درخت حوزه‌های تخصصی

The soft war to weaken the intellectual and cultural circles ruling the society and the instability of the socio-political system has a broad scope against Iran, and the role of the soft war officers is essential. Accordingly, with the descriptive-analytical method and qualitative approach, the present study has a development-applied aim to formulate the soft war officers’ position in advancing the goals of the revolution’s second phase. The study's statistical population includes experts and thinkers in the Islamic Revolution, and the sample size has been done through purposeful sampling (judgmental). Based on interviews with the elites, there are 31 components to the soft warfare officers’ role in advancing the goals of the revolution’s second phase. The most common consensus is acceptance of the Vilayat and defence of it (2 scores), formulation of budget deficit strategies (1.98 scores), establishing a think tank to formulate an operational plan of the "We Can" discourse in society (1.97 scores), demanding from officials regarding anti-corruption (1.96 scores), demanding from officials regarding justice spread (1.95 scores), formulation of strategies for improving people's livelihoods, increasing the value of the national currency and improving the purchasing power of the people (1.94 scores).

The present study aimed at investigating the effects of applying yoga, visualization, and Rosetta Stone software on English achievement of Iranian senior citizen EFL learners. Prior to this study, the homogeneity of the learners was checked through conducting Oxford Quick Placement Test (OQPT). Consulting the rating scale of OQPT, 30 female elementary level senior citizen EFL learners between the ages of 55 and 65 were selected to take part in the study. The participants sat for an English achievement test designed based on their textbook. They were, then, assigned to two groups of control and experimental. The members of the experimental group were taught English while practicing yoga, visualization, and applying Rosetta Stone software program, whereas their counterparts in the control group were taught via the conventional method of teaching English in the elderly day-care center. The procedure lasted for 30 sessions during the three-month treatment. Afterwards, the posttest which was similar to the pretest was administered to unravel the effect of the treatment. They were also given an attitude questionnaire to uncover their attitude towards the applied instruments. The results of the study indicated that the members of the experimental group outperformed those of the control group in terms of their English learning. The results of the attitude questionnaire demonstrated that they had positive attitudes towards the use of yoga, visualization, and Rosetta Stone software in learning English. The results of this study may offer implications for EFL teachers, curriculum designers, day-care centers of the elderly, well-fare organizations, and language schools.