درخت حوزه‌های تخصصی

Abstract: Linguoculturology is a new field of linguistic research dealing with manifestation of culture of different nations that are reflected in ELT situations. Accordingly, the aim of the present investigation was to examine if teaching English in EFL Iranian secondary high schools can make a change in their linguocultural competence and to empirically test the extent to which teaching EFL Iranian secondary high school students in a linguocultural context was likely to impact their speaking skills. To achieve this goal, the study was carried out in an Iranian secondary high school, in Dezful, Iran. In the first phase of the research, to assess 100 female participants’ knowledge of the Iranian linguocultural context and to increase the participants, linguocultural awareness and their subsequent linguocultural competence a standard checklist was employed. A pretest-treatment-posttest design was used in the respective linguocultural situation with 50 of the students participating in the real instruction to verify their probable speaking promotion. The study was conducted over a four-month time period. The data gathered from filling out a standard checklist and from the students’ performance on pre-posttests was analyzed using SPSS software. Results indicated that, at least for the participants in the current experiment, the type of instruction embedded in the Iranian linguocultural context was significantly effective in promoting the learners’ linguocultural competence and their speaking abilities, respectively. Recommendations for ELT in comparable circumstances were given. Key words: linguacultural competence, EFL Learners, Speaking Performance

 Despite the attention of many policymakers to the social justice issue, a question can be raised what is the relationship between educational leaders and their social responsibility in the social justice context? Therefore, the current research encompasses the participants' lived experiences of the main essences of educational leadership for social justice to put it in a meaningful context. In the present research with a qualitative approach and a descriptive phenomenology strategy, the potential participants were school principals and experts involved in the education sector of Kermanshah. Among these people, 16 samples were selected by the purposive method and invited to participate in the research. Data were collected using a semi-structured protocol focused on two main and general questions: What have you experienced about leadership for social justice? What situations have affected your experiences of leadership for social justice? The text of interviews was analyzed using the thematic network drawing method (Attride-Stirling, 2001), including three stages of basic, organizing, and inclusive themes. It finally led to a textual and structural description of the experiences and provided an understanding of the participants' common experiences. MAXqda software was used to increase reliability and data management. The results indicated that educational leadership components for the social justice of school principals included six main essences, namely leadership knowledge, professional competence, moral adequacy, cultural capacities, coping strategies, and leadership style. Paying attention to each of these components can effectively promote social justice at schools.

The present study aimed to investigate the role of digital competence in the classroom leadership of new teachers. The study was applied in terms of purpose and used a descriptive-analytical methodology. Moreover, the data were collected according to the quantitative approach. The population included all graduates of Farhangian University in Fars Province who started teaching during the academic years from 2016 to 2021. Using Cochran's formula and the available sampling method, 238 people were selected as a statistical sample from 4500 new teachers. The data were collected using the EU Standardized Digital Competence Questionnaire (as cited in Gümüş & Kukul, 2023)  and the Classroom Leadership Scale (Karabağ Köse, 2019). Using Cronbach's Alpha coefficient, the instruments' reliability was determined at 0.96 and 0.95 for the EU Standardized Digital Competence Questionnaire and the Classroom Leadership Scale, respectively. Data were analyzed using the t-test to determine the status of the research variables, Pearson's correlation coefficient for investigating simple relationships between the variables, stepwise regression analysis, and confirmatory factor analysis for determining the construct validity. The study results showed that the new teachers' digital competence was (in general) above average, and only one component (i.e., creating digital content) was evaluated at an average level. Furthermore, a significant relationship was observed between the components of digital competency and classroom leadership. Ultimately, the results of the stepwise regression indicated that new teachers' digital competence could explain around 30% of their classroom leadership