درخت حوزه‌های تخصصی

The present research aimed to examine how emotional quotient mediates the link between work gratification and career life quality for employees at Sistan and Baluchestan University in Zahedan, Iran. The statistical population for this study comprised all staff at Sistan and Baluchestan University, and a sample of 155 employees was selected using convenience sampling. Participants completed the Work Gratification Questionnaire created by Brayfield & Rothe (1951), the Emotional Quotient Questionnaire by Chadha (2001), and the Career Quality of Life Scale established by Van Laar, Edwards, & Easton (2007). The results showed that work gratification significantly and positively influenced all dimensions of quality of work life. Emotional quotient did not notably affect the components of career quality of life. Work gratification did not exert an indirect influence through emotional intelligence on the career quality of life. Emotional quotient did not significantly influence the relationship between work gratification and career quality of life for staff in the University of Sistan and Baluchestan.

Geostrategic realms refer to large-scale spatial zones on the Earth shaped by the rivalry among major global powers, forming extensive blocs of confrontation. These realms are structured through a combination of political, cultural, economic, social, military, security, commercial, technological, and media-related factors or a subset thereof and are typically led by a dominant actor assuming a guiding role. At the global level, two primary realms can currently be identified: the maritime realm and the continental realm. Transformations within geostrategic realms are infrequent and evolve over the long term, as dominant powers strive to preserve their superiority and stability by leveraging the aforementioned variables. In the aftermath of Russia’s invasion of Ukraine, which intensified cohesion among maritime powers, a new geopolitical window has opened for China to strengthen its position within the continental realm. Moreover, the rise of Donald Trump as President of the United States and the resulting transatlantic tensions over the Ukraine war present the potential for reshaping the global geostrategic landscape. This study investigates these emerging fractures and examines the prospects for realignment among global realms and the rise of new strategic actors. It analyzes geostrategic configurations through the lens of prominent geopolitical theories and interprets the shifting dynamics between the maritime and continental realms in the current global context. The research is primarily based on library and documentary sources and follows a descriptive-analytical methodology.

Human beings employ different forms of linguistic politeness to ease communication and reduce the likelihood of conflict. With the rise of technology and social media platforms such as Email, Telegram, Twitter, WhatsApp, and Instagram, the concept of politeness has faced new challenges. The present study focused on Instagram comments and analyzed politeness strategies based on Leech’s grand strategy of politeness. The study examined a 20043-word corpus developed based on 696 posts across various topics on Instagram. The results revealed that Instagram users predominantly utilized negative politeness strategies (63.3%). Among the positive strategies, agreement constraints were the most frequently employed (32.7%), while tact constraint violations (32.1%) were the most common within negative strategies. The study utilized repeated measures of ANOVA and Tukey post hoc analysis via SPSS to examine differences among various constraints and their violations. Significant differences were found among most constraints, except for tact and modesty, generosity, and feeling reticence. In terms of constraint violations, no significant differences were observed between approbation and obligation of the speaker to others constraint violation, between agreement constraint violation and generosity constraint violation, between agreement and obligation of others to a speaker constraint violation, between agreement constraint violation and opinion reticence constraint violation, between sympathy and modesty constraint violation, between sympathy and feeling reticence constraint violation. The findings underscore the importance of analyzing language in specific media, providing insights into politeness and impoliteness in a specific medium. The results can enhance students' pragmatic skills and improve their online communication, prompting materials developers to consider such pragmatic dimensions.

This study explored the impact of critical pedagogy training for IELTS teachers on their students’ self-regulated learning. It also examined the relationship between students’ self-regulation and their IELTS performance, as well as how teachers implemented critical pedagogy principles in their classrooms. A mixed-methods research design was used, combining quantitative and qualitative approaches. 30 IELTS teachers and 150 learners from a language school in Tehran were recruited based on non-random convenience sampling technique. Teachers received training in critical pedagogy, after which learners completed a self-regulation questionnaire both before and after the intervention. Language proficiency was assessed using two official IELTS mock tests. Classroom observations and semi-structured interviews with teachers provided qualitative insights into instructional practices. Results showed that learners whose teachers received the training had significantly higher self-regulation scores post-intervention compared to a control group. A positive correlation was found between self-regulation and IELTS performance. Observations and interviews revealed that trained teachers used more dialogic, student-centered methods that promoted autonomy and reflective learning. The findings suggest that critical pedagogy training can effectively enhance both learner autonomy and exam preparedness. These results have implications for improving teacher education and classroom practices in high-stakes language testing environments.

This research explores translation dynamics through the innovative lens of chaos theory, focusing on how the butterfly effect manifests in linguistic transfer. By challenging traditional linear translation models, the study demonstrates how seemingly minor initial conditions can generate profound, cascading interpretive consequences across textual landscapes. Adopting a complexity science perspective, among others, the research examines translations of Rumi’s Masnavi and Camus’s L’Étranger to highlight translation’s inherently nonlinear and adaptive nature. The theoretical framework integrates insights from complexity science, poststructuralist theory, and translation studies, offering a sophisticated analytical approach that moves beyond reductive binary conceptualizations. Using purposive theoretical sampling, the study traces how subtle translation choices recursively shape semantic and cultural interpretations. By emphasizing translation’s sensitivity to initial conditions, the research contributes to emerging scholarship that views translation as a complex, dynamic system characterized by intricate interactive processes. Methodologically, the study employs qualitative case analyses to reveal the profound complexity of translation.

Writing assessments in the EFL context today have put a great concern on language acquisition and proficiency testing. However, diverse techniques and practices require a comprehensive synthesis to better understand trends, gaps, and best practices. This study reviews and synthesizes prior research on writing assessments in EFL contexts. It examines the dominant assessment approaches, their effectiveness, and their impact on EFL learners' writing skills holistically. The study employs a meta-synthesis approach. Fifty journal articles indexed by Scopus, ERIC, Crossref, Google Scholar, DOAJ, Copernicus, and other indexing databases between 2018 and 2024 were selected as the data to review in this study. The data selection was conducted to ensure the relevance and quality of the literature reviewed. The results include a variety of assessment practices such as teacher feedback, self-assessment, peer-assessment, blended or collaborative assessment, automated writing evaluation (AWE), and artificial intelligence in EFL writing settings. The study also concludes that, despite the diversity and complexity of writing assessments in EFL contexts, there is a strong need for more standardized and contextually valid assessment practices. Effective assessments align with instructional goals and offer meaningful feedback that supports student learning. The study recommends developing comprehensive assessment frameworks tailored to specific EFL contexts, providing more training for educators in assessment literacy, and conducting further research into the long-term impact of various assessment practices on the writing development of EFL learners.