مطالب

Verse 2:30 of the Qur’an recounts a dialogue between God and the angels regarding the creation of humankind and their appointment as a caliph on Earth, during which the angels express concern about the potential for corruption and bloodshed by humans. This verse has historically been subject to various analyses by Muslim exegetes, who have generally expressed differing perspectives regarding the origin of the angels’ knowledge about human corruption and bloodshed on Earth. Among these perspectives are the angels’ awareness of the Preserved Tablet ( al-Lawḥ al-Maḥfūẓ ), their predictions based on human nature, and their experience with the corruption of the jinn on Earth. This article employs a descriptive-analytical method to critically examine the various interpretations of Q. 2:30 offered by exegetes. After highlighting the weaknesses of each viewpoint, it proposes a hypothesis supported by archaeological evidence. Accordingly, the existence of violence and killing among early hominids (Neanderthals), referred to in Islamic traditions as Nasnās , could be the origin of such a notion among the angels. The article also examines the narratives related to this theory in terms of their sanad (chain of transmission) and meaning, demonstrating the reliability of the narrators and the relevance of their statements to the proposed claim.

The mushrooming of private bilingual schools (PBSs) in large cities of Iran highlights the importance of equipping English teachers in these schools with the required knowledge to hold high-quality English classes. In the absence of publications on the status of English language teaching (ELT) and hence English language teacher education (ELTE) practices in PBSs of Iran, the present inquiry was initiated to explore these neglected aspects in five PBSs in Tehran. In-depth semi-structured interviews with two principals, four English supervisors, and 16 English teachers were used for data collection. Thematic analysis of the data revealed how topics such as teaching methods, materials development, religious values, native and foreign cultures, technological literacy, English accents, use of mother tongue, and teacher reflection were perceived in teacher education practices of the selected schools. This finding can provide policymakers, school principals, English supervisors, and teachers with insights into the value of ELTE programs and the areas needing refinement.   

The rapid advancement of technology has opened up new avenues for language learning, and understanding the factors that impact students' behavioural intentions is crucial for the effective integration of technology in EFL classrooms. The present study investigates the influence of risk-taking behaviour and the Technology Acceptance Model (TAM) in enhancing the behavioural intention of English as a Foreign Language (EFL) students through the integration of technology. The study utilized a quantitative research approach, employing surveys and data analysis techniques to test reliability using the PLS-SEM program tool to gather and analyze data from a sample of 75 EFL college students. The participants were assessed during the continuous assessment of the course based on their risk-taking tendencies, as well as their perceptions and attitudes towards technology acceptance according to the TAM framework. The study's findings are intended to offer important new understandings of the correlation between risk-taking behaviour and TAM characteristics (perceived usefulness and perceived ease of use), and EFL college students' behavioural intention. Additionally, the research aims to identify the factors that positively influence students' intention to adopt and utilize technology in their language learning process. The implications of this study can contribute to the development of effective strategies for educators and institutions to enhance EFL college students' behavioural intention through technology integration. By understanding the role of risk-taking behaviour and TAM variables, educators can design instructional approaches that align with students' preferences and promote active engagement in the learning process.