درخت حوزه‌های تخصصی

This research investigated the impact of varying planning conditions and task types on the accuracy of pupils' speaking abilities. Utilizing the Oxford Placement Test (OPT), 80 intermediate female participants nominated for the research and assigned to four untouched classes. These classes were planned as the individual-planning personal task class (IPPT class), the individual-planning decision-making task class (IPDT class), the class-planning personal task class (CPPT class), and the class-planning decision-making task class (CPDT class). Two concurrent decision making tasks were planned to be conducted both at the beginning and at the end of the experiment, while a six-week intervention was scheduled in between. Three sessions were dedicated to administering the OPT test, the pretest, and the posttest; and the students accomplished two dissimilar task types under two diverse planning situations throughout the other three treatment meetings. The results from the one-way ANOVA discovered that pre-task planning conditions and task types significantly influence the accuracy of speaking. These outcomes reinforce the notion that planning conditions have meaningful results on pupils' accomplishment in personal and decision-making tasks. Consequently, both planning conditions proved real in enhancing students' performance in speaking tasks. It is suggested that educators should give considerable attention to pre-task planning to alleviate EFL pupils' challenges in attaining upper ranks of accuracy in their speaking abilities.

In recent years, many educational experts have concluded that game is one of the key elements in learning various skills in children, especially social skills. The aim of the present study was to identify the components of games based on social skill development for preschools in order to design a desirable model. The present study was conducted using a qualitative approach, specifically the grounded theory method. Data were collected through 25 semi-structured interviews with preschool teachers and educators who had valuable experiences related to the research topic using purposive sampling (snowball), and were analyzed in three main stages: open, axial, and selective coding. Interview data analysis revealed five main categories which affect educational games based on social skill development model; namely, causal factors, contextual factors, intervening factors, strategies, and advantages. It is concluded that proper implementation of a game-based social skills curriculum and paying attention to its various elements can lead to a child's physical, mental, and sensory development.

This study aimed to investigate the effect of proactive personality on innovative work behavior and creativity of teachers through the mediation of intrinsic motivation and thriving at work. This study was correlation using descriptive methods and structural equation modeling for applied goals. In this regard, 250 people were selected from 711 senior high school teachers in Urmia City by stratified random sampling method and using Morgan Table. To collect data, the questionnaires, including Buck's proactive personality (2011), Scott and Bruce's innovative work behavior (1994), Tierney et al.'s work creativity (1999), Kern's thriving at work (2018), and Tierney et al.'s intrinsic motivation of employees (1999) were used. After confirming face and content validity, the construct validity of every questionnaire was calculated using confirmatory factor analysis and its concistency was calculated using Cronbach's Alpha. All variables had a Cronbach's alpha coefficient above 0.7. Data analysis was performed using SPSS and PLS3 software. The results of testing research hypotheses showed that the proactive personality had a positive effect on teachers' innovative work behavior and creativity and intrinsic motivation mediated this relationship. Also, teachers' work thriving as a result of these interactions increased creativity and innovation in the teaching process. Based on the findings, it was suggested that schools should strengthen teachers' proactive personality traits and intrinsic motivation by designing educational programs and workshops to develop creative skills. This will not only help improve the quality of teaching, but also can also lead to the creation of a dynamic and creative educational environment.