درخت حوزه‌های تخصصی

This qualitative study aimed to investigate the perceptions of teachers regarding the impact of Task-Based Language Teaching (TBLT) on teaching listening skills. The research was conducted with 20 instructors, comprising 14 males and six females, with an average age of 32 years, who were interviewed using a structured questionnaire that consisted of four fundamental questions. The following results indicated that TBLT significantly impacted teaching listening skills. The findings revealed that TBLT provided a practical framework for teaching listening skills, allowing students to communicate authentically. The instructors reported that TBLT helped students develop their listening skills by providing opportunities to practice listening in different contexts and situations. Moreover, TBLT encouraged students to use their existing knowledge and skills to solve real-life problems, enhancing their motivation and engagement in learning. The instructors also highlighted the importance of task design in TBLT. They reported that well-designed tasks could facilitate the development of listening skills by providing students with clear goals, instructions, and feedback. Additionally, the instructors emphasized the need for appropriate assessment methods in TBLT, which should align with the learning objectives and provide students with opportunities for self-reflection and improvement. Overall, the study revealed that TBLT is a practical approach to teaching listening skills, as instructors acknowledged that TBLT provides students with opportunities to engage in authentic communication and problem-solving. The findings revealed that TBLT significantly and undeniably impacts teaching listening skills.

Objective: Irritable bowel syndrome is a chronic and debilitating digestive disorder that is more common in people with psychological disorders than in the general population. This study is aimed at the effectiveness of cognitive-behavioral therapy in the mitigating of chronic pain and cognitive-emotional regulation in patients with Irritable bowel syndrome. Method: This study investigates the efficacy of cognitive-behavioral therapy on chronic pains and cognitive emotion regulation in patients with IBS. The research method is quasi-experimental with a pretest-posttest and control group and a six-month follow-up. All patients with IBS who had presented to the Shariati Hospital of Tehran and Masoud Gastroenterology and Liver Clinic from autumn 2019 to winter 2020 comprised the statistical population. The sample size was 48 people selected by convenience sampling, then divided into an experimental group and a control group using a block randomization procedure (with each group containing 24). Chronic Pain Grade Scale and Cognitive Emotion Regulation Questionnaire were the research tools provided to the two groups. However, the control group remained on the waiting list and received no interventions. The cognitive-behavioral therapy intervention was performed for the experimental group for eight 90-minute sessions. Descriptive statistics and Repeated Measures analyzed research data.Results: Findings indicated that cognitive-behavioral therapy reduced chronic pain and increased cognitive regulation (p>0.01). This efficacy remained stable until a six-month follow-up (p>0.05).Conclusion: This finding can also be associated with reducing and improving cognitive emotion regulation within psychological interventions planning vision among patients with IBS, and thus have clinical usages.

This study delved into the dynamics between social capital and human capital and their influence on the knowledge management practices of teachers in Tehran, Iran. The researchers adopted a random sampling method, selecting 214 participants, and administered three standardized questionnaires to collect data. Data analysis was conducted using the Structural Equation Modeling approach. The findings of the study revealed that social capital did not have a significant impact on knowledge management. The researchers attributed this to the presence of a weak culture of teamwork among Iranians, a subject they elaborated on extensively in their article. However, the second hypothesis indicated that social capital significantly influenced human capital, while the third hypothesis demonstrated that human capital had a substantial effect on knowledge management. The fourth hypothesis proposed that social capital influenced knowledge management through the mediating role of human capital, and this effect was found to be significant. These research findings highlight the distinct roles played by social and human capital in knowledge management, with human capital emerging as the more influential factor. Moreover, the study not only explored the direct relationship between social capital and human capital but also emphasized the mediating function of knowledge management within these associations. This novel perspective can enhance our comprehension of methods to enhance human capital within organizations by harnessing the potential of social capital and effective knowledge management

Des chercheurs du monde entier examinent la valeur éducative et l'efficacité de l'intégration des derniers gadgets électroniques dans les activités d'enseignement et d'apprentissage en classe. Malgré la disponibilité des derniers gadgets électroniques tels que les iPods, les tablettes et les montres intelligentes, les chercheurs s'intéressent davantage à la valeur éducative des téléphones portables pour l'enseignement et l'apprentissage de la langue étrangère. La prise de notes est l'une des activités d'apprentissage les plus courantes et les plus présentes, qui constituent une part importante de la vie quotidienne de tous les étudiants. Le potentiel d'utiliser la technologie pour améliorer les activités de prise de notes a récemment fait l'objet de sous les feux de la rampe. L'écriture est considérée comme la compétence la plus difficile pour presque tous les apprenants de français car elle exige leur connaissance des règles grammaticales et des structures françaises. Grâce au développement de la technologie, de nombreux outils a été utilisés pour aider les apprenants à produire des écrits de qualité. Les participants à cette étude de cas étaient 22 apprenants du niveau A1 à l’institut Zaban Negar. Ils ont suivi leurs cours en utilisant Google Keep pour la prise de notes. Nous avons utilisé un groupe de contrôle et après trois mois de l’essai et par le biais d’une dictée à la fin, nous avons comparé les résultats. Notre recherche a révélé des résultats positifs dans les performances d'écriture des apprenants ainsi qu'une vision optimiste de l'utilisation de Google Keep. .

Interference or transfer from language learners’ first language (L1) is one of the significant variables that contributes to the complexity of SLA process and usually persists intensely at the initial stages of L2 acquisition and development. Drawing upon Meriläinen’s (2010) taxonomy of lexical transfer errors, the present study intended to explore Iranian EFL learners’ lexical transfer error caused by word form, word meaning, and word use. To this aim, a corpus of 189 compositions written by 89 male and 100 female students was investigated. The results revealed that females in general had more lexical transfer errors than males, and that a large amount of the errors stemmed from word use (54%) which was followed by word form (36%) and lastly word meaning (10%). The findings of the study suggest that shifting the students’ attention from vocabulary size to vocabulary depth and exposing them to a large number of authentic collocations and prefabricated patterns are advisable activities that might counteract negative lexical transfer.