درخت حوزه‌های تخصصی

This study examined the differences between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. The participants comprised 63 Iranian young EFL learners within the age range of 9 to 12 years old. These 63 learners were selected out of an initial number of 100 male and female EFL learners at the intermediate level based on their performance on a Flyers test. The 63 selected participants were divided into two intact groups consisting of 31 learners in the opinion-gap task experimental group and 32 learners in the reasoning-gap experimental group. Then, an engagement checklist was used by two raters in the two groups as pretest. After that, for ten sessions each lasting for 90 minutes, in one of the groups, the researcher carried out opinion-gap tasks while reasoning gap tasks were implemented in another experimental group. Upon finishing the treatment, the two raters used exactly the same checklist and obtained the posttest engagement scores. The analysis of the data through the parametric test of paired sample t-test indicated that both task types significantly impacted young EFL learners’ classroom engagement. Besides, the results of Mann-Whitney U Test revealed that there was no significant difference between the effects of reasoning gap tasks and opinion gap tasks on young EFL learners’ classroom engagement. Based on the results, EFL teachers are recommended to use both task types to enhance EFL learners’ classroom engagement.

A long-standing concern reverberating over the minds of intercultural scholars is how best to incorporate intercultural issues in English language teaching, an issue on which there has been little research in EFL contexts. To fill this gap, this qualitative study examined the efficacy of interculturally-laden tasks in promoting Iranian learners’ intercultural competency in Anzali, Guilan province, Iran. Thus, a group of 22 Iranian intermediate EFL learners were recruited through convenience sampling from a pool of 44 according to their score on Oxford Quick Placement Test. All the participants were 12 females and 10 males aged 21-30. Then, they attended eighteen sessions of intercultural training using Mirrors and Windows: An intercultural communication textbook and completed seven intercultural tasks as a pretest and posttest. Data was collected through seven intercultural tasks and reflective worksheets. Drawing on the qualitative content analysis of intercultural tasks, the findings revealed that the tasks could help the participants increase their intercultural competence. Moreover, three themes were emerged from the analysis of the reflective worksheets as follow: (1) the participants’ evaluation of the ICC course and intercultural tasks, (2) perceptions regarding intercultural development and (3) language skills and anxiety. The implications and suggestions for further research are discussed.

Writing skill is a challenging and frequently-used activity in academic circles. This study investigated the effects of reflective writing on EFL learners’ writing performance. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the non-reflective (n=31) and reflective (n=30) groups. Over sixteen sessions of instructions over eight weeks, the non-reflective group was taught using the traditional writing method; however, the reflective group was exposed to reflective writing instruction under Kolb’s Model. The data were collected through reflective writing compositions and the content analysis of think-aloud protocols. The quantitative data analysis revealed that the reflective group significantly outperformed the non-reflective group in writing compositions. The thematic analysis of think-aloud protocols substantiated the quantitative data findings, indicating that all participants went through the cognitive psychological processes of ‘planning, drafting, pausing and thinking, reading and reproducing, reviewing, editing and revising’ as they were engaged in reflective writing via Kolb’s Experiential Learning Cycle. The results offer significant implications for language instructors, curriculum planners, and course designers.

The current study was performed to investigate the impact of metalinguistic oral and written corrective feedback on learners’ process writing ability through virtual learning environment. To this aim, a total of 66 Iranian EFL students in Shahrekord University participated in the study. To conduct the study, a sample of IELTS expository writing (Writing Task 1) was administered to all participants for homogeneity purposes. Then, each of the two classes was divided into two parts, and each was randomly assigned to one of the four comparison groups (oral metalinguistic feedback, written metalinguistic feedback, oral metalinguistic + error logs, and written metalinguistic + error logs). Next, the writing pretest (a process writing task) was given to participants prior to instruction. The treatment lasted for eight weeks, and then process writing posttest was administered. The results revealed that all groups made progress from pretest to posttest. However, no significant difference was found among the four types of metalinguistic corrective feedback. The implications of the findings are discussed throughout the paper.

This study is aimed at investigating the effect of reading-based vs. discussion-based pre-writing activities on the writing ability of Iranian EFL learners. To this end, a quasi-experimental study was conducted with 40 Iranian intermediate EFL learners within16 to 20 age range who were selected based on their performance on an Oxford Solution Proficiency Test. They were divided into two experimental groups: Reading Group and Discussion Group. The former group was made to involve in some reading activity prior to doing the main writing task, and the latter group was made to participate in a discussion activity before the main writing task. After the treatment for 10 sessions, both groups were post-tested. The findings indicated that both groups’ writing ability improved over the course of the study, but the difference between the performances of the groups on the post-test was not statistically significant, although the Reading group’s mean score was greater than the Discussion group. The results of this study have some implications for students, language teachers, syllabus designers and material developers.

In today's world, rural tourism is one of the most important parts of economic activities. This essential economic activity has been considered from different perspectives. Some consider it as a part of the tourism market and some consider it as a policy for rural development. The question is, what role and effect does rural tourism have in rural development? In the last decade of the 20th century, many socio-economic planners in European countries have introduced tourism as a reliable method with an evident vision for the development of villages, especially the most deprived ones. The nature of the tourism industry is to create employment and income, diversify the economy, social participation and use local resources. Most of the problems of backwardness and underdevelopment of villages are due to the lack of this industry rural tourism can help rural development by solving the above problems. Therefore, according to the importance of the topic, in this research, the consequences and challenges of rural tourism in rural areas are investigated.

Method: It was conducted in a mixed quantitative and qualitative manner using the safety checklist of the environment according to the elmeri method and the researcher-made questionnaire of safety and sports tourism. distributed and collected by 100 sports tourists who were selected by Morgan's table as a simple random sample of 80 people. The data were entered in Smart Pls3 structural equation software to implement the research model. Findings: The results of the elmeri index regarding environmental safety showed that the component of safety behaviors with 93.5%, the component of cleanliness and order with 89%, the paths of passage with 87% and the component of fire and first aid with 75% have status were desirable Also, the opinion of tourists regarding the safety components of the environment showed that the component of first aid with the route coefficient of 63% and the t value (4.775) had the greatest impact in attracting tourism to sports venues. Also, the components of order and safety behaviors, according to tourists, did not have much effect on attracting tourism, P<0.05. Conclusion: The safety condition of the Tehran Revolution sports complex was in a favorable condition, therefore it provides a suitable platform for holding sports events and holding international seminars and conferences in order to attract sports tourism. Therefore, the managers of the sports facilities of Tehran's Enghelab Complex should take steps to improve the infrastructure and sports facilities in order to attract sports tourists.

The aim of this research is to measure the quality of environmental health of recreational and natural sports swimming pools with a risk management approach in Gilan Province. The study was descriptive - cross-sectional, and three selected sites were sampled. Microbial parameters, temperature and PH were measured. Microbial tests were carried out according to national standards in the laboratory. It was used to analyze data from standard tables related to pollutants and compare them to existing data. SPSS software was used to analyze data from experiments. Two William fine quantitative methods and the risk assessment table technique were used to assess risk. The results showed that the burden of microbial contamination in the Anzali swamp was higher than other sites. In other words, the most polluted sites in Gilan Province were the Anzali wetland, the Kiasar wetland and, at the end, the eyeglass wetland, respectively. Also, the average number of total cliform and cliform, respectively 375 and 109 MPN in 100 ml of samples, and Enterococcus of the rivers 7/17 CFU in 100 ml of samples were observed. The average pH was 89/7, which is within the standard range. On the other hand, the average water temperature measured in these natural swimming pools is 4/25 degrees Celsius, which is within the standard range. It was found that the type of risk "outstanding", the level of aspect "ultimate" and the control required were "appropriate control action and the necessity of corrective action".

This study sought to determine the impact of self-regulation and emotional labor on reflective action among Iranian EFL teachers in online EFL classes using structural equation modeling. To achieve this, a combination of cluster sampling and stratified random sampling of 500 people was recruited. The participants were administered with the English version of Dutch questionnaire of emotional labor, Teacher Self-Regulation Scale and Teaching Reflection Inventory. After collecting data using three distinct questionnaires pertaining to latent variables, SEM analysis was conducted using IMB SPSS version 28.0 and Amos version 24.0 to analyze the path model relationships. To this end, a hypnotical model was proposed, evaluated, and specified to fit the data. The confirmatory factor analysis was employed to assess the hypothetical model by employing goodness of fit indices and analyzing all the convergences between the latent variables and the related sub-scales. According to the criteria for a good model's fitness, all of the model's values are above 0.90, indicating that the model has good fitness. And it was concluded that there was statistically significant relationships between the variables of the study.

The primary objective of this study was to evaluate the impact of explicit instruction aimed at improving vocabulary on the writing proficiency and long-term retention of new vocabulary among second language (L2) learners. The achievement was accomplished through the administration of a fill-in-the-blank assessment, which included 30 individual words and 6 lexical phrases, to a group of 30 EFL students at an upper-intermediate level. Subsequently, these students engaged in a reading exercise centered around the topic of 'Bull Fighting' and subsequently crafted a paper titled 'A Cruel Sport'. The results demonstrated a notable enhancement in the quantity of terms actively utilized in their writing following the focused vocabulary teaching. The statistical analysis revealed that the participants were capable of retaining the newly-acquired language even after a considerable amount of time had elapsed since the lesson. This study presents comprehensive information on these findings and provides suggestions for L2 teachers, asserting that although comprehending a word does not inherently result in its active utilization, learners possess the capacity to enhance their active vocabulary and accurately employ recently acquired words. Explicit training in vocabulary is advantageous for converting recognition vocabulary into productive language during immediate writing tasks and enhancing retention. Nevertheless, consistent and regular practice in utilizing recently learned vocabulary is necessary for it to become effective in long-term written expression.

This study tried to inspect and compare any possible effects of immediate and delayed metalinguistic and indirect feedback on the level of WTC of Iranian EFL learners in task performance. This research was a quasi-experimental work with 120 Participants (63 males and 57 females) who were divided into four groups: 30 students as the direct-immediate feedback group, 30 students as the direct-delayed feedback, 30 students as the indirect-immediate feedback, and 30 students as the indirect-delayed feedback. Different instruments were utilized to collect the required data, including the Oxford Placement Test (OPT), the WTC scale (McCroskey, 1992), and a set of two-way exchange tasks. After homogenizing the participants, based on the OPT test, the participants took the WTC scale as a pretest. As the treatment, the indirect immediate feedback group participants reformulated the errors into the correct form as soon as they committed errors. In the indirect delayed feedback group, the teacher noted the errors and the student’s name to provide feedback for that specific student. In the direct metalinguistic immediate feedback group, the participants were provided with both explanations and examples of the correct form of errors they committed. In the metalinguistic delayed group, the teacher wrote notes on the error types and the students’ names to provide explanations andcorrect examples for specific students. The WTC scale was readministered in the post-test and the scores were recorded. Two-way ANOVA was used to analyze the pre-and post-test data. The result of the data analysis showed there was an interaction between the timing and the type of feedback regarding their effect on Iranian intermediate EFL learners’ WTC.

Purpose: For most trainers, the relationship between training volume and intensity as key components is a very important and effective issue. Therefore, the aim of the present study was to investigate the relationship between two key components of exhausting running at Heart Rate Deflection Point (HRDP) in girls. Methods: A number of 40 girls of physical education of Mohaghegh Ardabili University were selected as subjects with an age range of 19 to 23 years. Then, they ran individually in four separate sessions with an intensity of 70, 80, 90 and 100% of heart rate breaking point with a minimum interval of 72 hours. Using non-linear regression, the relationship between exercise volume and intensity was analyzed. Results: The findings showed that the inverse relationship between the volume (as a dependent variable) and the intensity (as an independent variable) of exhausting running at the HRDP of young girls' follows the non-linear 2nd degree function. Conclusion: According to the results of this study, it can be said that the inverse relationship between the volume and the intensity of running is non-linear. The noteworthy point is that in this estimation, the training volume was fitted based on the intensity, the relevant equation, which has a practical aspect for sports science trainers and researchers. Heart rate, as an important physiological index available to all coaches, can easily estimate the running time of young girls using the fitted equation.