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Electronic word of mouth (eWOM) has been gaining popularity pertaining to its numerous benefits and ability to be applied in various fields. It helps consumers in making informed decisions and aids service providers in delivering an enhanced service or product. Despite all these benefits, dealing with the huge amounts of eWOM is a consistent problem. eWOM helpfulness comes handy in order to address this issue. In this study, we utilize 16699 hotels related eWOM written by 1099 reviewers which are collected from TripAdvisor.com. Our main objective is to analyze which factors impact eWOM helpfulness and how. For this purpose, eight unique variables belonging to three different categories are selected (eWOM length, eWOM subjectivity, eWOM polarity, eWOM readability, eWOM recency, hotel rating, reviewer badge and reviewer helpfulness) and are analyzed using econometric modelling. Our findings show that hotel rating as well as reviewer badge and helpfulness enjoy a positive significant relationship with eWOM helpfulness. It also suggests that eWOM length, readability and subjectivity positively influences eWOM helpfulness though eWOM polarity and recency are found to have an inverse relationship with the helpfulness of eWOM. Thus, our study reports that review, hotel and reviewer characteristics impact eWOM helpfulness in different ways. This study is summarized with the discussion of theoretical and practical implications.

Substitution-boxes (S-boxes) are very important nonlinear components used for achieving strong confusion for enhancing cryptographic security in most of the block ciphers. Designing cryptographically strong S-boxes has been a major research domain for the designers of symmetric crypto systems. In the proposed research work, Bat Algorithm based swarm technique is proposed to design strong S-boxes.  Cryptographic strong S-boxes are obtained by the developed swarm technique. Authors analyze cryptographic strength of the obtained S-box by evaluating properties like Bijectivity, Nonlinearity, Bit-Independence Criterion, Linear Probability and Differential Uniformity. The obtained performance parameters for the designed new S-box by the swarm technique are compared with some recently reported S-boxes in the literature. The designed S-box has good cryptographic strength. The designed S-box has good cryptographic strength like nonlinearity = 110.75 and average Strict Avalanche Criterion (SAC) value = 0.506. For the constructed S-box, most of the Differential uniformity components are 4 and shows uniform distribution approximately. The proposed new S-box is also free from the fixed points.

Human Identification has been widely implemented to enhance the efficiency of surveillance systems, however, systems based on common CCTV (closed-circuit television) cameras are mostly incompatible with the advanced identification algorithms which aim to extract the facial features or speech of an individual for identification. Gait (i.e., an individual’s unique walking pattern/style) is a leading exponent when compared to first-generation biometric modalities as it is unobtrusive (i.e., it requires no contact with the individual), hence proving gait to be an optimal solution to human identification at a distance. This paper proposes an automatic identification system that analyzes gait to identify humans at a distance and predicts the strength of the match (i.e., probability of the match being positive) between two gait profiles. This is achieved by incorporating computer vision, digital image processing, vectorization, artificial intelligence, and multi-threading. The proposed model extracts gait profiles (from low-resolution camera feeds) by breaking down the complete gait cycle into four quarter-cycles using the variations in the width of the region-of-interest and then saves the gait profile in the form of four distinct projections (i.e., vectors) of length 20 units each, thus, summing up to 80 features for each individual’s gait profile. The focus of this study revolved around the speed-accuracy tradeoff of the proposed model where, with a limited dataset and training, the model runs at a speed of 30Hz and yields 85% accurate results on average. A Receiver Operating Characteristic Curve (ROC) is obtained for comparison of the proposed model with other machine learning models to better understand the efficiency of the system

Self-efficacy, which is known as the teachers’ self-perception of their competence and abilities in doing specific tasks, has attracted considerable attention in teacher education. It is seen as the teacher’s belief in achieving specific outcomes for students in their teaching practices, but the main sources of EFL teachers’ self-efficacy have not been systematically explored in a single study.  Therefore, this study set out to present a systematic review of the studies on EFL teachers’ self-efficacy. To this aim, a meta-analysis approach was employed to systematically review closely related papers from Elsevier, Google Scholar, and ERIC. The articles examined the sources of self-efficacy in a different context. Through precise screening, 13 papers were found to be eligible enough to be included in this study. Findings revealed that ‘Mastery Experiences’, ‘Vicarious Experiences’, ‘Social Persuasion and Support’,                                 ‘Emotional and Physiological States’, ‘Language Proficiency’, ‘Intelligence’, ‘Teaching skills and experience’, ‘pre-service training courses’, and ‘professional development activities’ are the main sources of self-efficacy. The findings could be theoretically and practically significant to EFL teachers, teacher trainers, and researchers interested in teacher education.

The ability to assess the language learners’ progress has been known as one of the most important parts of EFL/ESL teachers’ literacy. Language assessment literacy (LAL). The notion of LAL has evolved over time, as a large number of researchers showed to be enthusiastic to study this research area. However, the number of studies on teachers’ Writing Assessment Literacy (WAL) is scanty. As writing skill is very necessary for language learners to communicate with native speakers of the English language, it is very important for writing teachers to develop assessment tasks to positively contribute to the rate of learners’ progress in writing skill. Therefore, it is of much significance to review the related studies on assessment literacy, language assessment literacy, and writing assessment literacy. In this review study, the relevant studies were reviewed and further directions for writing assessment literacy of EFL/ESL teachers are suggested to the researchers interested in the field.

Research on native vs. non-native formulaic language use in academic texts, despite its wealth in scope and frequency, lacks an inclusive conceptualization of a non-native language learning context. Impressed by such a flawed approach, the bulk (if not all) of studies in the field compared the use of different multi-word strings in the academic discourse of either foreign or second language learners with a native baseline. The current study sought to address the gap, focusing on the structural and functional use of lexical bundles in two culturally parallel corpora developed in two non-native learning context modes: English as a foreign (EFL) and second (ESL) language. To this end, research reports written by Iranian Applied Linguistics MA and Ph.D. learners studying in different universities in Iran and English-speaking provinces of Canada were compared by a structurally similar native corpus, running cross-tabulation, Chi-square, and residual analysis analyses. The results revealed a significant association between language learning context and lexical bundle use on a functional level. The contextual variations yielded significantly different patterns of use concerning several micro-functions underlying text-oriented and research-oriented functions. Compared to functional differences, the between-corpus structural differences were inconspicuous, specifically concerning micro-structures constituting noun, prepositional, and verb phrase-related bundles. The study embraced the notion that EFL writers need to have immense exposure and enhanced language input available in ESL and native learning contexts to foster a native-like formulaic language.  

The global outbreak of COVID-19 necessitated a swift transition from conventional face-to-face (F2F) teaching to Emergency Remote Teaching (ERT) in educational institutions worldwide. This sudden shift posed significant challenges for both teachers and students, particularly those in low-resource rural schools. This study sought to probe into this experience in the context of English as a Foreign Language (EFL) instruction, focusing on the perspectives of teachers and students in rural high schools within Iran. The study participants were 13 female EFL teachers and 15 female EFL students teaching and studying in rural high schools in different cities in Iran. Employing a qualitative approach, data were gathered through semi-structured interviews, online observation, and one of the researcher’s reflective journals. Thematic analysis was utilized to analyze the data, identifying several categories encompassing the hurdles encountered by the participants and the achievements they attained. The identified categories pertaining to hurdles encompassed technological, financial, educational, personal, professional, and well-being problems. Similarly, the categories pertaining to achievements comprised technological, educational, and professional progress, as well as enhanced convenience. Exploring the dilemmas and aspirations expressed by these participants can inform and better equip the educational system of Iran to effectively respond to similar crises in the future. Furthermore, this study offers insights to education authorities, aiding in the resolution of barriers to distance online education and facilitating enhanced preparedness for potential future emergencies.

The present study investigated Iranian EFL teachers' alternative assessment literacy (AAL). The study employed a sequential explanatory mixed methods design, including qualitative and quantitative approaches. To achieve more accurate results, the AAL inventory (Mertler & Campbell, 2005) and an interview with ten teachers (to explore their challenges) were used to collect the data. The study participants were 306 Iranian TEFL teachers teaching English in different language institutes in Tehran. The study results revealed that Iranian EFL teachers enjoyed moderate knowledge of AAL. Also, their beliefs in employing AAL standards in L2 classroom assessment and its related methods were valuable and appreciated presenting their awareness of the issue. In addition, they claimed to have used specific alternative assessment-related strategies and practices in the L2 classroom. The findings imply that EFL teachers' AAL is inadequate as they cannot perform well in practice, while theoretically, they are knowledgeable enough. Therefore, continuous in-service training programs on educational assessment and AAL should be considered to cater to teachers' assessment literacy problems in the Iranian context.

Classroom assessment practices play an important role in increasing students' learning. These practices are also key to the success of curriculum reforms. In line with this importance, the current study aimed to explore Iranian EFL teachers' classroom assessment practices following the new curriculum reform introduced in 2011. It also examined whether there were differences in teachers' practices based on variables such as gender, teaching experience, and educational degree through qualitative and quantitative approaches. A total of 28 EFL teachers at public high schools from three provinces in Iran (Lorestan, Kermanshah, and Ilam) participated in the semi-structured interviews. After transcribing the interviews, recurrent themes were identified by thematic analysis. The results revealed that English teachers used primarily assessment for learning or formative assessment, yet their assessments were still exam-based. The frequency of assessment practices indicated that oral questioning during instruction (60.7%), test after each lesson or unit of lesson (50%), written exams (35.7%), and group activity (32.1%) were the most frequently used assessment practices among teachers. The findings revealed that there is a discrepancy between teachers' classroom assessment practices and the curriculum reform. Across gender, there was a significant difference between participants in terms of role play, assigning summaries of lessons, and playing audio files. Regarding teaching experience and academic degree, there was no significant difference between participants. The findings would have implications for teacher education programs and EFL teachers.Key Words: Classroom assessment; EFL teachers; Formative assessment; Practices

The statement stated in a multiple-choice question can be developed regarding two types of sentences: Interruptive (periodic) and cumulative (or loose). This study deals with different kinds of stems in designing multiple-choice (MC) items. To fill the existing gap in the literature, two groups of teacher students passing general English courses at Farhangian University were selected based on Cambridge Placement Test. The design of this study was a comparison group design. To verify the effectiveness of the stems, i.e., interruptive and cumulative stems, two types of tests based on the book entitled Thoughts and Notions 2, which was taught in General English classes, similar in content, but different in their stems, were designed. Each test contained 40 items, 25 vocabulary items, and 15 items of reading comprehension. The first group of students was given the test designed using only interruptive sentences as stems. The second group participated in the test, being prepared using only cumulative sentences as stems. After the data analysis via an independent t-test, it became apparent that the first group outperformed the second. Therefore, it was concluded that interruptive sentences as a stem in multiple-choice tests were more reliable and valid than cumulative ones. One of the study implications is that the interruptive stems can be used to assist policymakers and material designers, and language teachers to be considered for future decision making, and designing materials.

Purpose- Scientific papers are presented for benefit in journals. The studies are carried out academically and in accordance with the needs of society. Therefore, examining them is essential to journals and academics. This paper aims to analyze the articles of the Journal of Rural Planning and Research and the connection of these articles with the challenges and obstacles of rural development.Design/methodology/approach- Scientometrics research was the basis of the current research. Scientometrics is defined as quantitatively studying science or measuring the quality and impact of research. As a field, Scientometrics uses statistical methods and techniques to quantify research and achievements to reveal the research development process and can be a tool for decision-making. The main themes include measuring research quality and impact, citation processes, mapping scientific fields, and using indicators in research policy and management. The method of collecting information was from libraries and the citation database in the "Publish or Perish" software program. The indexes of "Network Density", "Centrality Degree", "Betweenness Centrality", "Eigenvector" and "Clustering Coefficient", as well as "H-Index", were used in this study. Ravar Matrix was used to prepare the self-interaction matrix, and Ucinet and Gephi were used to analyze the indicators and make graphs. Also, the co-occurrence of the keywords of the articles was the basis for identifying the topics of the articles.Findings- Journal of Rural Research and Planning (JRRP), has published 348 articles in 10 volumes and 35 issues. Authors such as Anabestani, Barghi and Rezvani had the highest number of connections in the collaboration network. On the other hand, researchers like Taghdisi, Anabestani, Afrakhteh and Bouzarjomehri are the most influential authors of the Journal. Moreover, the main topic of the papers is Economic Development in rural areas. According to the changes and evolution of the leading research topics, the issue of sustainable development has been one of the main research approaches in the last few years. After that, studies have been conducted more on sustainable livelihood development, connected with other topics.Originality / value- Neglecting social and cultural challenges seems to be the common shortcomings of rural research besides rural development programs in Iran. This issue indicates the need for more integration in research and calls for attention in development programs.