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 Mythologies are closely related to each other because of the archetypes, and due to time, place, and specific geography, they appear in different forms in different peoples. Gilgamesh is considered the oldest Mesopotamian epic poem whose image can be seen on Lorestan bronzes in the second and first millennium BC in the form of a horned man supporting, killing, or taming animals. Identifying the visual relationship between the role of the horned man in Lorestan bronzes and Gilgamesh in Mesopotamian works in order to discover the common intellectual heritage between these two regions is the main goal of this research. The main question of this research is about what and why are the technical and visual similarities and differences of the paintings, which have dealt with the background of Gilgamesh's role in the Mesopotamian civilization with a descriptive-analytical method, and then, with an analytical method, he analyzed the relationship between the role of the horned man in Lorestan's bronze works and the role of Gilgamesh in Mesopotamian art based on the theory of pre-textuality. The results show that the artist of Lorestan created a work of art under the influence of Mesopotamian mythology and art which are similar in visual and narrative components, but according to the culture and customs of the region, differences can be seen in the performance style and the structure of the topics, which shows that Lorestan artist did not imitate Mesopotamian themes. Rather, it has created a new work of art by creating transformational relationships with changes in the pretext.

During the life of humans on earth, there has been no subject more interesting and complicated than death. The knowledge and understanding of what will happen to a person after death form the basis of most religions in the world, which have since been referred to as religious matters or religious experiences. The issue of death is so important in many societies that it has caused the birth of schools of thought and, as a result, the growth of various religions and cults. Burial customs include the structure of the graves, the direction, and condition of human or animal skeletons, and the placement of objects in the graves. The Iron Age in Iran and Guilan is divided into three sections: Iron Age I, II, and III. This Period includes from 1500 B.C. to 550 B.C., of course, some archaeologists believe the existence of Iron Age IV, which continues until the middle of the Parthian period (the End of 1st Millennium B.C.). All major discoveries from selected Iron Age sites in the area of Guilan have been explained and classified. In this research, a new attempt has been made to review the religious experience and ritual practices regarding the repeatability of ancient cemeteries of Talesh during the Iron Ages. The main aim of this article is to identify the Iron Age Burial culture in Guilan. This investigation shows that the society’s People of Iron age in the area of Talesh have social Rank and Status but the factor of Gender is not important in classifying their classes. 

Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity Disorder (ADHD). This group of learners suffers from feelings of detachment and low self-confidence due to their lack of Willingness to Communicate (WTC) in an online classroom. Thus, the current quasi-experimental study explored the impact of a supplementary intervention targeted at helping learners create, substantiate, and live up to their ideal L2 self-images on multivariate components of ADHD learners' WTC in online English classes. For this purpose, 29 Iranian ADHD learners selected through convenience sampling were divided into two equivalent groups based on their ADHD levels. The groups were then randomly assigned to an experimental (N = 15) and a control condition (N = 14). In the experimental group, the vision ignition intervention was integrated into a 10-week online English course, whereas the control group's learners received no vision-enhancement intervention throughout the course. The learners' WTC was measured through a standard psychometric survey at the outset and conclusion of the course. Multivariable Analysis of Covariance (MANCOVA) was conducted to determine whether a linear combination of the subcomponents resulted in significant differences between groups. Along with an overall significant between-group difference in WTC, the results revealed the intervention's significant impact on WTC's two subcomponents: communicative self-confidence and integrative orientation.

   COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publisher. This study set out to explore the efficacy of EFL teachers' digital literacy in improving language learners' speaking fluency and accuracy through the development of virtual languaculture tasks. To this end, 52 male and 68 female EFL teachers from different areas of Kurdistan province participated in the study by completing a digital literacy scale developed by Ng (2012). Moreover, three groups of teachers, 12 high and 12 low-digitally literate teachers who used virtual languaculture tasks and 10 teachers who used traditional teaching methods participated in semi-structured interviews, and their teachings were observed for 8 sessions. Besides, by conducting an IELTS speaking test, 121 male and 122 female EFL learners of the three groups of teachers were selected to participate in this study. After conducting 16-session treatments, a speaking test was used as the posttest.  The qualitative and quantitative data were analyzed via MAXQDA and SPSS. The results of one-way between-groups multivariate analysis of variance indicated the efficacy of the implementation of languaculture tasks in developing students' speaking fluency and accuracy. On the other hand, the qualitative phase of the study showed that being digitally literate influenced the development, implementation, variety, and complexity of languaculture tasks. Moreover, the attained results supported the superiority of the languaculture task as a mediator between instructors' digital literacy and learners' verbal ability. Accordingly, enhancing teachers' digital literacy and learners' critical languaculture awareness are suggested as useful strategies to improve language learners' speaking fluency and accuracy. 

The present study aimed to develop writing skills by using the blogging technique. This experimental research used a pre-post group design. The study had two groups; a control group (23 male students) and an experimental group (24 male students). The students in the control group were taught traditionally through paper-and-pencil assignments. On the other hand, blogging was taught in the experimental group. The topics focused on current global events, which were prepared and posted by the researcher. The learners were asked to search for photos, videos, or articles related to the assigned topic and write about these events in their own words. They also had to post comments and feedback on their classmates’ blog posts. The learners worked on their blog posts individually, in pairs, or in small groups. The researcher worked as a facilitator. Comparing the posttest scores using SPSS analysis of learners who blogged about current global events and those who only used paper-and-pencil tasks on the same topics showed significant differences in writing improvement in favor of the blog group. Moreover, students in the blog group showed positive attitudes toward the blogging activity. They enjoyed interacting and cooperating with their peers and reflecting on their performance in writing in response to the feedback and comments they got from other classmates’ blog posts. The study ended with some recommendations for intensifying the blogging activity of EFL students in writing courses. Also, blogging about current global events was confirmed to be efficient in raising students’ global awareness and promoting their writing skills.

This study applied multi-faceted Rasch measurement to investigate the halo effect in the performance-based assessment of writing across rubric criteria. Five raters who had received specialized training applied a four-criteria rating rubric to analytically rate writing scripts on two argumentative topics. Facets, a Rasch computer program, was utilized to pinpoint the halo effect by analyzing rater and rubric criteria interactions. After examining the appropriateness of the rubric in terms of functionality, the results showed that except for one rater, the raters did not exhibit any sign of the halo effect across rubric criteria. Generally, the severity hierarchies for raters and difficulty levels for rubric criteria suggested that raters’ training and their perceptions of the importance of criteria were associated with their manifestation of the halo effect. Pedagogically, through a detailed facet analysis of interactions between raters and rubric criteria, rater trainers may better realize how to design effective training programs to minimize raters’ variance including the halo effect and improve the overall objectivity of human rating.