درخت حوزه‌های تخصصی

Global EFL coursebooks are used in numerous educational contexts throughout the world based on the assumption that they are the optimal source of English educational input. Their widespread use calls for a systematic analysis of these coursebooks using a framework that can reveal their defining characteristics. One such framework is the knowledge process framework, which is based on the multiliteracies pedagogy. The present study deployed this framework in an attempt to analyze seven widely taught coursebooks in the Iranian context. The findings revealed that knowledge processes of "analyzing functionally" and "applying appropriately" were more frequent in the analyzed coursebooks and the other knowledge processes were present in lower numbers. Based on the findings of the study, EFL teachers in the Iranian context are encouraged to include more activities with the knowledge processes of "analyzing critically" and "applying creatively" to address the absence of these knowledge processes while teaching the global coursebooks.

In this paper, with help of the concept of hyper-rationality, we model the interaction between two investment companies by an important game as trickery game that has special equilibrium which called hyper-equilibrium. In trickery game, one company can choose cooperation with another company until the last moment and finally changes his action to non-cooperation which incur more loss to an opponent. Indeed, the hyper-equilibrium is the point in which only one player can displace equilibrium to another point by changing his action which causes profit or loss to other players so they cannot change their action. Our findings indicate that the kind of behaviour interactive, environmental conditions, and valuation system are based on hostility causes an equilibrium point to incur the maximum loss to an opponent.

Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.