درخت حوزه‌های تخصصی

The effect of technology spillovers is widely considered as one of the main channels through which domestic firms benefit from FDI، and plays an important role in economic development of host countries. Based on the analysis framework for technology spillovers established by Borensztein et al. (1998)، this paper will analyse and try to figure out the development patterns of ASEAN by utilizing time-series data between 1990 and 2008 in ASEAN countries. The empirical results render a support to the existence of technology spillovers in ASEAN، which has a positive effect on the economic development of ASEAN. China’s FDI in ASEAN requires lower education threshold، also has positive effect on economy growth in six countries of ASEAN.

Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to examine the effect of self-regulation instruction to the intermediate EFL readers on their ability to make within-text inferences while reading. Zimmerman’s model of self-regulation with its three cyclic phases of forethought, performance and self-reflection constituted the theoretical basis of this study. Two intact intermediate classes in an English language institute were randomly assigned to experimental and control groups. The experimental group was trained in self-regulatory processes which were directed at EFL reading comprehension for ten sessions, while the control group received the routine, traditional reading instruction involving pre-, while-, and post-reading tasks and activities. The results of parametric one-way between-group ANCOVA showed that the experimental group outperformed the control group on the post-test of EFL reading comprehension, particularly in term of within-text inferencing. This finding revealed that self-regulation instruction aimed at EFL reading comprehension significantly contributed to learners’ ability to make correct within-text inferences while reading in English as a foreign language.