درخت حوزه‌های تخصصی

In the Iranian academic setting, the current investigation aimed to identify the assessment literacy (AL) components that experienced and novice English for Specific Purposes (ESP) teachers with and without TEFL (teaching English as a foreign language) backgrounds comprehended. We designed an explanatory sequential mixed-methods study, and selected 100 PhD male and female ESP educators from various branches of Islamic Azad University via criterion sampling in order to complete the teacher assessment literacy scale (TALS). The standard deviation as well as mean of the TALS were computed. The mean scores of the TEFL/non-TEFL and novice/experienced teachers on the seven TALS components were then independently compared using two multivariate analyses of variances (MANOVA). After administering the scale to 100 ESP teachers and analyzing the results, 20 of the instructors were chosen via convenience sampling for observation during the study's qualitative phase. Afterwards, the qualitative information was collected through the use of the observation notes. Employing axial/open coding and content analysis of themes, all of the notes were classified and examined. The results showed that in terms of knowledge of assessment literacy components, instructors with TEFL backgrounds understand much better than teachers without TEFL backgrounds. Similarly, the means of all TALS components were greater for inexperienced teachers than for experienced ones. Furthermore, the results of the qualitative phase demonstrated that the novice TEFL teachers performed AL components more effectively than their non-TEFL counterparts as well as the experienced TEFL/non-TEFL instructors.

The objective of this study is to explore the identity development of teenagers with learning disabilities (LD). This qualitative research employed a phenomenological approach, utilizing semi-structured interviews to gather in-depth data from participants. Nineteen teenagers (10 males and 9 females) aged 13-18 years, diagnosed with LD and enrolled in special education programs at three urban high schools, were purposively sampled. The interviews, lasting 45 to 60 minutes each, were transcribed verbatim and analyzed using a thematic approach to identify key themes and subthemes. Four main themes emerged from the data: personal experiences, social interactions and relationships, self-perception and identity, and coping strategies and support systems. Participants reported significant academic challenges, leading to emotional distress and lowered self-esteem. Social interactions varied, with positive relationships providing crucial support and negative interactions exacerbating feelings of isolation. Identity development involved navigating dual identities and coping with internal conflicts. Effective coping strategies, such as seeking help and using assistive technology, contrasted with less adaptive methods like avoidance. Supportive family and educational environments were essential for positive identity development and emotional resilience. The study highlights the complex interplay of factors influencing the identity development of teenagers with LD. Academic challenges, social interactions, and coping strategies significantly impact their self-perception and overall well-being. The findings underscore the need for inclusive educational practices, supportive teacher-student relationships, and comprehensive mental health resources to foster positive identity formation and improve outcomes for adolescents with LD.

This study aimed to explore the digital literacy needs, challenges, and support preferences of adolescents with intellectual disabilities to inform inclusive educational practices and policy interventions. A qualitative research design was employed using semi-structured focus group interviews with 20 adolescents aged 13–18 years diagnosed with mild to moderate intellectual disabilities in Taiwan. Participants were recruited through purposive sampling from both inclusive mainstream schools and special education centers. Data collection was conducted through four focus groups, each comprising five participants. The interviews were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14 software. Thematic saturation guided the completion of data collection. Trustworthiness was enhanced through triangulated coding, member checking, and maintaining an audit trail. Analysis revealed four overarching themes: (1) access to digital tools and infrastructure, (2) digital skills and usage patterns, (3) social and emotional factors, and (4) support systems and educational strategies. Participants reported limited and unequal access to digital devices, inadequate school resources, and lack of individualized digital instruction. While many adolescents demonstrated basic digital engagement (e.g., opening apps, watching videos), they struggled with more complex tasks such as evaluating online content or engaging in digital communication. Emotional barriers included fear of making mistakes and social comparison with peers. Support from family members and peers emerged as critical, while participants emphasized a need for gamified, visual, and hands-on digital training tailored to their learning styles. Adolescents with intellectual disabilities experience significant barriers to digital inclusion, stemming from infrastructural, cognitive, emotional, and instructional gaps. Addressing these challenges requires context-sensitive, learner-centered interventions and greater collaboration among educators, families, and policymakers to ensure equitable access to digital literacy education.