درخت حوزه‌های تخصصی

This study compared the impact of interactive meta-linguistic feedback on the learning and retention of grammatical structures among Iraqi EFL learners. The study used a quasi-experimental design with 62 intermediate-level male students separated into three groups: one receiving interactive meta-linguistic feedback, another receiving traditional meta-linguistic feedback, and a control group that received no feedback. Pre-tests, immediate post-tests, and delayed post-tests were used to assess participants' knowledge of the following grammatical structures: present perfect, present perfect continuous, future, and future perfect. The results showed that interactive meta-linguistic feedback greatly improved both grammatical structure learning and retention when compared to other types of input. This study emphasizes the significance of feedback in language acquisition and proposes that interactive approaches may be more effective in promoting grammatical accuracy among EFL learners. This study compared the impact of interactive meta-linguistic feedback on the learning and retention of grammatical structures among Iraqi EFL learners. The study used a quasi-experimental design with 62 intermediate-level male students separated into three groups: one receiving interactive meta-linguistic feedback, another receiving traditional meta-linguistic feedback, and a control group that received no feedback. Pre-tests, immediate post-tests, and delayed post-tests were used to assess participants' knowledge of the following grammatical structures: present perfect, present perfect continuous, future, and future perfect.

Listening effectively in a foreign language presents many challenges for students. The aims of this convergent mixed methods study were two-fold. First, to determine whether teaching listening strategies through materials tailored to apply principles related to decreasing Cognitive Load (CL) could help learners improve their L2 listening comprehension. Second, whether using such materials could reduce learners' cognitive load. In doing so, two modes of material presentation (computer-based and text-based) were selected. Eighty-eight TEFL bachelor students in three intact classes were randomly assigned to three treatment conditions: Strategy-Based Cognitive-Load-Decreasing Computer-Based Material (SB-CLD-CBM), Strategy-Based Cognitive-Load-Decreasing Text-Based Material (SB-CLD-TBM), and Strategy-Based Non-Cognitive-Load Decreasing Conventional Learning Material (SB-NCLD-CLM), and received relevant instructions. A general proficiency test was used to examine participants' language proficiency. A listening pretest and posttest, a listening achievement test, and a cognitive load questionnaire were used to collect data in the quantitative phase. A reflection paper, including two questions about students' perceptions administered during the treatment, was used to gather qualitative data. The One-way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA) showed that CLD-CBM and CLD-TBM outperformed the NCLD-CLM in listening comprehension and experienced lower cognitive load. However, no significant difference was found between the experimental groups. The findings are valuable for teachers and materials developers, suggesting they should include Cognitive Load Theory principles and strategy instruction when designing learning materials and instructional approaches.

This study aimed to examine the mediating role of executive functioning in the relationship between parental involvement and math achievement among children with learning disabilities. A descriptive correlational research design was employed, involving 379 Malaysian parents of children aged 9 to 12 years diagnosed with learning disabilities. Participants were selected using stratified random sampling based on the Morgan and Krejcie (1970) sample size determination table. Data were collected using three validated instruments: the Parent and School Survey (PASS) to assess parental involvement, the Behavior Rating Inventory of Executive Function (BRIEF) to measure children's executive functioning, and the Math Composite of the Wechsler Individual Achievement Test–Third Edition (WIAT-III) for math achievement. Pearson correlation analysis was conducted using SPSS version 27, and structural equation modeling (SEM) was performed using AMOS version 21 to test the hypothesized mediation model and assess the model fit. Pearson correlation results indicated significant positive relationships among all variables: parental involvement and executive functioning (r = .41, p < .001), parental involvement and math achievement (r = .36, p < .001), and executive functioning and math achievement (r = .48, p < .001). The SEM revealed an acceptable model fit (χ²/df = 1.84, CFI = 0.97, RMSEA = 0.045), and confirmed that executive functioning significantly mediated the effect of parental involvement on math achievement. Both the direct effect (β = 0.26, p < .01) and the indirect effect through executive functioning (β = 0.18, p < .001) were statistically significant. The findings underscore the importance of executive functioning as a cognitive mechanism through which parental involvement enhances mathematical performance in children with learning disabilities. Educational interventions should integrate strategies to strengthen both parental engagement and children’s executive functioning skills to optimize academic outcomes.

The purpose of this research is to determine the effect of using new educational technologies (interactive PowerPoint) on the collaborative learning of sixth grade students. The present research is an applied research in terms of purpose and semi-experimental one in terms of data collection method. The selected research design is the pre-test-post-test design with a control group. The statistical population of this research (250) includes all the sixth grade students of Qazvin city, Lower Tarem region, in the academic year 2017-2018. Using simple random sampling method, 50 people (25 control group and 25 experimental group) were selected. The main data collection method is library research method. For data collect purpose, participatory and active learning questionnaire (Cho and Bavli, 2007) has been used. The data collection instrument is a package of using modern educational technologies (interactive PowerPoint). Content validity was checked to secure the validity of the research and Cronbach's alpha coefficient was used to determine the reliability of the instrument. The reliability of the questionnaire was found to be 0.85. In the descriptive statistics section, statistical characteristics such as frequency, percentage, mean, and standard deviation have been reported, and in the inferential statistics section, the KS test was employed to determine whether the variables are parametric or non-parametric. Also, one-variable covariance analysis was run using SPSS23 software. The results of the present study indicated that the use of new educational technologies (interactive PowerPoint) had a positive and significant effect on the group dynamics and project of the sixth grade elementary students. The findings of the present research also revealed that making use of use of new educational technologies (interactive PowerPoint) had a significant effect on the collaborative learning of students. It also indicated that the use of new educational technologies (interactive PowerPoint) had a significant effect on the dimensions of collaborative learning (group dynamics, doing work on the project, feedback) and students' feedback

This study investigates how HEXACO personality traits—honesty-humility, emotionality, extraversion, agreeableness, conscientiousness, and openness—shape risk-taking, risk perception, and perceived benefits among undergraduate accounting students, informing teaching strategies to enhance ethical and audit competencies. In First quarter of 2025, data were collected from 170 accounting students at Tehran universities using validated personality and risk-taking measures adapted for classroom contexts. The analysis confirmed the soundness of these instruments. Findings indicate that honesty-humility reduces unethical behavior, while conscientiousness supports more cautious decision-making. An ethical risk-taking paradox emerged, as situational pressures sometimes encouraged risky choices despite ethical concerns. Emotionality and extraversion shaped risk behaviors by influencing how students perceived risks and benefits. The study suggests ethics-focused case studies and audit simulations as effective teaching strategies, showing how personality-informed approaches can strengthen ethical judgment and technical precision in accounting education. Grounded in experiential learning and self-efficacy principles, these findings align with global movements toward competency-based education that surpass traditional models.

The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement

Mathematical disorders, which are rooted in genetic factors and central nervous system dysfunction, can cause cognitive and psychological processing disorders. This study aims to determine the effectiveness of problem-solving training on executive functions and mental fatigue in female students. This study is a quasi-experimental design with a pre-test and post-test with a control group. The statistical population includes female students in the first year of high school in Miandoab city in the academic year 1401-02, from which 40 people were selected as a sample based on the available method and randomly assigned to two control and experimental groups. The research tool includes Coolidge's executive functions, 2002 version, differential or diagnostic tasks (Sedak and Kafta), and a problem-solving training protocol. SPSS 25 software was used to analyze the data. Results were shown that problem-solving training significantly affects executive functions (F=16.35, P< 0.00) and reduces cognitive fatigue (F= F=21.75, P< 0.00) in students. Therefore, problem-solving training as a strong capacity can reduce fatigue and increase executive functions.