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Graphic organizers have been employed to facilitate second language learners' vocabulary knowledge development; however, the examination of the effects of these graphic organizer options on learners' collocation knowledge development has remained unexplored. This research investigated the effects of using teacher-generated, individually-generated, and cooperatively generated graphic organizers on Iranian English language learners' collocation knowledge. The present study examined these effects by studying 80 intermediate second language learners who were selected based on convenience sampling. The participants were assigned to four groups randomly. The collocations were provided on the board in the control group, and explanations were provided orally. In the teacher graphic organizer group, the teacher provided the learners with pre-filled graphic organizers with collocations. In the individually-generated group, the teacher provided the learners with a list of words in groups, and they had some minutes to generate their graphic organizers. In the cooperatively-generated group, the participants had some minutes to generate their graphic organizers cooperatively with their peers. Using a pre-test, immediate post-test, and delayed post-test, the researchers examined the effects of these conditions on learners' collocation knowledge. The findings showed that all graphic organizer groups were more successful than the control group in developing learners' collocation knowledge. In addition, the mean value of the participants’ scores in the cooperative group was significantly more than that of the teacher-generated and individually-generated groups, and there was no significant difference between the mean scores of the teacher and individual-generated graphic organizer groups.  

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.    

This experimental study aimed at discovering the impact of Metacognitive Intervention Program instruction on the reading advancement of Iranian dyslexic primary school learners. The participants consisted of 32 male and female, grade three primary school students, with the age range of 8 to 11 years and 90 to 110 IQ average. They were selected through convenient sampling and divided into two control and experimental groups of equal size. Then, the experimental group was exposed to the Metacognitive Intervention Program instruction for 10 weeks. Wechsler Intelligence Scale for Children (WISC) and Dyslexia and Reading (NEMA) tests were used as instruments.  To evaluate the participants’ reading progress, a pre-test and a post-test (NEMA) were conducted. The results of covariance analysis showed that the employed program was effective in the reading comprehension development of the participants. The findings of this study suggest that primary school instructors need to think more about using the Metacognitive Intervention Program instruction on different steps of reading comprehension and do more effective activities to assist students in removing their reading difficulties.    

The two most important defining aspects of L1 national identity are language and social belonging that are manifested through the individual’s inclinations toward the mother tongue or the official language and the sociocultural heritage of the country in which people are living. Moreover, based on the available literature, L2 identity may also exert an influence over the L1 national identity; however, this claim has not been securitized through valid large-scale and comprehensive surveys. Therefore, this study sought to shed light on the relationship between various second language identity dimensions (SLID) and L1 national identity. A sample of 1018 Iranian EFL learners who were selected based on the purposive snowball sampling filled out a researcher-made and validated Multidimensional L2 Identity Questionnaire (MLIQ) and a National Identity Questionnaire (NIQ). Data analysis using multiple regression revealed that the constructed SLID model could significantly contribute to the L1 national identity. The results also showed that the following four dimensions of SLID were significant predictors of national identity: transitive vs. intransitive, convergent vs. divergent, homogeneous vs. heterogeneous, and active vs. passive dimensions. Among these, active vs. passive and convergent vs. divergent dimensions had strong contributions to explaining the degree of the L2 national identity. These findings can help EFL teachers and learners develop a positive L2 identity with balanced dimensions that also promotes L1 national identity

North western Iran is one of the main focal points of Mannaean sites for reconstruction of this historical period. Discovery of the sites such as Tepe Qalaichi, Zendan-i soleiman, Tepe Rabat, Qal’e Bardineh and others in this region prove this claim. Tepe Bardeh-Konte, on the southern side of Uremia lake watershed, is located in Mahabad. This site with rock-cut structures including stairs, tunnel, pits and cut-walls is situated near the Fakhrigah rock-tomb. Studying and analyzing the pottery data from this region demonstrate that the site belongs to an Iron Age III settlement; the pottery collection from the site is similar to those from Mannaean sites such as Tepe Qalaychi, Tepe Rabat, Tepe Ziwiye, Qal’e Bardineh, Zendan-i Soliyman and Kul Tarike. This article is to report the first archaeological investigation results from the first season of survey and stratigraphy of Tepe Bardeh-Konte which yielded a Mannaean settlement period. 

Elymais had existed as a semi-autonomous and sometimes autonomous satrap, coinciding with Seleucids and the Parthians in the southwest and west Iran. This government played an active presence in political and economic domains of the region from the mid-second century BC to the advent of the Sasanian Empire. This paper tries to study the historical coins of Elymaean using archaeometry. The method is a valuable criterion for the recognition of size and weight of those coins. Elemental studies of coins give us valuable information in connection with particle size used, combinations percentage of the coins, and applied metallurgy in their manufacturing. In other words, the study provides groundwork for understanding the economic and political structures as well as commercial communications of the society. The difference in the quantity of element may provide information about the mining of these metals. As such bronze and silver coins belonging to the Elymaean have been studied using PIXE technique to know about the concentration of elements, the number of mines as well as mints through the elemental analysis and the definition of the chemical composition of metals. To achieve the mentioned goals, we analyzed 35 coins involving three periods of Elymaean (from 85 BC to 224 AD). The results showed that the percentage of elements in coins such as silver and copper in the three periods were different but have had more purity in the first period. Furthermore, the analyzed coins are minted at six places and raw materials were brought from three different mines. Lastly, the statistical analysis is performed with SPSS software.

Excavation on various parts of the Eastern Residential Area (ERA) of Shahr-I Sokhta with the aim of reaching the most ancient layers of period I began in 2017 (Seyyed Sajjadi and Moradi, 2019: 711). Based on the information obtained from previous excavations (Tosi, 1983), the new ones (1999-2018) as well as different test trenches in ERA between 2018 and 2020 (Moradi, 2022: forthcoming), it seems that the Eastern Residential Area was the main center of the city during the formation of period I of occupation of the site. Rooms 88 and 88a in the western part of Eastern Residential Area were excavated during last seasons. Also Rooms 27 and 28 in the center of the residential area were selected for new excavations, although parts of these rooms were investigated during the last season, from the beginning of December 2020 in a 5 X 4.5 meters square. 

Discourse Markers (DMs) are pragmatic ties representing the relationship between different concepts in a discourse. As Fraser (2009) puts it, these lexical expressions are free morphemes that signal a special message about or in addition to the basic message. Given the importance of DMs in the written discourse of English as foreign language (EFL) learners, this study investigated the effectiveness of two methods of interaction in improving Iranian EFL learners’ use of discourse markers (DMs) in writing compositions. The data were drawn from comparing the compositions of two virtual groups of EFL learners who were exposed to two types of online interactions within which different flipped instructional activities were assigned. The data were analyzed both quantitatively and qualitatively. The results showed that the learners who engaged in online discussions used higher numbers of DM in terms of both type and token. The results also showed an increase in the length of compositions in the case of those groups who embarked on online interactions and discussions of flipped content. The findings suggest that once supported by the provision of flipped content, online interactions help create authentic opportunities for learner-centered discussions, which lead to an increased authenticity level of the EFL learners’ language production. The findings might also underscore the significance of flipped content and online interactions in developing other aspects of EFL learners’ pragmatic competence.

This study aimed at developing and designing a new model and instrument to explore attitudes of Iranian EFL Teachers towards reflection-for-action through their teaching. In so doing, the researchers followed several rigorous steps including extensive literature review, content selection, item generation, designing the rating scales and personal information part, item revision, and detecting factor structure. An initial draft of the questionnaire consisting of ten dimensions along with 49 items, investigating teachers’ attitudes towards the components of reflection-for-action scale based on the literature and interview with a panel of experts. Then, it was distributed to a group of 150 Iranian EFL teachers to refine it more. Finally, Exploratory factor analysis (EFA) of the obtained data revealed that the questionnaire consisted of a seven-factor structure including Academic Qualification as the (first factor), Experience (second factor), Professional Development (third factor), Collaboration (fourth factor), Perception (fifth factor), Efficacy (sixth factor), Motivation (seventh factor).