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In this paper, the researcher intends to show the Fantasy world, like the real world, suffers from racial issues and cultural diversities as well. Moreover, the main claim of this article is to depict that the tensions and battles that exist in the selected novels are the result of diaspora, dislocation, and cultural diversities as the subjects attempt to adjust or fail to adapt themselves. In this research, Hall’s theory is used as the main framework. In the selected works Lord of the Rings and The Hobbit, the idea of dislocation is the dominant notion among the characters of the story. The characters might not belong to a specific region while they live there and they would not be accepted by the other character. Consequently, they become confused about their own identity and regard themselves as hybrid subjects. This means that the notion of hybrid identity is dominant among several characters in the series. Consequently, the characters have different features that might be contradictory. ecocriticism has other disciplines such as environmental justice and deep ecology that remain open to trace them in the selected novels. In addition, applying other approaches, such as psychoanalysis, to the novels could also be beneficial, since when searching for the purpose of this study, many interesting issues on the novels and discussions can be read.

This study aims to explore the experiences of special education teachers in implementing differentiated instruction (DI) within mixed-ability classrooms. This qualitative research utilized a phenomenological approach to gain in-depth insights into the participants' experiences. Data were collected through semi-structured interviews with 25 special education teachers from various schools in a metropolitan area. Participants were selected through purposive sampling to ensure they had significant experience with DI. The interviews, each lasting 60 to 90 minutes, were transcribed verbatim and analyzed using thematic analysis. The data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the teachers' experiences. The analysis revealed three main themes: challenges in differentiated instruction, strategies for effective differentiation, and perceived effectiveness and outcomes. Teachers reported significant challenges, including resource limitations, managing student diversity, assessment difficulties, increased workload, and issues with parental involvement. To address these challenges, teachers employed strategies such as flexible grouping, curriculum adaptation, professional development, collaborative planning, and enhancing student engagement. The perceived effectiveness of DI included improved student progress, positive changes in classroom dynamics, increased teacher satisfaction, and greater inclusivity. Differentiated instruction is a vital approach in mixed-ability classrooms, promoting equitable learning opportunities for all students. Despite the challenges, the strategic implementation of DI leads to significant positive outcomes in student performance and classroom inclusivity. Schools should support teachers through professional development, adequate resources, and collaborative opportunities to enhance the effectiveness of DI. Further research should focus on larger, diverse samples and mixed-methods approaches to provide a more comprehensive understanding of DI practices.

This study investigates the effectiveness of inductive and deductive instruction methods on grammar accuracy and appropriateness among Iranian intermediate English as a Foreign Language (EFL) learners. sixty participants, selected from an initial population of 120 students at Zabanzara English Language Institute in Gilan based on their scores on the OPT English proficiency test, were divided into three groups: one receiving inductive grammar instruction, another receiving deductive instruction, and a control group adhering to traditional grammar teaching methods. Over ten weeks, participants underwent a pretest to establish baseline grammar awareness, followed by respective interventions for each group. Posttests assessed changes in grammatical performance, with statistical analyses—including paired samples t-tests and one-way ANOVA—employed to evaluate pre- and post-intervention results. The findings indicate significant improvements in grammatical skills for both experimental groups compared to the control group, suggesting that inductive and deductive teaching methods are more effective than traditional approaches. However, the results did not show statistically significant differences between the inductive and deductive groups. This research underscores the potential benefits of innovative pedagogical strategies in enhancing EFL learners' grammatical understanding. It is recommended that 1. EFL instructors teaching grammar classes should consider the integration of both inductive and deductive teaching methods in their English language instruction.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.

While there are varying perspectives on the bases of reflective practice within the teaching context, there is a broad consensus that reflection is fundamental to building a teacher's professional identity and improving their development. This study sought to investigate the perceptions of EFL teachers of reflective skills of Iranian effective teachers. To this end, a grounded theory design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, semi-structured interview and written reflective journal were used. Data analysis was done through manual thematic analysis via open, axial and selective coding. The results showed the following perceptions of EFL teachers of reflective skills of Iranian EFL effective teachers: 1. Behaving in a socially acceptable manner; 2. Being able to motivate students; 3. Managing classroom; 4. Attending to students' diversity of needs; 5. Planning appropriate teaching and evaluation methods and strategies; etc. Moreover, according to the results, the least important reflective skills of Iranian EFL effective teachers were attending to students' diversity of needs, and being able to motivate students. In addition, the most important reflective skills of Iranian EFL effective teachers were evaluating one's own teaching, making appropriate modifications in one's own teaching, thinking skillfully, planning appropriate teaching and evaluation methods and strategies, and managing classroom. The results have some implications for policymakers, teacher educators, authorities in charge of recruiting teachers.