درخت حوزه‌های تخصصی

Grammatical accuracy has been controversial in L2 writing, and the utility of different types of corrective feedback has been enigmatic. Therefore, the present study attempted to explicate the impact of intensive versus extensive recasts through grammar-focused tasks on Iranian EFL learners’ grammatical accuracy in writing. To do so, 60 Iranian male and female EFL learners were assigned into two experimental groups (i.e., intensive and extensive groups) and one control group. After taking the Oxford Placement Test (OPT), the experimental groups received intended corrective feedback, while the control group did not receive any feedback. Then, the data was analyzed deploying both descriptive and inferential statistics. The results revealed the outperformance of experimental groups compared to the control group in the writing post-test. Also, it was concluded that extensive recast can improve EFL learners’ writing performance much better than intensive recast. The findings have some fruitful pedagogical implications for both teachers and materials developers.

This study aims to investigate the effect of implementing self-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teachers were involved in this study. The teacher’s belief questionnaire, observation checklist, and Skype app were used as the instruments to collect data. Before the training phase, the pre-tests, i.e., observation checklist and teacher’s belief questionnaire, were used for all the participants. The researchers utilized Skype App to instruct the participants in an online setting. During the training phase, participants were exposed to self-reflection practice. The instruction was done in 16 sessions twice a week for two months. After the training phase, the post-tests were run, i.e., the observation checklist and teachers’ belief questionnaire. The data analysis revealed that implementing the principles of self-reflective instruction had a statistically significant effect on Iranian in-service EFL teachers’ beliefs about their teaching practice efficacy and teaching performance development. This study has some implications that may help language teacher educators, English instructors, EFL/ESL learners, students, language curriculum program policymakers, and educational syllabus designers.

The examination of traditional legal institutions is a prudent approach to ensure effective contractual remedies. "Arsh" is one such institution that predominantly arises in relation to the option of defect. This paper aims to review the perspectives of Islamic legal scholars on Arsh in order to establish it as a general theory. However, it should be noted that this review does not propose a structural alteration in the nature of Arsh; rather, it intends to conduct a jurisprudential inquiry into the subject-matter. With regard to the nature of the general theory of Arsh, it can be categorized as a form of damages and compensation resulting from a breach of contract and contractual liability. In such cases, it aligns with the relevant legal principles. The basis of damages in the general theory of Arsh also exhibits a dual nature. While it is rooted in contractual compensation, if such compensation cannot be adequately provided, civil and obligatory liability may be invoked. One of the well-established legal-historical principles in the Civil Law system is the rule of Price Reduction, which bears resemblance to the institution of Arsh (i.e., the financial difference between a defective and non-defective item that is compensated to the customer) in the Islamic legal system. It is noteworthy that the foundation of Price Reduction lies in the principle of Commutative Justice, which serves as the basis for contractual liability in the realm of contract law.

As conceptual models of language learning, use, and processing mature, it is both natural and necessary for the statistical models we apply to follow suit. One statistical approach with great potential in the field Applied Linguistics and L2 studies is structural equation modeling (SEM). SEM is introduced in this paper as a powerful and highly flexible family of analyses. In doing so, the paper outlines (a) the types of variables and possible modeled relationships that SEM is equipped to address and (b) statistical considerations for applying SEM in L2 research, and (c) a number of additional and key considerations for those interested in delving deeper into SEM (e.g., goodness of fit indices, model modification procedures, etc.). This paper also describes the potential of SEM to contribute to construct validation (e.g., convergent and discriminant validity). Throughout the paper, a plethora of examples pertaining to applications of SEM in L2 research are provided.