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Purpose: The purpose of the current study was to identify, quantify, and prioritize the components of reducing the resistance of managers of government organizations in the administrative transformation plan. Methodology: The mixed study method is based on exploratory mixed study. The statistical population in the qualitative section was university professors, managers, and experts of executive systems, in the quantitative section, managers and experts of government agencies, and in the prioritization section, high and middle managers of executive systems of selected organizations. In-depth interviews were used in the qualitative part, while questionnaires were used in the quantitative part, and matrix questionnaires were used in the prioritization one. Acceptability (expert review) and confirmability (expert review) were used to determine the validity and reliability in the qualitative stage, while in the quantitative stage, the validity of the questionnaires was confirmed by three methods: form, content, and structure. Reliability was estimated and confirmed by three methods of determining factor loadings of items, Cronbach's alpha of components (between 0.760 and 0.888) and combined reliability (between 0.842 and 0.923). In the prioritization section, the content of the matrix questionnaire was approved by five academic and organizational experts in terms of comprehensibility and expressiveness, and the rate of inconsistency of the criteria was calculated and confirmed as 0.05 to 0.07. Qualitative data were analyzed with the ground theory technique, while quantitative data with structural equation modeling technique, exploratory and confirmatory factor analysis tests in SPSS and Smart PLS software, and the prioritization section, data were analyzed through hierarchical analysis (AHP) in EXPERT CHOICE software. Findings: The results of the qualitative part indicated that the paradigm model includes 10 dimensions (categories) and 22 components (concepts) in the form of causal, contextual, interventional, strategy, and consequence conditions. Conclusion: The results of the quantitative part showed that all the components of the study model were confirmed. The results of the prioritization section show the greater importance of the outcome and organizational productivity component.

Purpose: Today, the use of cyber social media is increasing dramatically. Therefore, the current research was conducted with the aim of factor analysis of the extreme enthusiasm of the use of cyber social media in athletes and coaches. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive-survey. The research population was the athletes and coaches of Tehran city, which the sample size based on Cochran's formula were determined 386 people, but 400 questionnaires were distributed and these numbers were selected by cluster sampling method. The tools of the current research were included a demographic information form and a researcher-made questionnaire of extreme enthusiasm of the use of cyber social media with 24 items, and the data obtained from their implementation were analyzed with the methods of exploratory factor analysis and structural equation modeling in SPSS-22 and LISREL-8.5 software. Findings: The findings showed that the extreme enthusiasm of the use of cyber social media in athletes and coaches had 24 items in 6 components of social interaction, entertainment, internet unemployment, extreme enthusiasm, emotions and belonging in sports; So that the factor loading of all items was higher than 0.50, and the average variance extracted of all components was higher than 0.50 and the Cronbach's alpha of all components was higher than 0.70. Also, the extreme enthusiasm model of the use of cyber social media in athletes and coaches had a good fit, and in this model, the effect of entertainment, social interaction and internet unemployment on extreme enthusiasm, the effect of extreme enthusiasm on belonging in sports and emotions, and the effect of belonging in sports on emotions was meaningful (P<0.05). Conclusion: According to the results of this study, factors such as social interaction, entertainment, internet unemployment, extreme enthusiasm, emotions and belonging in sports had an effective role in the extreme enthusiasm of the use of cyber social media in athletes and coaches.

The present study addressed the effects of cognitive styles on answer-switching practices across online and traditional tests. After completing Ehrman and Leaver’s (2003) cognitive style questionnaire, a sample of upper intermediate students took pen-paper and online versions (59 test-takers each) of an already validated teacher-developed test of English. The data from think-aloud and erasure analyses revealed significantly more frequent total and right-to-wrong changes in the traditional and online tests, respectively. Multiple regression values explained more than 50% of right/wrong-to-wrong, wrong-to-right, and overall answer-changing variance based on cognitive styles in the pen-paper exam. However, the regression results from online performance analyses could not prove the power of thinking styles in predicting answer-changing strategies. Fisher’s exact tests showed significantly different answer-changing strategies adopted by field-dependent, leveler, analog, concrete, and impulsive individuals in the traditional test but no significant differences between the behaviors of individuals with different cognitive styles in the online exam. Based on the present findings, online and pen-paper platforms may require different test-taking strategies. Language instructors and test developers can use these findings to align their instructional and assessment practices with various cognitive styles and testing environments.

In a world that is becoming increasingly digitized, the ubiquitous technology has revolutionized every aspect of our lives, and education is no exception. Smartphones, in particular, have opened up a new horizon for language learning, transforming conventional instruction into a dynamic, interactive, and genuinely innovative digital experience. This widespread usage of mobile devices has contributed to the development of several mobile apps for English language learning. In this light, uTalk distinguishes itself from other language learning applications as it offers remarkable benefits for expanding learners' vocabulary, and this study will offer a critical review of this app by spotlighting its pluses and minuses for various language learners. The uTalk application incorporates the element of gamification, which makes the learning of vocabulary more interesting and engaging for learners. The review rightly unravels that uTalk's diversity of vocabulary categories, constructed pronunciation technology features, gamification activities, and straightforward teaching methodology render it an outstanding learning resource for both learners and teachers as a valuable supplementary learning and teaching tool. Notwithstanding its flaws (that is, having the same template-based protocol for all languages), with its innovative approach to language learning, uTalk has the potential to revolutionize how we learn and communicate with each other. This review article serves as a guide that can assist educators in leveraging the power of technology to create engaging and interactive learning environments for their students, and it can unravel new horizons for teachers and curriculum developers to introduce the app as an additional resource for their students.

As the demand for online language education continues to grow, English teacherpreneurs play a significant role in shaping teaching practice and identity in virtual affinity spaces. This study examined the professional identity and practice of Iranian EFL teacherpreneurs in such spaces. The study adopted a qualitative approach and the data were collected through in-depth interviews and a focus group discussion. The findings of this research indicated that the participants as Iranian EFL teacherpreneurs in online affinity spaces possessed a wide range of positive traits and engaged in interactive and non-traditional teaching practices going beyond EFL traditional teaching practices. They also noted challenges being online English teacherpreneurs in Iran, highlighting a lack of financial support from mainstream education system and insufficient electronic facilities to create online content among others. This study has implications for different agencies in language teaching, including teachers and policy-makers in language education, raising their awareness regarding the identity and practice of online teacherpreneurs in virtual affinity spaces.