درخت حوزه‌های تخصصی

This study aimed to find the relationship between test-taking strategies, test anxiety, and goal orientations in EFL learners. For this purpose, 150 intermediates Iraqi EFL learners were selected by convenience sampling, and the data was collected using the Test-Taking Strategy Questionnaire, Test Anxiety Inventory, and Achievement Goal Questionnaire. The data were analyzed using multiple regression and the Pearson correlation coefficient. Findings indicated that time and test-wiseness strategies were negatively correlated with test anxiety. Mastery-approach and performance-approach goals were positively correlated with affective strategies; the mastery-avoid goal was negatively correlated with test-wiseness, and the performance-avoid goal was negatively correlated with affective strategies. Finally, performance-avoid and mastery-approach goals were negatively correlated with test anxiety. These results emphasize the understanding of the relationships between test-taking strategies, goal orientations, and test anxiety in academic contexts. By fostering adaptive goal orientations and equipping students with effective test-taking strategies, educators can significantly enhance learners’ testing experiences and reduce anxiety levels.

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.

Semantics, a branch of linguistics, utilizes the relational network between the linguistic form and its meaning to achieve a more precise understanding of Quranic vocabulary and propositions. One common method is the conceptual collocation between words.  "Amn" (security) and "Kufr" (disbelief) are central words in the Quran, whose semantic fields include key words such as Islam, affirmation, gratitude, and denial. The present study aims to uncover the meanings of "Amn" and "Kufr" using the concept of collocation. The research method is descriptive-analytical, based on library resources. The objective is to deepen the understanding of the life-giving concepts of the Quran to achieve divine guidance. To achieve this, relevant verses were extracted, and Saussure's theory of collocation in linguistics was employed. Finally, based on the primary meanings of the words and their neighboring words, concepts are presented.  Reflecting on the semantics of Quranic vocabulary and carefully examining the collocation network between them provides a more precise understanding of the verses.  Simultaneously examining "Kufr" and "Amn," and the network of meanings associated with them, reveals the various semantic levels of these words, leading to a better understanding of the verses. Some of the research findings are as follows: The primary meaning of "Amn" is tranquility, and its other meanings in collocation include prepositional collocations (prepositions "Bāʼ" and "Lām"), nominal collocations (the word "Mushrikūn" - polytheists), adjectival collocations ("al-Muʼmin" - the believer, "Wa Huwa Muʼmin" - and he is a believer, "Ṣādiq" - truthful), and verbal collocations ("Shakartum" - you gave thanks, "Kafarū" - they disbelieved, "ʻAmilū al-Ṣāliḥāt" - they did righteous deeds, "Taʼmurūna bil Maʻrūf wa Tanhawna ʻan al-Munkar" - you command good and forbid bad). The primary meaning of "Kufr" is concealment, and its other meanings in collocation include nominal collocations ("al-Fāsiqūn" - the wicked), adjectival collocations ("Yaʼūs" - despair), and verbal collocations ("Lā Yuʼminūn" - they do not believe, "Mā ʻArafū" - they did not know, "Ushkurū" - give thanks, "Aṣliḥ" - correct, "Ashraktumūn" - you associated partners with God, "Kadhdhabū" - they denied)