درخت حوزه‌های تخصصی

The purpose of this study was to compare the brand communication dimensions in the clothing and footwear industry. This research was descriptive-correlational and its statistical population consisted of consumers of footwear and sports clothing in Iran. The statistical sample was estimated according to the Cochran formula. Finally, 379 questionnaires were used to analyse the data. The findings of this study showed that all the paths except for the effect of brand experience on satisfaction in both industries and the effect of experience on loyalty in the shoe industry was significant. The role of mediator of brand loyalty and satisfaction in all directions, except the path of brand experience to loyalty, has been confirmed in the sports shoes industry. Comparing the two proposed models, only trust path on brand satisfaction, had a significant difference between the sports shoes industry and the sports clothing industry.

The purpose of this study was to investigate the effect of organizational justice on the relationship between organizational policy and organizational citizenship behavior of sports experts in Tehran Municipality. The statistical population of the present study was all the experts of 22 districts of Tehran Municipality (N= 1800) and the statistical sample according to Cochran's formula was equal to 317 people. Finally, out of 350 distributed questionnaires, 323 questionnaires were found to be valid. A four-part questionnaire was used to collect the research data. The validity of the questionnaires was confirmed by 5 experts and Cronbach's alpha coefficient was used in the pilot study for assessing the reliability of the research tool. Conducting Pearson correlation test as well as structural equation modeling through SPSS and LISREL software were used to examine the research hypotheses. The results of Pearson test showed a negative and significant relationship between organizational policy and organizational citizenship behavior (-0.51) and regression analysis of the study showed that 32% of changes in citizenship behavior could be predicted by organizational justice and organizational policy variables (32/32). Testing the research model revealed the indirect effect (mediated by perceived organizational justice) and direct effect of perceived organizational policy on organizational citizenship behavior. Moreover, the coefficient of direct impact (-0.183) of perceived policy on organizational citizenship behavior was found to be more than its indirect effect (-0.705).

Transference of professional sports clubs to private sector involves the necessary conditions for private sector activity. Therefore, the aim of this study was to determine the prerequisites for the transference of professional football clubs in Iran with emphasis on economic requirements. Statistical population included all CEOs and members of board of directors from professional football clubs, chairmen of committees and officials of provincial football boards, sports management and economics professors as well as football reporters. The research tool was a valid and reliable researcher-developed questionnaire. Factor analysis and Friedman ranking test were employed to analyze the research data. According to the results, the prerequisites for privatization were categorized in seven factors including cultural, executive, programming, motivational, legal, economic, and structural. Moreover, economic requirements (4.20) were the most important category, followed by executive (4.14), structural (4.04), motivational (4.02), legal (3.99), programming (3.97), and cultural requirements (3.62), respectively. Among the economic requirements, the transparency of financial information from country's football clubs, presence of strong sponsors and the creation of supportive funds for financial guarantee of private sector are in the first to third ranks, respectively. According to the findings the most important priority is to solve the financial problems and revenue generation of the clubs.

L2/FL writing ability, which per se includes many different types, is considered a major skill in academic settings. However, little research has been done in this area and even less has focused on the effectiveness of task-based writing instruction on the two specific kinds; namely, referential writing and expressive writing. To this end, 60 English Translation sophomores of both genders were selected and divided into two classes after ensuring their homogeneity through the Quick Placement Test (OQPT). For the pre- and post-tests, the participants were required to take IELTS writing tests requiring referential and expressive types of writing. As for the treatment of the study, all participants were instructed based on the same content materials of advanced writing and a task-based framework. The results of the statistical analysis indicated significant improvements in the participants’ writing abilities in referential and expressive written tasks. Besides, the effectiveness of task-based writing techniques was approved in terms of referential and expressive types of language functions in the academic writing of Iranian EFL learners.

The purpose of this study was to investigate the role of multifactorial socio-educational variables of the family in the structural model of predicting the academic achievement of EFL learners and the mediating roles of parents' involvement and perceived autonomy support. The population of the study comprised all the high school EFL students in Urmia, from which 492 students (262 males and 230 females) were selected as the participants through Cochran's formula and stratified random sampling method. The study was conducted with a correlational design, using structural equation modeling method, and the assessment tools were standard questionnaires. The results of data analysis showed that perceived parental autonomy support, parental socio-economic status, and parents' involvement in education are significantly related to language learners’ academic achievement. Based on this finding, it is claimed that to improve the academic achievement of language learners, these three variables should be taken into consideration and strengthened as facilitating mediators.

Changes caused by the COVID-19 pandemic have tremendously affected different aspects of education and have shifted the traditional face-to-face approaches to online learning. As a non-innovative mode of learning, online teaching and learning have created a new cultural ambiance since teachers and students have to change shortly. The present study draws upon the Community of Inquiry (CoI) framework combining teaching, social, and cognitive presences to explore students’ online learning experiences. It aims to assess the interrelationship among presences of CoI and find out which presence is a major factor influencing cognitive presence. A total of 207 university students participated in this study. Data was collected using the Community of Inquiry Survey Instrument and quantitatively analyzed through Multiple Linear Regression (MLR) and descriptive statistics.The obtained results indicated that teaching, social, and cognitive presences are correlated, and social presence has a significant impact on students’ learning process. This has a wider implication for online teachers to create more activities and motivate the students to communicate and participate openly in social interaction.  

This study is aimed at (1) examining the preferred English learning styles among secondary school students; (2) exploring the mismatches in teachers’ English teaching styles and students’ learning style preferences. A quantitative approach was used to seek answers to the research questions. The sample of this research involved 204 students and 5 teachers of English from 5 different secondary schools in Vientiane Capital, Lao PDR. All student and teacher participants were invited to rate their agreement levels on a five-point rating scale, towards Reid’s (1995) six learning style preferences. The data collected were analyzed based on descriptive statistics. The findings reveal that student participants had more than one preferred learning styles. They preferred Kinesthetic, Group, and Audio learning styles in their English classes. For them, learning through doing, learning and working together with classmates, doing or resolving challenging tasks as well as listening to teachers and someone’s instructions through interaction made them learn more effectively. The study also finds that mismatches in styles between teachers’ teaching styles and students’ learning style preferences do exist in four out of the five sampled schools. Teachers are more oriented to Visual styles. For instance, they favor writing things on board, asking students to read from textbooks, provide activities that make students read rather than listen to instructions, while students are likely not to prefer the Visual learning style.