درخت حوزه‌های تخصصی

The purpose of this research is meta-analysis of the factors related to the philosophical mindset of students based on the researches published in the last 10 years. The population of this research is all the researches published in scientific journals. The sampling method was based on the Purposive sampling method. In this way, out of the total number of researches, which was 13, 3 of the researches were excluded due to reasons such as incompleteness of statistical information. In fact, studies that reported the necessary information and used correct statistical tests were selected, and studies that did not report the necessary information were excluded. The statistical sample is based on the researches that have been carried out on the factors related to the philosophical mindset of students, and their number is 10 researches (14 factors). In order to select studies suitable for meta-analysis and extract appropriate information, meta-analysis checklists were used. These checklists include researchers' names, research title, year of publication, place of implementation, statistical population and sample size, gender, educational level, research tools, reliability and significance level. CMA3 software was used to analyze the results. According to the research results, the effect size and Z calculated for 12 variables out of 14 variables are significant. Also, the largest effect size is related to t self-direction , creativity ,also the smallest effect size is related to mathematical self-efficacy and problem solving . Also, the effect size for all studies in the fixed and random model is at a high level.

The present study aimed at addressing ESP instructors' perspectives towards ESP learners' needs at Kurdistan University of Medical Sciences (KUMS). That is, we sought to investigate whether or not the learners’ needs in ESP classes are met satisfactorily. Using census rather than sampling, a total number of 10 ESP instructors were selected as the participants. Face-to-face semi-structured interviews were conducted with each participant individually. The results obtained from the interviews yielded 13 dominant themes. It was revealed that instructor-oriented themes were mainly concerned with perceived/felt needs, subject specialists/language instructors, a-priori/negotiated syllabus, team teaching/solitary teaching, instructors as suppressors of needs, receptive/productive skills, transmissive/transformative instructors, and positive/negative reinforcement. However, students' unheard voices in material selection, sense of belonging to the class, students' ratings of instruction and heterogenous/homogenous class groupings were mainly associated with student-oriented themes. Finally, content gradation was found to be associated with coursebook/material-oriented theme. Each of the recognized themes played either a facilitating or hindering role in making learners' needs met. Henceforth, delving into the role of such themes in ESP classes would open new insights into the instructors' viewpoints towards their leaners' needs. The frequency of the retrieved themes was a sign of commonality and generalizability among the majority of instructors; however, the indirect and unidimensional analysis of learners' needs could be remedied by inspecting the learners' actual needs through their own perspectives in future studies

Audio description (AD) is a key tool for improving audiovisual accessibility, originally developed to support the blind and partially sighted community. However, its benefits extend far beyond its initial target audience, with users now including individuals with cognitive disabilities, older adults, language learners, and even sighted individuals in specific contexts. This article analyzes the inclusive potential of AD, tracing the historical evolution of AD from its initial beginnings in the 1980s to the current day as a recognized form of audiovisual translation. AD translates visual information into verbal description, enabling BPS audiences to access visual media on an equal basis as sighted viewers. Apart from accessibility, AD has increasingly been appreciated as a pedagogical tool to facilitate language learning, listening skills, and vocabulary acquisition. AD is also advantageous for individuals with cognitive disabilities since it provides clear, concise descriptions of visual objects, helping to focus attention and reduce cognitive overload. It can also improve the experience for sighted users where visual access is limited, such as while driving or multitasking. This study invites further investigation of the broader applications of AD, encouraging its use in different environments, including education, virtual reality, and interactive narratives. Seen in this light, the current study highlights AD’s potential to facilitate inclusivity and accessibility across society, for a wide variety of users beyond its current target ones.