درخت حوزه‌های تخصصی

The current inquiry aimed at examining the effect of first language by Iranian learners as Foreign Language (EFL) in task preparation on their speaking accuracy, fluency and complexity. For this purpose, 40 Iranian EFL learners with intermediate level were selected based on a placement test, and divided into two equal groups. Then, the speaking fluency, accuracy, and complexity test was administered as the pretest. The treatment lasted for five sessions of 60 minutes. In these sessions, the learners did oral opinion tasks. In the first group, participants were supposed to spend 10 minutes to cooperate with a partner to read a proposed problem, discuss their solutions, and jot down by in a planning sheet. Within 10 minutes, they prepared for the task using only their L1 (Persian) for improving both speaking and writing skills. Following that, the participants were separated in various rooms, and were given two minutes to plan the task in English prior to doing the task. In contrast, the second group completed the planning sheet and prepared the task in English as their second/foreign language. The instruction lasted five sessions. At the final session, the speaking fluency, accuracy, and complexity posttest was conducted. The effects of the task planning conditions were analyzed and compared during and after the task performance. The data were analyzed via ANCOVA. The findings indicated that using L1 by Iranian EFL learners in task preparation significantly affected speaking accuracy, fluency and complexity. Finally, the pedagogical and theoretical implications of the study are provided.

The present study aimed to develop a teaching competency framework for Iranian English Language Teaching (ELT) teachers by conducting interviews with 30 teachers and head teachers in the field of ELT across multiple regions in Iran. The study utilized MAXQDA 20.2.1 to conduct a thematic analysis in three phases. Intercoder reliability (ICR) testing demonstrated a significant level of agreement. The findings indicated that an effective contextualized teaching competency framework for ELT teachers should consist of six key components: professional attributes focusing on teaching-specific characteristics, skills representing practical teaching abilities, knowledge encompassing subject-matter expertise, general qualifications including foundational requirements, personal attributes, and goals and values. Fifty-nine indicators were identified and strategically linked to established reference frameworks for ELT teacher competencies. The developed framework contributes to a novel organization of ELT teaching competencies. Key findings revealed that linguistic competency, inclusivity, student bonding, pedagogical knowledge, organizational skills, and teaching passion emerged as critical indicators within the Iranian ELT context. The framework's strength lies in its systematically developed structure based on expert insights and comprehensive literature analysis that offers brevity in design while maintaining comprehensiveness. These features would make it particularly applicable for Iranian ELT settings while providing a replicable model for broader international contexts. Future research should explore longitudinal studies to understand the changes that transpire over time. Moreover, integrating the perspectives of English language learners and high school students could enhance the practicality and applicability of these frameworks.

After Arab invasions and territorial expansion in Sassanian-era Iran, Iranians resisted Umayyad and Abbasid caliphs due to bias and discrimination. Uprisings against biased Arab rulers reduced their control over the Islamic Caliphate's eastern borders, paving the way for local government formation and independence. The Abbasid caliphate, facing challenges in the west and engaging with the Byzantine Empire, was alarmed by emerging local governments like the Tahirids, Saffarids, and Samanids. To maintain influence, the Abbasid caliphate considered granting conditional independence to these regions. The Ghaznavid rulers, originally prominent commanders in the Abbasid army, grew and trained within its military structure. Supported by the people and their soldiers, they pursued independence, breaking allegiance to Baghdad and establishing their government. Initially part of the Abbasid army, these rulers, including Ghaznavid emirs, moved eastward due to conflicting interests with the Baghdad caliphate. There, they formed semi-independent structures to maintain influence.In the eastern borders, where political systems like the Ghaznavids relied on military power, the army (Sepah) and militarism played a crucial role in historical research. The central question explores how the military system and militarism in local governments, such as the Ghaznavids, contributed to their formation, development, and expansion during the early Islamic centuries. Research reveals the Ghaznavid government's military system and militarism were modeled after predecessors like the Abbasids, Umayyads, and Sassanians. Local governments like the Tahirids and Saffarids significantly influenced this evolution. Over time, Ghaznavid rule underwent fundamental changes in the army and militarism, reaching maturity in response to evolving needs.

This study examines the so-called “scribe pattern” markers identified in 62 late Proto-Elamite administrative documents housed in the Louvre Museum and the National Museum of Iran. Recent research indicates that Proto-Elamite administrative systems underwent significant developments in the methods used to authenticate and individualize documents. Archaeological evidence suggests that, in the early phases, animal and symbolic motifs predominated in seal designs; however, with the advancement of writing, these were gradually replaced by simpler linear signs. Notably, the emergence of new types of seals inspired by these linear signs characterizes the later stages of this period. These changes reflect a complex phase of interaction between ancient traditions and administrative innovations. It appears that Proto-Elamite society was actively experimenting and seeking optimal solutions for recording and verifying information. Despite recent advances in scholarship, major challenges remain in fully understanding this system, especially regarding the precise status of these markers within the administrative hierarchy. This research not only opens a new window onto the study of early administrative systems but can also inspire comparative studies of the evolution of writing in ancient civilizations. The discovery and analysis of additional examples in the future will undoubtedly clarify many of the current uncertainties.

This study investigates the bibliometric analysis on asset allocation for portfolio optimization using machine learning algorithms. The primary objective is to identify and analyze the scientific literature through bibliometric analysis to uncover key themes, authors, sources, highly-cited articles, and countries involved in portfolio management research. To achieve this, 304 articles indexed in Scopus and Web of Science from 1990 to 2023 were analyzed. Using RStudio software, the study highlights various models employed in this field, along with tables, graphs, maps, and key performance metrics related to article production and citation impact. The findings reveal an upward trend in the use of machine learning for optimal portfolio management, asset allocation, and risk management since 2016. Additionally, the United States and China emerged as leading contributors to this literature. The results provide practical insights for market participants, especially those in fintech and finance sectors, to identify optimal machine learning solutions for decision-making processes. These findings also guide students in focusing their research efforts on underexplored areas within this domain.