درخت حوزه‌های تخصصی

Discovering the best solution for assessing intercultural communication is a big challenge all over the world. Thus, the current paper tried to find various ways of intercultural assessment in Iran by introducing a bimodal assessment model. Therefore, the researchers selected thirty Iranian teachers through convenience sampling as the participants of the study. By using a qualitative design, the required data were collected and by using inductive content analysis, the results were analyzed. The data collected and analyzed from interviews and observation sessions revealed that Iranian teachers used a blend of traditional and communicative methods to assess intercultural issues in their classes. Portfolio assessment, performance assessment, dynamic assessment, self/peer assessment, written quizzes, dialogues, and discussion, interview, and presentation are among the methods of assessing intercultural communication in Iran’s context. This study is of high importance for language teachers because they can use the findings as tools for assessing intercultural content in their classes and for intercultural experts to introduce these assessment tools to teachers in their training courses. The bimodal assessment model as the final product of this paper could pave the way for Iranian teachers as an assessment model.

This study, drawing on a dual theoretical standpoint constituting ecological systems theory (EST) and self-determination theory (SDT), compared Iranian novice and experienced EFL teachers’ remotivational strategies. The participants, selected based on convenience sampling technique, comprised two equal 32-member groups of novice and experienced EFL teachers teaching different proficiency levels at six language institutes. To gather data, semi-structured interviews were conducted. The results of thematic data analysis indicated that novice and experienced teachers were approximately similar in terms of the emerging theme instances situated within the integrative SDT/EST framework. Nonetheless, novice and experienced teachers were markedly different concerning the number of theme instances for each SDT facet positioned in the EST layers. Moreover, the results of Chi-square test demonstrated significant differences between novice and experienced teachers in terms of the number of themes existing in the SDT/EST frame. The results, enhancing teacher educators’ understanding of the similarities and disparities between novice and experienced teachers’ perceptions of remotivational strategies, can provide teachers and teacher educators with awareness concerning how remotivational strategies are nested across multiple systems while simultaneously being informed by a certain motivation-specific theory.

The present study focused on the effect of an in-service meta-pragmatics training course on Iranian English as a Foreign Language (EFL) teachers’ pragmatic awareness and classroom pragmatic practices. A mixed methods design was used to achieve the objectives of the study. In the quantitative phase of the study, 300 EFL teachers were selected through convenience sampling and filled out the Pragmatic Awareness Questionnaire. In the qualitative phase, 60 of those teachers participated in a pragmatic training course. They were divided into experimental and control groups and underwent the processes of pretesting, intervention, and post-testing. Furthermore, 30 of these teachers were observed in terms of their teaching inter-language pragmatics both before and after the training course of meta-pragmatics. The results of the multivariate ANOVA (MANOVA) revealed that EFL teacher’s pragmatic awareness was relatively low. In addition, the findings unveiled a statistically significant difference between the EFL teachers’ meta-pragmatic awareness and their practices in terms of the 'language teacher' component. Moreover, the findings showed a statistically significant improvement in the EFL teachers’ pragmatic practices regarding teaching pragmatic features after receiving the instructions. The results of this study have some implications for stakeholders, namely EFL teacher trainers, EFL teachers, and EFL students.

The objective of this study is to explore the social interaction patterns of children with speech disorders from the perspectives of their parents and teachers. This qualitative study employed semi-structured interviews to gather in-depth data from 20 participants, including 10 parents and 10 teachers of children aged 4-10 years diagnosed with speech disorders. Participants were selected through purposive sampling to ensure a diverse range of experiences. The interviews were audio-recorded, transcribed verbatim, and analyzed using thematic analysis. The analysis focused on identifying common themes related to social interactions, communication strategies, and the emotional impact of speech disorders. Three main themes emerged from the data: the impact of speech disorders on social interactions, the role of the environment in social interaction, and strategies for facilitating social interactions. Children with speech disorders faced significant challenges in peer relationships, often experiencing social isolation and bullying. The home and school environments were critical in shaping social experiences, with teacher support and family encouragement playing pivotal roles. Parents and teachers employed various strategies, such as positive reinforcement, visual aids, and behavioral interventions, to support children's social interactions. Collaboration between parents and teachers was essential for providing consistent support. The study highlights the multifaceted nature of social interaction challenges for children with speech disorders and underscores the importance of supportive environments and collaborative strategies. Effective interventions require a comprehensive approach involving parents, teachers, and speech therapists. Future research should focus on larger, more diverse samples and include the perspectives of children with speech disorders to develop child-centered interventions. Practical recommendations include implementing inclusive practices in schools, enhancing parent-teacher collaboration, integrating speech therapy services into schools, and promoting community awareness to reduce stigma.

AbstractThis research is conducted aiming to study the relationship of self-directed learning, information technology and communication and academic motivation with entrepreneur curriculum in distance education. This research in terms of aim is practical, in terms of data collection is quantitative, and in terms of nature and method is descriptive (non-experimental) and correlative. Statistical population of this research includes students of smart secondary schools of Esfahan city in Academic year of 1395-96 (2016-2017) up to 550 persons. Sampling method is clustered method and 225 persons were selected randomly among of regions of 2, 3, and 5 of Education Administration of Esfahan city using Morgan formula. Library and survey methods were used for data collection. The instruments include researcher made questioners about entrepreneur curriculum of distant education, academic motivation, self directed learning, and ICT. The validity of questionnaires was confirmed by ten professors and experts in this field and its reliability was calculated through alpha Cronbach that was α=0.73. For analyzing data, SPSS software, version 21) was used to present descriptive statistic (including Frequency distribution table, mean, Percentage, and Standard deviation) and inferential statistic (including Pierson Correlation and Regression). The results show that self directed learning, ICT, and academic motivation have positive significant relationship with entrepreneur curriculum of distance education. It also shows that all of three variables of self- directed learning, ICT, and academic motivation are important in preparing entrepreneur curriculum. Academic motivation have maximum importance with β= 0.43 and information technology has minimum importance with β= 0.23.