درخت حوزه‌های تخصصی

The aim of this research paper is to explore how the rhetorical means employed by the United States of America are produced in cultural, historical, and political contexts. The public speeches will be delivered by the Presidents of the United States and other European leaders during the tenure of 2017-2024. The aim of this paper is to determine the extent to which cultural norms, political institutions, and historical backgrounds mold leadership engagement strategies of leaders from both regions through an analysis of a large corpus of political speeches. Importantly, the results show significant differences in political rhetoric styles, especially regarding individualism, power distance, and uncertainty avoidance. These are represented through the use of the Critical Discourse Analysis framework, Aristotle's Three Appeals, and Hofstede's Cultural Dimensions Theory. Based on the data analysis, it would appear that the United States of America. Generally speaking, presidents have a predisposition to utilize direct and forceful forms of communication, which must be that of American culture concerning individualism and leadership. Whereas in American politics, leaders do follow the straight and often inflexible line, in Europe, politicians are more diplomatic and multilateral, their approach emphasizing collective decision-making and cultural coherence.

This study aims to explore the psychological impact of virtual learning on students with special educational needs (SEN). This qualitative study utilized semi-structured interviews with 24 students with SEN recruited through online platforms. Theoretical saturation was reached, and data were analyzed using NVivo software following a thematic analysis approach. The interviews explored students’ experiences with virtual learning, including emotional responses, cognitive struggles, and social adaptation. Themes were identified through an iterative coding process, ensuring reliability and depth in capturing the psychological effects of digital education on this population. The results indicate that virtual learning has led to heightened emotional distress, including anxiety, stress, and reduced motivation, largely due to isolation and the absence of structured classroom environments. Participants reported significant cognitive challenges, such as attention difficulties, cognitive overload from digital tools, and struggles with learning retention. Socially, students experienced decreased peer interaction, communication barriers, and difficulty adapting to digital learning norms. However, some students developed coping mechanisms such as parental support and self-regulation strategies. The findings align with previous research highlighting the adverse effects of digital learning on students with disabilities, emphasizing the need for targeted interventions. The psychological impact of virtual learning on students with SEN is profound, affecting their emotional well-being, cognitive engagement, and social adaptation. While some students benefit from digital learning’s flexibility, most require additional support to mitigate stress, cognitive overload, and social isolation. Educators and policymakers must prioritize inclusive digital education strategies, enhance accessibility, and provide structured support systems to improve learning experiences for students with SEN.

This study investigated the impact of juiciness-enhanced gamified leaderboards on learning, fun, and learning interest in fourth-grade literature education. the research employed a quasi-experimental, applied quantitative pretest–posttest design with a control group. A sample of 75 fourth-grade female students from a school in District 18 of Tehran was selected through convenience sampling and randomly assigned to three groups: the Juiciness Leaderboard group (JLG), the Simple Leaderboard group (SLG), and the Control Group (CG). Research instruments included a 16-item parallel-form learning test, the 18-item Fun Questionnaire (FunQ), and a 9-item learning interest questionnaire. The intervention lasted six weeks, using standard literature curriculum materials. Statistical analyses with pairwise comparisons showed that the JLG significantly outperformed both the SLG and CG in learning outcomes, fun, and learning interest, while the SLG also performed significantly better than the CG across all variables. The findings indicate that the design of leaderboards plays a critical role in shaping students’ educational experiences. Specifically, the Juiciness Leaderboard intervention consistently produced superior outcomes compared to both the Simple Leaderboard and the Control group, highlighting the added value of sensory-rich features in fostering fun, learning interest, and academic achievement. This study contributes to the growing literature on gamification by emphasizing the importance of incorporating juiciness-enhanced elements into educational environments. By leveraging such strategies, educators can create more dynamic and immersive learning contexts that not only boost short-term performance but also nurture sustained motivation and a lifelong interest in learning.

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.