درخت حوزه‌های تخصصی

In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in game-based group dynamic assessment. Our participants included thirty upper-intermediate EFL learners (15 males and 15 females) from two intact classes taking an English pragmatic course via game-based group dynamic assessment. Following a pre-test, treatment, and post-test design, the participants filled out a PLS inventory to identify the strategies for tackling L2 conversations in different situations. Besides, all learners were required to write reflective journals following each treatment session. Descriptive statistics and correlational analysis were employed to analyze the data. The findings indicated that the participants most widely used memory strategies, i.e., they relied more on memorizing and storing previous pragmatic knowledge. In addition, compensatory strategies were positive but weak predictors of the learners’ L2 pragmatic performance, and gender did not impact the learners’ use of different PLSs. The study’s limitation and its practical and pedagogical implications for educational policymakers, teacher education programs, and L2 instructors will be discussed in light of the posed research questions.

This study examined the effects of virtual English instruction via the Iranian Student Education Network (SHAD) on the speaking accuracy of Iranian high school English learners with varied personality traits during the COVID-19 pandemic. The participants (n = 54) completed the Quick Oxford Placement Test and the Eysenck Personality Inventory before taking a speaking test based on the Vision English for Schools Series. The participants' voice-recorded responses to the speaking test were then analyzed for accurate verb usage. After completing 18 online sessions with diverse speaking tasks on SHAD, the participants retook the speaking test, and their performances were analyzed. The results indicated significant effects on the speaking accuracy of both extroverts and introverts, with introversion showing the most positive impact. Semi-structured telephonic interviews were conducted to gather participants' perceptions of virtual education. The findings highlighted the challenges and opportunities faced by Iranian high school English learners in online classes, with implications for virtual language education and materials development. 

Despite some investigations highlighting the role of English literary texts in learner identity construction, few studies have explored how integrating translated short stories from learners’ native culture impacts L2 learners’ identity reconstruction in EFL contexts. This study addresses how learning English through Persian short stories translated into English can affect reader identity reconstruction of Iranian undergraduate students of English. The researchers selected three translated stories of loyalty, justice, and love themes. After collecting the data through five WhatsApp semi-structured interviews and five open-ended questionnaires, the researchers applied qualitative content analysis to the data related to readers’ self-descriptions of the initial L2 learning experiences, the story-based instructional stage, and their aspirations. The findings revealed significant alterations in the emotional and attitudinal states of the learners throughout the stages. Despite prioritizing different cultural and linguistic resources, the three participants highlighted the contribution of resources in language learning in the story-based stage and in their aspirations. All participants focused on the scaffolding role of their native language and culture in enhancing classroom interactions. The results would enlighten materials developers to integrate translated literary texts from Persian literature into language teaching programs

Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover, Pronunciation is one of the most difficult parts of teaching a foreign language to adults. It seems that the sub-skill of pronunciation is not taught in the form of a well-rounded program in communicative approaches and interactive conversations in Persian language classes, and that learners pronounce Persian under the influence of the phonemes of their mother tongue. This study is an attempt to provide an answer for the question of what strategies foreign learners use in their learning process by examining pronunciation learning strategies. The current research is the application and collection of research data using the field research approach and the descriptive method is used for the data analysis. The research instrument in data collection is a questionnaire composed of 43 items, each question containing a pronunciation strategy. After verifying validity and reliability, it was randomly distributed among foreign Persian learners. Based on the findings, they make significant use of cognitive, social, metacognitive and compensatory strategies. Commonly, mother tongue does not have a significant effect on the use of these strategies, but Chinese speakers use the group of cognitive strategies significantly more than Arabic speakers do.

The purpose of the present study was to present a causal model of the effect of educational conflict on students' educational self-regulation, taking into account the mediating role of family communication patterns. Therefore, in terms of purpose, this research is applied and in terms of methodology, it is quantitative research of correlation. The statistical population of this research includes all students of Payam Noor University of Isfahan in the academic year 1400-1401. 300 people were selected as the sample of this study using the random sampling method. Rio’s Educational Engagement questionnaires (2013), Bouffard et al.’s (1995) Educational Self-regulation, and Koerner and Fitzpatrick’s (2004) family communication patterns were used to collect data. To analyze the data at the level of descriptive statistics, mean, standard deviation tests and at the inferential level, T-tests, regression coefficients, and path analysis were used in the SPSS19 software environment. The research findings have shown that there is a positive and significant relationship between all of the research variables the results of path analysis also showed that the variable of family communication patterns was able to establish a mediating role in the effect of educational conflict on educational self-regulation.

The purpose of study is Identifying the factors affecting the establishment of "quality culture" and effective factors in the quality of virtual education of Farhangian University.The research method was a two-stage combined exploratory exploration. In the qualitative section, using a semi-structured interview technique, 23 academic and thematic experts were interviewed in a purposeful manner from educational and research centers and the research method in the qualitative part is foundational data theorizing, which seeks to create a theory, model and pattern (Sharmaz, 2007: 462),. A descriptive-survey method has been used in the quantitative part. To analyze the data in order to evaluate the fit of the proposed model from confirmatory factor analysis and structural equation modeling technique by using Smart PLS software. In the quantitative part of research, the initial structure of questionnaire which was compiled with 136 items, in the initial study among five quality monitoring and evaluation experts at Farhangian University. The information obtained from the examination the indicators of each of dimensions and indicators of the quality culture using the criteria of the absolute magnitude of the factor loadings, T-statistics and R2, it should be said that all the items have a suitable factor loading (above 0.7) on the related variable. And these factor loadings were significant at 0.05 and 0.01 levels. In other words, the value of t associated with each factor load is greater than its critical value (1.96) at the 0.05 level and (2.58) at the 0.01 level. Then, in the quantitative section, 389 faculty members and non-faculty members were selected by multi-stage cluster sampling and answered the questionnaires. Findings from first and second confirmatory factor analysis showed that culture quality of factors; "Structural / managerial elements"(0.388), "Cultural/ psychological elements" (0.248), "Leadership" (0.500), "Communication" (0.584), "Trust"(0.457), "Commitment"(0.150) and responsibility"(0.528),"Participation"(0.176), "Empowerment"(0.312), "Infrastructure reform"(0.161), "Results of quality culture"(0.458) has been formed and its native model has a suitable structural validity for establishment in Farhangian University. As a result, it can be said that the structural model under study is of good quality and the observed values are well reconstructed and the model has a good predictive ability.

Scientific thinking is a type of knowledge seeking involving intentional information seeking, including asking questions, testing hypotheses, making observations, recognizing patterns, and making inferences. The purpose of this research was designing a package of scientific thinking training and its ‘effect on problem-solving skill in preschool children. For this purpose, a study was designed in two steps. At first time, based on Kuhn theory and by reviewing and analysing available resources, the scientific thinking training package was designed. This teaching package includes discussions between the researchers and the child about stories with topics related to children's environment that they may not have encountered in everyday situations in the form of questions. At second step, in order to determine the effect of scientific thinking training on problem-solving, 30 children aged 5 to 6 (15 girls-15 boys) with a moderate score in Raven intelligence test was chosen from three primary schools. Subjects were trained individually in scientific thinking for 8 sessions. Data were analysed using repeated measures analysis of variance. Findings showed that teaching scientific thinking significantly improves problem solving skills (p <005) and this effect is stable over time. The results of this study show that preschool education and interaction with teacher is an opportunity to provide stimulus situations appropriate to children's abilities, and provide conditions for improving problem-solving.

Objective: The aim of this study was to investigate the relationship between perceived Islamic parenting and the desire to get married mediated by spiritual well-being in single students of Ferdowsi University of Mashhad. Methods: The research method was descriptive and Structural Equation Modeling (SEM). This study's statistical population included single students of Ferdowsi University of Mashhad who were studying in 2021, among which 400 students were selected through purposeful sampling and completed these questionnaires: Islamic Parenting Questionnaire  of Maktobian Bharanchi et al., (2015), Spiritual Well-being Questionnaire of Golparvar et al., (2015),  and the student version of desire to get married questionnaire of Heydari, et al., (2004). Structural Equation Modeling was used to analyze the data. Results: The Pearson correlation results showed a positive and significant correlation between perceived Islamic parenting and spiritual well-being with the desire to get married (p<0.05). In addition, results showed that perceived Islamic parenting could predict the desire to get married both directly and through spiritual well-being  and were significant (p<0.001). Conclusion:  According to the research findings, perceived Islamic parenting and spiritual well-being are the variables affecting the desire to get married in single students.

The current research aimed to identify the linchpin components for school principals. In the current study, the researcher used the qualitative method of cornerstone content analysis based on the research objective and problem. The research field was formed by all schools’ principals in Tehran. The purposive sampling method was used to select research participants. To collect data, non-reactive measures (various documents such as articles, books, research results of others, reports, etc.) and semi-structured interviews with key informants were used. At the beginning of the interview, general explanations about the research and its objectives were presented to the interviewee and then the interview was started. The purpose of the researcher conducting these interviews was to identify the development’s linchpin components and their symptoms. The duration of each interview was between 30 and 45 minutes; the ideas raised during the interview process were noted down. Qualitative data were analyzed by using the three-step inductive thematic analysis method of Clarke and Braun (2006). In the inductive thematic analysis where there are logically no pre-defined themes, patterns are revealed during the analysis by placing open codes or similar sub-themes within a main theme. Also, to check the validity of the obtained findings, qualitative validation criteria of "validity" and "reliability" as well as "external audit" were used. The findings showed the 13 components to develop the linchpin components of school principals: network communication; strategic planning; collaborative/interactive/ leadership and management based on collective wisdom; expertise and deep knowledge; critical thinking and problem-solving; creativity and innovation; developmental thinking (self and others); (boundary) breaking structure; ethics/professional ethics; insight and inspiration; acceptance of differences and the uniqueness of humans; generosity and the art of work and emotional connection