درخت حوزه‌های تخصصی

This study aimed to investigate the impact of self-regulation training and instruction on EFL learners’ short-term andlong-term retention of English vocabulary in online classes. The design of the present study was a quasi-experimental pre-test post-test control group design. The participants of this study included 60 Iranian maleintermediate EFL learners chosen from among 68 learners studying English at a private language institute inKerman, Iran based on their PET scores. The original sample was selected through convenience sampling. Theparticipants’ ages ranged from 17 to 30. The following instruments were used in this study: a Preliminary EnglishTest (PET) and two researcher-made vocabulary tests. To analyze the data, the Kolmogorov-Smirnov test,Descriptive statistics and Repeated Measures ANOVA were used and according to the results of data analysis, self-regulation training and instruction had a significant effect on EFL learners’ short-term and long-term retention ofEnglish vocabularies in online classes. The findings have some implications for EFL teachers, EFL learners, andcurriculum planners.

Purpose: The interaction styles of teachers play a significant role in improving both academic and non-academic outcomes for students. Thus, this study aimed to determine the structural relationship of teachers' interaction styles based on social adaptability, psychological hardiness, and academic achievement motivation with mental health mediation in eighth grade female students. Methodology: This study was applied in its objective and cross-sectional in its execution, utilizing a correlational type. The population of this study comprised all eighth-grade female students in the city of Kangavar in the academic year 1401-1402, totaling 2417 students. Based on the Krejcie and Morgan table, 379 of them were selected as the sample through multi-stage cluster random sampling. Data collection tools included questionnaires on teachers' interaction styles, social adaptability, psychological hardiness, academic achievement motivation, and mental health, which were analyzed using the Structural Equation Modeling (SEM) method in Amos software. Findings: The findings of this study indicated that the variables of social adaptability, psychological hardiness, and academic achievement motivation had a direct and significant effect on mental health, and the variables of social adaptability, psychological hardiness, academic achievement motivation, and mental health had a direct and significant effect on teachers' interaction styles. Moreover, the variables of social adaptability, psychological hardiness, and academic achievement motivation had an indirect and significant effect on teachers' interaction styles through the mediation of mental health (P<0.05). Conclusion: Based on the results of this study, to improve interaction styles, it is possible to create conditions for improving the variables of social adaptability, psychological hardiness, academic achievement motivation, and the mental health of students.