درخت حوزه‌های تخصصی

Purpose: Immigration always faces challenges and one of the can be investigated challenges in this field is violence towards immigrants. Therefore, the aim of this study was to analysis the lived experience of teachers' violence towards Afghan students in primary schools. Methodology: The present study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was of Afghan elementary school students who had experienced of violence from teachers and principals of elementary schools, which 20 students and 10 principals were selected as samples through purposive sampling method. The research tool was a semi-structured and in-depth interview based on researcher-made questions, and the validity of the interviews was confirmed by the triangulation method and its reliability was obtained by the agreement coefficient method between two coders at 0.79. The data of the present study were analyzed by the coding method in MAXQDA-Pro software. Findings: The findings of this study indicated that the types of teachers' violence have 17 concepts in 3 components of verbal violence (6 concepts), behavioral violence (6 concepts) and physical violence (5 concepts), the effects of teachers' violence have 22 concepts in 4 components of mental (9 concept), academic (4 concepts), physical (3 concepts) and social (6 concepts) and control strategies of teachers' violence have 19 concepts in 5 components of educational (5 concepts), employment (3 concepts), planning (5 concepts), disciplinary (3 concepts) and cultural (3 concepts). Also, the pattern of types of teachers' violence, effects of teachers' violence and control strategies of teachers' violence were designed. Conclusion: According to the results, it is recommended to the education managers to use the control strategies of teachers' violence in order to reduce the types of teachers' violence and its effects.

Purpose: This study aims to identify the limitations of English language learning in universities within the Chaharmahal and Bakhtiari province and to explore effective strategies proposed by students, instructors, and administrators to overcome these challenges. Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning. Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process. Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.

The most crucial part of learning a language is speaking. The majority of EFL students struggle to express themselves verbally. Ten students from the English department took part in the research to address these problems. Some actions were performed to accomplish the goal. Due of the epidemic, the teacher substituted the customary classroom setup with a WhatsApp group. To start the class, he distributed the YouTube URL link. The pupils viewed and listened to the YouTube videos. They were able to use some of the provided tools to understand the subject as they went along. The pause, rewind, and fast forward buttons allowed them to pause, go back in time, and move forward. By recording their finished work on film, the students were able to recount the educational process. They started scribbling to increase their verbal fluency. They were writing on a piece of paper as they talked. Following the conclusion of the study, the students answered the questionnaire. The data from the teaching-learning process and the questionnaire were examined using a mix-method approach. Conclusion: Students' listening, vocabulary, grammar, and speaking skills are enhanced by using the offered URL, the WhatsApp group application, YouTube, recounting, and scribbling. Additionally, their practice was becoming less jittery and interrupted. Other educators who teach speaking and related courses could find this kind of discovery useful.

The present study aimed at investigating Iranian English as a Foreign Language (EFL) teachers’ emotional experiences that could affect their professional identity. Due to the qualitative nature of the study, seven high school teachers of Mashhad and Zabol were selected through purposive sampling. Data were gathered through semi-structured interviews. Qualitative analysis of teachers’ interviews through open, axial and selective stages of coding resulted in the four components of 1) teachers’ sense of appreciation for teaching; 2) teachers’ sense of connectedness to other colleagues; 3) teachers’ sense of competence in teaching; and 4) teachers’ sense of commitment, which were found to influence their professional identity. The study's findings contributed to acknowledge the significance of teachers’ emotions as determining factor in their professional identity. On the practical side, teacher educators can gain insight into the importance of teachers’ emotions in shaping their identities in EFL classrooms. The study demonstrated that teachers’ emotional experiences can greatly influence the formation of their identities. Findings have significant implications for both teachers and students. When teachers are aware of their emotions and their effects on their professional identity, it can lead to better outcomes for learners. A teacher who is emotionally stable, confident, and motivated is more likely to inspire and engage students, resulting in increased student achievement, motivation, and engagement in the classroom. By equipping teachers with the necessary skills to navigate their emotions, teacher education programs can contribute to the overall improvement of teaching practices and ultimately enhance student learning outcomes.

The current study set out to examine the effect of pair and group virtual interaction in online classrooms on the development of speaking abilities of Iranian intermediate EFL learners. This investigation was based on the quantitative data collected based on quasi-experimental design. In order to do so, 45 students were chosen based on their scores on the CEFR placement test. These students were then divided into two experimental groups, namely group work and pair work as well as a control group who worked individually. Students had to participate in the IELTS Speaking test twice as pre-test and post-test. The course was held on the Skype platform for five weeks. Each session consisted of 45 minutes of speaking practice using the Talk a Lot textbook and 20 minutes of discussion. In order to compare the means of three independent groups, Kruskal-Wallis Test was used to compare pre-test and post-test results. The Post hoc test was used for multiple comparisons and the mean differences of groups. The findings indicated that there is a significant difference between the experimental groups and the control group regarding the effect of group and pair work in online classrooms on the speaking ability of EFL learners. According to the study findings, students who participated in pair and group work training in online classrooms had greater speaking performance than those who only received individual learning.

Discourse markers (DMs) play a significant role in both written and spoken language since they function as coherent devices, offering cues and guidance for the understanding of the reader or listener. The frequency of DMs in a language may have a substantial influence on an individual’s competency and overall English abilities. With an increased frequency of using these markers, individuals enhance their ability to form cohesive and logical sentences, hence improving their proficiency as speakers or writers.The goal of this study is to compare how the illustration-interaction-induction (III) and present-practice-produce (PPP) approaches affect the frequency of DMs in the expository writing of Iranian high school students. The study involved a sample of 30 intermediate Iranian EFL learners enrolled in state high schools in the city of Kelachay, Guilan, Iran. The research was conducted across three settings, namely pre-test, treatment, and post-test. Participants were asked to write an expository paragraph as part of the pre-test. During the treatment phase, after the instruction of the DMs using the PPP approach, the participants were asked to write a second expository paragraph. Following the implementation of the III approach as the second intervention phase in the study, the subsequent post-test was conducted, wherein participants were asked to compose one additional paragraph. The three sets of paragraphs were compiled into three learner corpora and analyzed to determine the frequency of DMs. The log-likelihood and effect size calculators demonstrated the superiority of the III approach in terms of the frequency of DMs used in the expository paragraphs of Iranian EFL learners in state high schools. The findings provided robust support for the efficacy of the III approach in the context of teaching DMs.

Purpose: This study examines the influence of emotional intelligence (EI) and social competence (SC) on career readiness among senior undergraduate students. With the evolving demands of the professional world, understanding these attributes provides essential insights into preparing students for successful career integration. Methodology: A cross-sectional design was utilized involving 330 senior undergraduate students selected based on the Morgan and Krejcie table for appropriate sample size. The Career Readiness Scale (CRS), Social Competence Inventory (SCI), and Emotional Competence Inventory (ECI) were employed to measure the respective constructs. Data analysis included descriptive statistics, Pearson correlation, and linear regression analyses performed using SPSS version 27. Findings: Descriptive statistics indicated average scores of 3.45 (SD = 0.88) for career readiness, 4.12 (SD = 0.75) for social competence, and 3.98 (SD = 0.81) for emotional intelligence. Pearson correlation results revealed significant positive relationships between career readiness and social competence (r = 0.61, p < 0.01), and between career readiness and emotional intelligence (r = 0.56, p < 0.01). Linear regression analysis demonstrated that these variables collectively accounted for 38% of the variance in career readiness (R² adjusted = 0.38, F = 14.36, p < 0.01). Conclusion: The findings highlight the significant predictive power of both emotional intelligence and social competence on career readiness in undergraduate students. These competencies are crucial for educational and professional development programs aiming to enhance students' transition into the workforce.

Purpose: The present study aimed to design a curriculum model for citizenship rights for students in the second period of elementary education. It sought to examine the components of the citizenship rights curriculum, introduce the main components and categories forming this field, and ultimately provide an ideal model in line with needs assessment and educational context. Methodology: The methodology of this study was qualitative, utilizing a grounded theory approach. The collection and formulation of model categories involved 21 structured interviews with experts and teachers in the field of citizenship and civil rights education, followed by the validation of the proposed model using a member checking method. Findings: The findings of this research presented a model comprising 11 main categories including causal conditions, performance-based planning, contextual conditions, contextually oriented performance-based planning (political, economic, cultural, legal, and citizenship orientations), interveners (characteristics of teachers and learners), strategies (initial, educational, and feedback), and outcomes (enhancing student performance levels and creating a sustainable curriculum). Conclusion: Specialized multi-faceted planning was identified as the core category of the model. Finally, recommendations were provided.

Purpose: Given the importance of proper implementation of the primary mathematics curriculum, this study aimed to identify the effective contextual and moderating components in the implementation of the primary mathematics curriculum. Methodology: This study was applied in purpose and qualitative in approach. The research population consisted of expert teachers in the field of primary mathematics curriculum in Tehran during the academic year 2020-2021, from whom 16 were selected based on theoretical saturation using purposive and snowball sampling methods. The research tool was a semi-structured interview, the face validity of which was confirmed by experts, and its reliability was obtained with a Cohen’s Kappa coefficient of 0.86. The data were analyzed using thematic analysis in MAXQDA-2020 software. Findings: The findings revealed that in the model of effective components in the implementation of the primary mathematics curriculum, for contextual components, 17 basic themes were identified under 4 organizing themes including social, cultural, economic, and structural, and for moderating components, 20 basic themes were identified under 3 organizing themes including advantages of learning mathematics, barriers to learning mathematics, and facilitators of learning mathematics. Ultimately, a model of effective contextual and moderating components in the implementation of the primary mathematics curriculum was illustrated. Conclusion: According to the results of this study and considering the effective contextual and moderating components in the implementation of the primary mathematics curriculum, it is necessary for specialists and curriculum planners to utilize strategies compatible with the identified components to improve the educational system.