical constraints, but they have made significant progress thanks to the commitment of translators, editors and activists. In the Italian case, although there is no systematic project for a complete edition, the pioneering work of figures such as Lelio Basso, who played a crucial role in disseminating his thought during the 1960s and 1970s, is recognised.

This study investigated the validity and measurement invariance of an adapted version of the Factors Influencing Teaching Choice scale for assessing prospective teachers’ motivations for and perceptions of choosing to become teachers of English as a foreign language (EFL) in Iran. To this end, 173 pre-service teachers who intended to pursue EFL teaching as their future career completed the adapted instrument, named the Factors Influencing Teaching Choice–English as a Foreign Language (FITefl-Choice) scale. The collected data were analyzed using a combination of exploratory and confirmatory factor analytic techniques to examine the internal structure of the adapted scale, followed by measurement invariance testing to evaluate the stability of the model across demographic groups. The analyses supported a parsimonious factorial structure that demonstrated stronger conceptual coherence and empirical adequacy than competing models. In addition, the results indicated that the measurement properties of the scale were consistent across gender and university type, suggesting that the instrument functions equivalently across these groups. The theoretical and practical implications of using the FITefl-Choice scale are discussed, and recommendations for future validation studies of this adapted instrument are provided.

This study explored the impact of etymological elaboration and captioned video on the development of English idiomatic expressions among Iraqi EFL learners. Recognizing the significance of idioms in language mastery, the research aimed to identify effective teaching strategies that enhance learners' comprehension and usage of idiomatic expressions. A sample of 70 advanced female learners, aged 19 to 26, was randomly assigned to three groups: an etymological elaboration group, a captioned video group, and a control group. The study employed a pre-test and post-test design to measure idiom familiarity before and after a 10-session treatment program. Results indicated that both etymological elaboration and captioned videos significantly improved idiom learning, with etymological elaboration proving to be the most effective method. The findings highlight the importance of integrating cognitive and multimedia strategies in EFL instruction to facilitate idiomatic expression acquisition. This study explored the impact of etymological elaboration and captioned video on the development of English idiomatic expressions among Iraqi EFL learners. Recognizing the significance of idioms in language mastery, the research aimed to identify effective teaching strategies that enhance learners' comprehension and usage of idiomatic expressions. A sample of 70 advanced female learners, aged 19 to 26, was randomly assigned to three groups: an etymological elaboration group, a captioned video group, and a control group.

This study aimed to critically examine the representation of Iranian Islamic culture in English language textbooks, specifically the Vision series used in high schools, within Iran's socio-political context. Employing a mixed-methods approach, data were collected from 60 EFL teachers through questionnaires and semi-structured interviews. Analysis of textbook content revealed that while the series includes references to various Iranian ethnicities, there is a notable emphasis on regional representation, particularly in Vision 2. Quantitative findings indicated that teachers acknowledged the importance of integrating artistic and cultural elements of Iranian identity, supported by a statistically significant mean score reflecting their appreciation for such content. Qualitative insights highlighted diverse attitudes among teachers; some expressed satisfaction with cultural representation, whereas others emphasized the need for more Islamic elements. This variation corresponded with the educators' experience levels and familiarity with the curriculum. Overall, the study underscores that a balanced approach to English language instruction can enhance linguistic proficiency while fostering cultural identity, advocating for the development of educational materials that respect local cultural contexts and contribute to a meaningful language learning experience for Iranian students.

This study investigates the way international environmental news is framed in Iran, specifically evaluating the role of translation in promoting public perceptions of global ecological issues. By analyzing articles from the Iranian Environmental News Agency (IENA), the study employs ecolinguistic framework to reveal underlying frames of reconstructing and adapting environmental narratives for Iranian audiences. The depiction of nature includes prominent frames such as crisis, economics, conservation, and the human dimension, with key metaphors such as viewing nature as a victim, climate change as a war, and nature as a resource. However, the frames and metaphors also highlight an intricate balance between human-centered and nature-centered approaches, fostering a matter of urgency in addressing environmental issues and taking the lead toward convening ways toward sustainable practices. Findings reveal that though crisis stories or war metaphors communicate the desperate state of environmental challenges, they may not effectively inspire constructive, non-destructive action, and create a sense of helplessness or fatalism on the part of the readers. In contrast, conservational and human responsibility frames evoke a sense of agency and optimism. The research underscores the importance of translation in mediating global environmental discourse, advocating for more inclusive and ecocentric narratives that connect international and local contexts. Finally, this paper renders its contribution toward a detailed understanding of environmental communication in Iran, enhances global ecological awareness, and promotes sustainability.